Sustainable Medical Teaching and Learning During the COVID-19 Pandemic: Surviving the New Normal

Yusoff, Muhamad Saiful Bahri; Hadie, Siti Nurma Hanim; Mohamad, Irfan; Draman, Nani; Al-Aarifin, Ismail Muhd; Rahman, Wan Faiziah Wan Abdul; Pa, Mohamad Najib Mat; Yaacob, Nor Azwany

doi:10.21315/mjms2020.27.3.14

Cited by 28 publications

(33 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are studies showing a correlation between pandemic psychology and online knowledge acquisition ( Haider & Al-Salman, 2020 ; Yusoff et al, 2020 ). There have also been investigations into whether there is a correlation between the prolonged use of digital e-learning tools and the COVID-19 crisis ( Elhai, Yang, McKay, & Asmundson, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

The information impact of network media, the psychological reaction to the COVID-19 pandemic, and online knowledge acquisition: Evidence from Chinese college students

Xie

Zang

Casado³

2020

Journal of Innovation & Knowledge

View full text Add to dashboard Cite

This study focuses on whether network media information about the COVID-19 pandemic has had a significant impact on the online knowledge acquisition of college students. This research is of great significance, as it can have a profound impact on the way we think about knowledge acquisition in the future. Yet, a recent literature review finds that the academic community has not paid attention to this important topic. In the present work, which is based on a survey of 5000 Chinese college students during the COVID-19 pandemic period, we find that COVID-19 information from mainstream Chinese media and overseas media as well as social media has had a significant promoting effect on the online knowledge acquisition of college students. At the same time, the psychological response to the pandemic situation is shown to have had a significant mediating effect on the relationship between the information impact from mainstream Chinese and overseas media and the online knowledge acquisition of college students. Our findings have shown that the more positive college students are in responding to the pandemic, the stronger their willingness is to acquire knowledge through online means, and the better effect this will have on them acquiring knowledge. The results of this paper have important implications for the optimization and improvement of college students’ education and knowledge acquisition methods in the context of the long-term COVID-19 pandemic.

show abstract

Section: Introductionmentioning

confidence: 99%

The information impact of network media, the psychological reaction to the COVID-19 pandemic, and online knowledge acquisition: Evidence from Chinese college students

Xie

Zang

Casado³

2020

Journal of Innovation & Knowledge

View full text Add to dashboard Cite

show abstract

“…Universities are replacing face-to-face teaching with online and remote methods due to the changes in education prompted by the pandemic (Yusoff et al 2020). This is the context in which we are increasing the use of XR for education and adapting to the new restrictions in human contact.…”

Section: Related Workmentioning

confidence: 99%

Running an XR lab in the context of COVID-19 pandemic: Lessons learned from a Norwegian university

Estrada

Prasolova‐Førland

2021

Educ Inf Technol

View full text Add to dashboard Cite

Universities and companies were not prepared to the changes introduced to limit the spread of COVID-19 in Norway. Universities had to switch to online teaching overnight. There is still uncertainty how measures to control the pandemic will keep affecting universities in the short and middle term. Such measures have consequences on how to carry out research that usually relies on students, researcher and volunteers using the equipment and applications. Our group carries out research on virtual/augmented/extended reality (VR/AR/XR) for immersive training and learning. This research often involves user studies. We had established procedures on how to use the equipment, carry out demonstrations and teaching for students, teachers and visitors, develop projects as part of bachelor and master projects and test new applications with volunteers. The measures taken by authorities to control the spread of the pandemic made it difficult or unfeasible to carry out some of those activities. In this paper we describe how our group and XR lab reacted after universities were closed to students’ presence in campus in March 2020. We present our actions to keep research ongoing, our evaluation of some of those actions and discuss how we had to change the way we operate our XR lab in order to continue teaching and research in the near future, under the assumption that restrictions due to the pandemic can be re-implemented at short notice. We propose procedures to run an XR lab in a manner that inspires visitors to feel safe and confident of using the equipment. Our contribution is the proposal of procedures to run an educational XR lab safely and contribute towards the conversation about how to carry out research involving users in XR under pandemic restrictions.

show abstract

“…Technology has helped us to facilitate education when the current public health situation prevented meeting physically, however, technology is only one piece of the success of remote learning. While technology regularly has its place as a supplemental learning tool, Covid-19 has been the first time that it has been used to replace face-to-face instruction [54]. Educators must be intentional in building classroom communities that create connection to the students and that foster connections between students.…”

Section: Teaching With Intentionality: One Size Does Not Fit Allmentioning

confidence: 99%

“…Educator presence places a central role in the effectiveness of remote learning and experiences of students, perhaps more than in face-to-face classrooms [11,12,51]. Educators are challenged to find their voice and presence in an environment where time and space have shifted and are not always synchronous [51,66] and many students have reported that positive teacher-student interactions are lacking in remote learning [11,54]. Educators should be planful in their delivery methods of instruction and create multiple communication pathways for students to have access to support and clarification [66].…”

Section: Preparing For the New Normalmentioning

confidence: 99%

Intentional Teaching: Building Resiliency and Trauma-Sensitive Cultures in Schools

Scannell¹

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

View full text Add to dashboard Cite

In a time where many students and their families are grappling with uncertainties and educators are faced with uniquely complex challenges in the delivery of effective instruction, the ability to create educational communities that respond to the needs of all learners is crucial. There is increasing emergence of technology and pedagogy that have facilitated connections to the classroom never seen before. Yet, educators and school communities need to respond to this time of uncertainty with the lens of trauma sensitive instruction, the creation of meaningful teacher-student relationships, and building the resilience necessary for students to thrive in the ever-shifting landscape of education. This descriptive paper explores strategies for implementation including creating safe spaces for learning, addressing disparities in learning opportunities, preventing academic disruption, and using a proactive approach to address stress and trauma in the classroom. The multitude of teaching modalities available has paved the way for a transition to fluid education but the need to do so with intentionality cannot be ignored. The transition to remote and hybrid learning may change the landscape of education forever, and with it comes the responsibility to ensure high expectations for student success are balanced with compassion, and rigidity is replaced with flexibility.

show abstract

Sustainable Medical Teaching and Learning During the COVID-19 Pandemic: Surviving the New Normal

Cited by 28 publications

References 14 publications

The information impact of network media, the psychological reaction to the COVID-19 pandemic, and online knowledge acquisition: Evidence from Chinese college students

The information impact of network media, the psychological reaction to the COVID-19 pandemic, and online knowledge acquisition: Evidence from Chinese college students

Running an XR lab in the context of COVID-19 pandemic: Lessons learned from a Norwegian university

Intentional Teaching: Building Resiliency and Trauma-Sensitive Cultures in Schools

Contact Info

Product

Resources

About