Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19

Abstract

Consequent to the unprecedented COVID-19 pandemic, pedagogic changes were introduced in postgraduate courses in Physiology, where face-to-face teaching was replaced with synchronous virtual mode for leader-centered (seminar, symposium) and participant-centered (journal club, group discussion) academic activities. We hypothesized that the effectiveness of virtual and face-to-face modes as perceived by postgraduate students in terms of facilitating their overall learning may differ across the spectrum of leader-centered and participant-centered activities. To assess the same, we designed and administered a comprehensive, structured, and validated feedback questionnaire. Postgraduate students ( n = 29) rated virtual sessions significantly more convenient, but less attentive and comprehensible, and reported better audiovisual experience during face-to-face sessions. Students rated flexibility to attend, self-paced learning, ability to revise, lookup for information in real time, and accessibility to distant expertise as important features of virtual sessions and instant feedback, eye-to-eye contact, and ability to interact in the group for face-to-face sessions. Virtual and face-to-face sessions were perceived as equally effective in facilitating their overall learning for the conduct of leader-centered seminars and symposia. However, face-to-face sessions were considered more effective for the conduct of participant-centered group discussions and journal clubs. During the pandemic, students perceive the synchronous virtual mode as an equally effective alternative for the conduct of leader-centered academic activities, but face-to-face teaching is still preferred for the conduct of participant-centered academic activities.

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

“…In turn, with VIC, large groups with randomly selected participants and social distance between group members might have caused loss of motivation and cooperation, once described as social floating. A previous study supports our findings and reported that students perceived leader-centred virtual activities such as pre-recorded presentations or traditional lecture-style teaching as equally effective, but participant-centred virtual activities such as virtual breakout room discussions with peers as less effective than face-to-face sessions [ 22 ]. Smaller and self-chosen groups as well as an appropriate number of assistant lecturers or student assistants, at least on-demand, for group support would be advantageous [ 18 , 23 ].…”

Effects of Recorded versus Live Teleconference Didactic Lectures on Medical Student Performance in the Surgery Clerkship

“… 7 Despite students’ broad acceptance of online education formats and their flexibility, others have found that medical trainees still do not favor complete replacement of face-to-face lectures with recorded lectures and report feeling less engaged with such sessions. 8 - 10 Virtual teleconference lectures provide another option for live learning, and students have reported no significant difference in preference between in-person and teleconference formats. 6 , 10 , 11 However, teleconference formats require considerable electronic resources and investment by both trainees and lecturers, and these formats can suffer from audiovisual technical difficulties that can impair the lecture experience.…”

“… 6 , 10 , 11 However, teleconference formats require considerable electronic resources and investment by both trainees and lecturers, and these formats can suffer from audiovisual technical difficulties that can impair the lecture experience. 8 …”

“…Another factor that can affect student performance regardless of the lecture format is learner engagement. 7 , 8 Although attendance and completion of didactic materials was mandatory across study years, students’ level of interest and engagement was not prospectively surveyed in this study. As with any evaluative parameter, there is likely some degree of inter-evaluator variability with regards to clinical performance scores.…”

International curriculum for undergraduate sonographer education in China during the COVID-19 era: International remote teaching mode vs. domestic on-site teaching mode

“…However, it's noted that students' in-class test score under domestic on-site teaching mode was significantly higher than that under international remote teaching mode. This phenomenon may be due to the more active class learning atmosphere or interactions of onsite face-to-face teaching mode compared to distance learning online (17,18). Several studies also emphasized the importance of classroom teaching interactions in the teaching process (19)(20)(21)(22).…”