Systematic Mobile Device Usage Behavior and Successful Implementation of TPACK Based on University Students Need

Hossain, Syed Far Abid; Ying, Yang; Saha, Swapan Kumar

doi:10.1007/978-3-030-17795-9_55

Cited by 19 publications

(20 citation statements)

References 21 publications

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“…Students in group 2 highlighted the need to employ several ways of communicating, but specifically suggested to increase the use of online platforms. Interesting, new research indicate that student academic leaning is enhanced when utilizing a multitude of online tools [16][17][18][19]. This may be important to note for future recommendations on how to conduct online doctoral supervision, as recently reviewed by Gray and Costa [20].…”

Section: Discussionmentioning

confidence: 99%

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

et al. 2021

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Background It remains unclear to what extent the SARS-CoV-2/COVID-19 pandemic disrupted the normal progression of biomedical and medical science graduate programs and if there was a lasting impact on the quality and quantity of supervision of PhD-students. To date, multiple editorials and commentaries indicate the severity of the disruption without providing sufficient evidence with quantifiable data. Methods An online survey was submitted to the administrative offices of biomedical and medical PhD-programs at eight major universities in Sweden to gauge the impact of the pandemic on the students. It consisted of multiple-choice and open-ended questions where students could provide examples of positive and/or negative supervision strategies. Open answered questions were coded as either examples of positive or negative support. Results PhD students were divided into two groups: those with improved or unchanged supervision during the pandemic (group 1, n = 185), versus those whose supervision worsened (group 2, n = 69). Group 1 received more help from supervisors and more frequent supervision via both online and alternative platforms (email/messages and telephone). There was no significant difference in educational-stage, gender or caretaking responsibilities between the groups. Conclusions It is important for the scientific community to learn how to provide the best possible supervision for PhD students during the pandemic. Our data suggests that more frequent supervision, and using a diverse array of meeting platforms is helpful. In addition, it is important for the students to feel that they have their supervisor’s emotional support. Several students also expressed that they would benefit from an extension of their PhD programs due to delays caused by the pandemic.

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Section: Discussionmentioning

confidence: 99%

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

et al. 2021

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“…In addition, students participating in Facebook groups with tutor assistance showed a better understanding of the academic concepts and theories (Cuesta, Eklund et al 2016). On the other hand, it is important to design technological pedagogical content that meet the diverse needs of the university students (Hossain, Ying et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…It has been reported that medical students who use mobile devices in studying anatomy have a higher learning experience than others (Lazarus, Sookrajh et al 2017). Previous studies showed that smartphones are the most commonly used device by leaners followed by laptop, desktop, and tablet (Baticulon, Alberto et al 2020, Hossain, Ying et al 2020). In addition, the majority of students have more than one electronic device (Hossain, Ying et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies showed that smartphones are the most commonly used device by leaners followed by laptop, desktop, and tablet (Baticulon, Alberto et al 2020, Hossain, Ying et al 2020). In addition, the majority of students have more than one electronic device (Hossain, Ying et al 2020). Unequal access to computers and internet by students leads to the loss of effectiveness of the online learning (Xu and Xu 2019).…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of the shift to emergency remote learning of veterinary anatomy during the COVID‐19 pandemic: A global students’ perspectives

Mahdy

2021

Preprint

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Purpose: The present study assessed the shift to remote teaching of veterinary anatomy during the COVID‐19 pandemic based on students’ perspectives. Methods: Participants were invited to answer an anonymous online Google Form questionnaire using the snowball sampling method. Only students who studied anatomy online during the COVID-19 lockdown period were eligible to answer the questionnaire. Results: A total of 961 participants were enrolled in this study from 87 countries and 6 continents. Data showed that the majority of students (81.6%) were interested in studying anatomy online during COVID-19 lockdown. Moreover, approximately 82% of students were comfortable with the technological skills and approximately 61% of students can understand online anatomy well during lockdown. Furthermore, approximately 52.76% of students believed that online learning of anatomy suited for theoretical, 8.74% believed that it suited for practical parts, and 30.28% believed that it suited for both theoretical and practical parts. On the contrary, about 36.63% of students thought that online learning of anatomy could replace face-to-face teaching. In conclusion, shifting to remote teaching appears to be a good and convenient approach during the lockdown period as shown by student interest to study anatomy online during the COVID-19 lockdown, their comfortability with the technological skills, and their level of understanding. However, practical classes with cadaver dissection and dealing with different anatomical specimens is essential for veterinary students, therefore, blended learning is recommended. Conclusion: the study highlighted several challenges associated with studying anatomy online during lockdown period and recommendation to overcome these challenges.

