Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’

Renfrew, Mary J; Bradshaw, Gwendolen; Burnett, Alicia; Byrom, Anna; Entwistle, Francesca; King, Kay; Olayiwola, Wendy; Thomas, Grace

doi:10.1016/j.midw.2020.102915

Cited by 16 publications

(14 citation statements)

References 25 publications

(29 reference statements)

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“…The use of online learning in the pandemic era is increasingly finding its relevance. [2,3] researched the impact of the COVID-19 pandemic on students in the radiology field.…”

Section: Definition Of Online Learningmentioning

confidence: 99%

Requirements Engineering in The Integration of Social Media Based Interactive Learning

et al. 2021

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Due to the pandemic Covid-19, Department of Industrial Engineering, University of Diponegoro started requiring online learning for each subject using the Microsoft platform Teams. These changes caused several obstacles faced by students. The Microsoft Teams app requires stable connectivity and high quota usage because online learning takes place in real-time. For this reason, it is necessary to increase better facilities by meeting the needs of students in online learning. This study aims to map user needs in online learning into telegram-based social media features and WordPress-based websites. This study uses the Requirement Engineering method in designing its information system. The Computer Simulation course at the Department of Industrial Engineering focuses on designing this online learning application. The analysis of user requirements obtained will be implemented as the basis for making information systems. Lecturers can provide course material as learning content into Telegram groups or websites. The telegram bot feature is used to present learning material shortly, concisely, and clearly.

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“…The use of online learning in the pandemic era is increasingly finding its relevance. [2,3] researched the impact of the COVID-19 pandemic on students in the radiology field.…”

Section: Definition Of Online Learningmentioning

confidence: 99%

Requirements Engineering in The Integration of Social Media Based Interactive Learning

et al. 2021

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“…In particular, difficulties are occurring in practical classes at medical and engineering universities. Additionally, there have been many difficulties because practical classes are also conducted in non-face-to-face classes even in specialized high schools [13][14][15].…”

Section: Non-face-to-face (Non-f2f) Learningmentioning

confidence: 99%

“…In 2020, in situations where face-to-face classes were difficult due to COVID-19, many studies were conducted to increase the learning efficiency of hands-on classes using methods such as IoT (Internet of Things) practice. In addition, research is continuing to be conducted to improve skills in the fields of nursing, robot education, and IoT practical education [13][14][15]. However, learning that utilizes IoT-based training kits such as the Arduino Uno, Raspberry Pi, and Atmega 128 are difficult to learn even if computer programming is practiced [16].…”

Section: Introductionmentioning

confidence: 99%

Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning

Kim

Mun

2021

Applied Sciences

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Due to COVID-19, non-F2F (non-face-to-face) learning is being conducted in educational sites around the world. Unlike theoretical subjects, which have a variety of applicable non-F2F learning content, in practical subjects, learners may undergo many difficulties due to many learning activities. Therefore, this research tries to design and develop a mobile application that allows learners to perform a self-diagnostic on their learning progress. In this research, we conducted a mobile application usability evaluation for 36 students who participated in non-F2F Arduino practice learning. To this end, we applied the ADDIE (Analysis, Design, Development, Implement, and Evaluation) model to develop a self-diagnostic mobile application for students’ learning progress according to the learning content. The research tool modified and distributed the question item appropriate for this subject’s study for the mobile usability evaluation that was used in the previous study. This research applied the ADDIE model to analyze the characteristics of students and learning contents, including designed learning contents, database, menu structure, developed learning contents, and mobile application. After using this in non-F2F practice learning for 15 weeks, a mobile application usability evaluation was conducted. As a result of the study, due to receiving usability scores between 3.53 and 4.42, it was found that the learning progress self-diagnostic in non-F2F practice learning was essential and that mobile applications were useful in non-F2F practice learning. Additionally, 33 out of 36 students responded that it would be useful for their learning if they actively used it in other subjects as well. We have found that leveraging self-diagnostic mobile applications through the mobile application usability evaluation tool can be useful for non-F2F practice learning. Additionally, it is expected to be useful for non-F2F practice learning if additional research is conducted on other factors as well such as teaching presence, online learning engagement, and learning flow in the future.

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“… 20 Research suggested that emotional experiences play a major role in shaping academic achievement and can significantly affect students’ cognitive ability, behavior, and, eventually, success in the academic world. 21 Therefore, it is important to examine different background characteristics that have the potential to affect students’ emotions regarding their learning.…”

Section: Introductionmentioning

confidence: 99%

Beliefs, emotions, and usage of information and communication technologies in distance learning during the COVID-19 pandemic: Health sciences students’ perspectives

Green

Shorer

2022

DIGITAL HEALTH

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Objectives First, to examine Health Sciences students’ discipline, educational level, number of online courses taken, and emotions regarding distance learning; second, to explore a model in which information and communication technologies' (ICT) beliefs serve as mediators among ICT's emotions and ICT usage. Methods This is a cross-sectional study. Participants consisted of 210 students from the School of Health Sciences at the University. Perceptions toward ICTs in Teaching-Learning Process Scale and Computer Emotion Scale were used. Results Nursing students report significantly more ICT-related negative emotions than Management of Health Systems students. Students who took a low or medium number of online courses report significantly more ICT-related positive emotions than students who took a high number of online courses. In addition, ICT-related beliefs did not mediate the effects of ICT-related positive emotions and ICT usage but did mediate ICT-related negative emotions and ICT usage. Conclusions The digital tools in online courses should be appropriately combined with the learning method, and course content. It requires not only a solid technical foundation but also an educational mentality, as well as an adjustment period.

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Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’

Cited by 16 publications

References 25 publications

Requirements Engineering in The Integration of Social Media Based Interactive Learning

Requirements Engineering in The Integration of Social Media Based Interactive Learning

Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning

Beliefs, emotions, and usage of information and communication technologies in distance learning during the COVID-19 pandemic: Health sciences students’ perspectives

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