Student performance comparisons for a critical thinking skill set (technology decision‐making) for classroom and remote (Zoom) facilitation

Abstract

A comparison of student learning in a critical thinking exercise for technology decision‐making occurred with the onset of coronavirus and the switch from face‐to‐face to distance with Zoom. Literature on explicit critical thinking skill sets is scant in any format, including distance learning. While face‐to‐face and Zoom have similarities, seizing this opportunity for comparison can set the stage to determine soundness of distance learning in critical thinking on a preliminary basis. The learning outcome, learning guide and assessment instrument remained the same for the exercise in both formats; student teams presented analyses of different technologies with assessment by 2 faculty as before. Forty students had not completed the exercise when the coronavirus shut down occurred. Students performed at as high a level using virtual/Zoom as with face‐to‐face.

Dental education practices during COVID‐19: A scoping review

“…Nine articles were categorized in this domain, with each study assessing students virtually. 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 Three of the studies were related to objective structured clinical examination (OSCE), a case‐based summative examination used for clinical assessment. 12 , 17 , 18 The remaining six articles focused on general online assessment, excluding the OSCE.…”

“… 12 , 17 , 18 The remaining six articles focused on general online assessment, excluding the OSCE. 13 , 14 , 15 , 16 , 19 , 20 …”

“…Largely, the general online assessments had positive outcomes, and instructors felt students were given the opportunity to demonstrate their knowledge 13,14,20 . Nevertheless, challenges consisted of poor student attire and professionalism during exams, lack of in‐person activities to increase retention of material, multiple skill sets were hard to assess, and Flipgrid was found to not be suitable for video management 14–16,20 …”

“…12,17,18 The remaining six articles focused on general online assessment, excluding the OSCE. [13][14][15][16]19,20 The OSCE assessment shifted to an online format due to COVID-19 using Canvas, Moodle, and Zoom as the virtual platforms to deliver assessments to dental students. 12,17,18 Overall, the OSCEs were implemented successfully by determining competency through demonstration of knowledge.…”

The Role of Online Teaching Tools on the Perception of the Students during the Lockdown of Covid-19

“…Since Zoom became a standard as a teleconferencing platform in teaching organizations more particularly during corona virus crisis, a few of private universities in the North of Iraq has adapted this platform as an alternative to face-to-face teaching (Holloway, Johnsen, & Syrbu, 2020). Hence, Major et al (2020) revealed that Zoom has an impact on learning experience positively, because of direct communication among students and lecturers which is mostly like face-to-face teaching.…”