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“…; iii) Step 6 prompts an evaluation of how best to mitigate or remedy the negative effects of the policy; iv) Step 7 guides how to make an all-things-considered judgment about whether the policy or set of policies under consideration is ethically justified. 19 In the same line of thought, because reopening schools is considered an urgent national priority, researchers 20 outlined the following list of actions that need to be taken if and when policymakers decide to eliminate social distancing: i) Create the conditions for a successful reopening…[by implementing] a rigorous program of testing, contact tracing, isolation, and quarantine; ii) Establish distancing at each school…[by limiting] mixing, staggering drop-offs and pick-ups, closing common areas, adding transportation options to increase spacing (such as buses), limiting nonessential visitors, and canceling extracurricular activities that require close contact; iii) Prioritize at-risk learners from missing schools…[by providing] additional resources for space, new staffing, and educational technology; iv) Ready a strong public health and environmental response…[by screening] children quickly on arrival, [making] handwashing and other supplies readily available, and [adopting] schedules for cleaning high-touch areas and disinfecting classrooms, with appropriate protective equipment for maintenance staff; v) Respect the valid concerns of individual families and teachers…by [identifying] and [training] teachers at high risk to serve as remote learning experts, with the potential to flex and incorporate other students and teachers during periods of quarantine or school closure; vi) Link curricula, teaching strategies, and remote learning technologies… [by identifying] appropriate curricula that have both in-person and remote strategies, leveraging technology where age appropriate, and linked to specific learning objectives (pp. E1–E2).…”

Section: Introductionmentioning

confidence: 99%

Social distancing and reopening universities after the COVID-19 pandemic: policy complexity in G20 countries

Nurunnabi¹,

Almusharraf²

2021

J Public Health Res

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Background: The coronavirus disease (COVID-19) has affected the entire globe, and various mythologies argue about its diagnosis, cure, and prevention. Globally, as of September 18th, 2020, there have been 30.055 million confirmed cases, including 0.943 million deaths. The nationwide closures are impacting over 60% of the world’s student population. This study aimed to explore the social distancing policies and universities' reopening after COVID-19 in G20 countries (19 member countries and the European Union).Design and Methods: The study is based on documentary analysis. G20 members represent around 80% of the world’s economic output, two-thirds of the global population (including more than half of the world's poor), and 75% of international trade. Based on documentary analysis, the study revealed that there is a policy dilemma among G20 countries regarding school reopening and a variety of conflicting policies within each country.Results: Based on a sample of 838 universities in the USA, 66% of universities (552 of 838) plan for in-person instruction, while only 7% are planning for a completely online teaching mode in the fall 2020 semester. Conclusions: Interestingly, none of the private universities in this study are planning to implement an online teaching mode. Policymakers need an integrated set of policy guidelines for school reopening, considering the evaluation of current COVID-19 pandemic circumstances and social distancing capacity.

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Systematic Mobile Device Usage Behavior and Successful Implementation of TPACK Based on University Students Need

Cited by 19 publications

References 21 publications

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

Challenges in PhD education due to COVID-19 - disrupted supervision or business as usual: a cross-sectional survey of Swedish biomedical sciences graduate students

Evaluation of the shift to emergency remote learning of veterinary anatomy during the COVID‐19 pandemic: A global students’ perspectives

Social distancing and reopening universities after the COVID-19 pandemic: policy complexity in G20 countries

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