Student assessment of online tools to foster engagement during the COVID-19 quarantine

Lima, Karine Ramires; Neves, Ben-Hur Souto das; Ramires, Caroline Cadore; Soares, Marisele Dos Santos; Martini, V.; Lopes, Luiza Freitas; Mello‐Carpes, Pâmela Billig

doi:10.1152/advan.00131.2020

Cited by 37 publications

(31 citation statements)

References 13 publications

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“…Students can collaborate in Google Docs for worksheets and share screens in Zoom Breakout Rooms during brainstorming sessions. We are currently exploring the use of different online tools to compensate for the lack of face-to-face interaction ( 23 ). In addition to these modified activities, we plan to incorporate more interactive methods through websites and online models as we shift to fully online for the Spring 2021 semester.…”

Section: What Challenges Did We Face As We Transitioned To Online Instruction?mentioning

confidence: 99%

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Beason-Abmayr

Caprette

Gopalan

2021

Advances in Physiology Education

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Due to the COVID-19 pandemic, Rice University canceled classes for the week of March 9–13, 2020 and shifted all instruction to online only following spring break. For the second half of the semester, animal physiology was taught exclusively over Zoom. Here we describe how a flipped teaching format that was used before the pandemic eased the transition from face-to-face teaching to online instruction. The preclass preparation resources and the active learning materials that were already in place for flipped teaching were helpful in the transition to solely online teaching. Therefore, the focus during the transition was to reconfigure active learning and examinations from the face-to-face format to the online platform. Instead of small group discussions in the classroom, teams interacted in Zoom Breakout Rooms. Rather than taking exams in-person during scheduled class time, students submitted exams online. Additionally, students prerecorded their project presentations instead of presenting them “live” during the last week of classes. Overall, students felt that the class smoothly transitioned to a remote only format. These and other changes to the instructional methods will be implemented during the Spring 2021 semester when the course is taught fully online.

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Section: What Challenges Did We Face As We Transitioned To Online Instruction?mentioning

confidence: 99%

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Beason-Abmayr

Caprette

Gopalan

2021

Advances in Physiology Education

View full text Add to dashboard Cite

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“…During the COVID-19 pandemic, virtual teaching has become an important alternative to on-campus teaching ( 9 ). Several different strategies were adopted at COSHP to shift to an online teaching method.…”

Section: Rescue Actions To Reallocate Teaching Activitiesmentioning

confidence: 99%

Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program

Memon

Feroz

Alkushi

et al. 2021

Advances in Physiology Education

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The College of Science and Health Professions offers a university preprofessional program. Like most medical schools in Saudi Arabia, the teaching delivery strategy in the university preprofessional program is on campus and face-to-face. During the month of March 2020, teaching activities of the spring semester were proceeding as normal; however, the sudden emergence of COVID-19 disturbed routine activities and compelled authorities to switch all teaching activities from face-to-face to online. Training sessions and workshops for all stakeholders on online delivery methods were arranged. Blackboard and other online facilities were utilized. All teaching materials, including newly made video clips for anatomy and physiology practicals, were uploaded on Blackboard and discussed online with students. Students’ anxiety related to the exam was reassured by giving them the option of open book quizzes during summative continuous assessment. All scheduled teaching sessions, lectures, and practicals were conducted proficiently. Revision sessions and assessment quizzes were conducted with students’ satisfaction. At the end of the semester, a final exam was conducted online as an open book exam. Students with technical issues while attempting the exam were given an opportunity to make up for it. After a successful final exam, the cumulative block grades showed students secured higher grades in the open book exam. Following that, the King Saud bin Abdulaziz University for Health Sciences has managed to conduct on-campus close book exams that abide by self-distancing and standard operating procedure policies.

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“…There is now a large body of published, peer-reviewed research papers assessing the impacts of the pandemic on university students, the majority of these are surveys investigating topics such as student adaptations to online learning, [9][10][11][12][13][14][15][16] Covid-19 impacts on mental health, 4,5,[17][18][19][20][21][22][23][24][25][26] or less frequently, both of these factors in parallel. [27][28][29][30] Other studies that have taken a broader approach to understand how the pandemic has altered academic, societal, health, lifestyle and behavioural elements of the student experience.…”

mentioning

confidence: 99%

Impacts of the Covid‐19 pandemic on the health of university students

Ihm

Zhang

Vijfeijken

et al. 2021

Health Planning & Management

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The Covid-19 pandemic caused by the novel Sars-CoV-2 coronavirus, has resulted in millions of deaths and disruption to daily life across the globe. University students have been additionally affected by a sudden move to online learning, the closure of campuses and dramatic societal changes that have upended their experiences of higher education. Here we focus on the physical and mental health consequences of the pandemic for this population sector during 2020, and the interdependencies of these impacts.We survey the challenges for infection control on campuses and for monitoring the disease dynamics in student communities. Finally, we explore the psychological and mental health problems that have been exacerbated by the pandemic and evaluate the underlying factors that are most relevant to students.

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Student assessment of online tools to foster engagement during the COVID-19 quarantine

Cited by 37 publications

References 13 publications

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program

Impacts of the Covid‐19 pandemic on the health of university students

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