Student and faculty perceptions of effectiveness of online teaching modalities

From Onsite to Online: Perspectives on Preservice Teachers’ Instructional Engagement

“…According to them, a normal scenario of an online class included teachers talking non-stop, teachers showing prerecorded lectures, teachers muting the microphone to avoid disruptions while 90% of students are turning off their cameras, and student interaction mostly occurring through the chat box. Watson et al (2023) also revealed that students indicated that online learning improved their technical skills but had a negative effect on communication with instructors. As teachers have also grappled with these changes at the onset of this major educational shift, they may have resorted to banking on expecting students to exercise rote memorization and pure lectures, which may not be so effective during online classes.…”

“…Thus, to substantiate class lectures, teachers may incorporate online links to possible relevant instructional videos and materials. The study of Watson et al (2023) revealed that students had a favorable opinion of video-recorded lectures with extra reading materials, and viewed classes that mainly relied on reading materials to be less effective. Prerecorded lectures, student response games such as Kahoots, and small-group digital activities were all cited by respondents as effective for online learning; they preferred self-selected groups over randomly assigned ones.…”

“…Although respondents were highly engaged in multimedia formats, it does not necessarily guarantee learning, as some of them also mentioned that looking for relevant materials online consumes most of their time. Students perceive courses offered fully online to be the least effective (Watson et al, 2023); thus, teachers' facilitation is vital. One of the primary tenets of instructional design and teaching is to ensure that students comprehend the information to improve the online learning environment.…”

Online Interactive Flipped Classroom Teaching in Pediatrics for Medical Undergraduates

“…Some of the exciting barriers discovered in the study were frequent doubts from other peers, the teacher's language barrier, the teacher's fast pace, and less time devoted to the discussion of each case. Previous studies have demonstrated differences in faculty and students' perceptions of online teaching, with the former preferring synchronous education and the latter preferring pre-recorded lectures [ 14 ]. The current online flipped model serves as a blend of both.…”

Incorporating online learning into undergraduate nursing programmes: What did we learn from the global pandemic?

“…COVID‐19 will not be the last public health emergency that nurse education will face, as such, there may be value in Higher Education Institutions continuing to provide faculty with online teaching support. Supporting this, Watson et al (2023) believe that through the provision of professional development opportunities and managerial support, faculty can be encouraged to acquire and consolidate the skills and knowledge required to deliver online educational material optimally.…”