Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study

Papan, Cihan; Schmitt, Monika; Becker, Sören L.

doi:10.2196/39680

Cited by 4 publications

(2 citation statements)

References 44 publications

(46 reference statements)

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“…The same results are obtained from University of Saarland, Germany, participated in an onlineonly course in medical microbiology. Test performances, failure rates, and student evaluation, including open-response items, of the course during the summer term 2020 were compared to the summer term 2019 [17,18].…”

Section: The Results Of Selfpreparation and Exams In Microbiologymentioning

confidence: 99%

Did the Pandemic Affect the Quality and Level of Knowledge and Performance (Case Study)

Dineva,

Todorov,

Hristov

et al. 2023

Preprint

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The pandemic was an enormous experience all over the world. The type of living, working and study were changed irreversibly. Facing the opportunity to establish old frames of education in universities is impossible. The adoption of new ways of teaching and assessments reveal their convenience and in the same way their weak points. In response to that stage, on 14 December 2022, the EU parliament accepted the "Digital Decade Policy Programme 2030", for the establishment of a digital transformation community (EU 2022). Trakia University had an online assessment system, quizzes for self-training, and final exams, developed in 2008 on Moodle virtual learning environment. During the pandemic, online exams and lectures were conducted using platforms like BigBlueButton in Moodle or Google Meets. The article gives the results of online exams before, during, and after the pandemic. The outcome, without doubt, displays the lowering knowledge level or performance during the social isolation due to COVID-19, and after, and the reasons are discussed. During the second year of the pandemic was mentioned also a high dropout of students. Now the situation is returning to the previous levels, before the pandemic, but the quality of education is not yet reached. The article values the grades results of session exams and has the intention to clarify the influence of the pandemic period on the excellence of high institution education.

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Section: The Results Of Selfpreparation and Exams In Microbiologymentioning

confidence: 99%

Did the Pandemic Affect the Quality and Level of Knowledge and Performance (Case Study)

Dineva,

Todorov,

Hristov

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Learner-learner interaction is relevant to group discussions, group projects, and idea sharing, which occur during collaborative activities [40]. In addition, limited opportunities for interaction between students and instructors during web-based learning represented a significant barrier to web-based learning during the first year of the pandemic [44][45][46]. This study was conducted in the first semester of implementing web-based classes because of the COVID-19 pandemic; therefore, the limitation of interaction may also be applicable in this case.…”

Section: Principal Findingsmentioning

confidence: 99%

Dental Students’ Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study

Lee,

An,

Ihm

2024

J Med Internet Res

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Background The COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students’ safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches. Objective This study aims to examine dental students’ web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning. Methods This study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning. Results A multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the “learning environment” (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of “learning in preferred time” (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident. Conclusions The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.

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Using office hour appointment data to illustrate a decline in student-faculty interaction during and after COVID-19

Fahey,

Boddy

2024

Advances in Physiology Education

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Applying readily available data, we quantify a persistent, negative impact of the shift to emergency remote teaching (ERT) on a measure of student-faculty interaction (SFI) among first-year medical students. A gender-based component to these effects is also discussed. Before, during, and after COVID, physiology emerged as the most engaged-with discipline as measured by office hour (OH) appointment volume.

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Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study

Cited by 4 publications

References 44 publications

Did the Pandemic Affect the Quality and Level of Knowledge and Performance (Case Study)

Did the Pandemic Affect the Quality and Level of Knowledge and Performance (Case Study)

Dental Students’ Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study

Using office hour appointment data to illustrate a decline in student-faculty interaction during and after COVID-19

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