The pedagogical shift during COVID-19 pandemic: Emergency remote learning practices in nursing and its effectiveness

Sharma, Muna; Onta, Mandira; Shrestha, Sulochana; Sharma, Mohan Raj; Bhattarai, Tilarupa

doi:10.5281/zenodo.4695275

Cited by 2 publications

(3 citation statements)

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“…About 46.4% of the school population does not have access to the internet at home, compromising students' adherence to the teaching process. The fact that classes take place online, through platforms, causes different types of disturbances and/or distractions for students (Flores et al, 2021;Nóbrega et al, 2020;Sharma et al, 2021).…”

Section: Data Discussionmentioning

confidence: 99%

“…One of the worrying factors about the use of computer technologies is their influence on the eye health of students, since there is daily eye overload with the application of ERT. Some authors advocate that attending long online classes becomes harmful and ineffective for the academic path of those involved (Sharma et al, 2021;Sy et al, 2022).…”

Section: Data Discussionmentioning

confidence: 99%

“…This study demonstrated that both personal and contextual factors seem to explain students positive or negative adaptation to online teaching and learning, as a result of closure of higher education institutions during the pandemic phase. Article 5 Sharma et al, (2021)…”

Section: Main Conclusionmentioning

confidence: 99%

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The Paris Conference on Education 2023: Official Conference Proceedings

2023

PCE Official Conference Proceedings

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Education in the post-pandemic era is presented with prospects to reconfigure the mode of teaching and learning with the affordances of technology. Despite the prominence of classroom talk and its associations with students' thinking, little is known about such effects when talk is conducted in a purely asynchronous online context among students and teachers who learn English as L2. The current study explored how Hong Kong ESL learners talk and think together using a micro-blogging tool, Padlet. Twenty-five students from a HK secondary school were recruited to post their individual views on news articles before engaging in open-floor discussions about their opinions. They were then asked to write a short self-evaluation on their discussion process and evaluate their talk. The Scheme for Educational Dialogue Analysis was adopted for coding written contributions while thematic coding was adopted for oral transcriptions for analysis. Results showed that the online talk had short turn-taking and was dominated by reasoning and questioning. However, this type of online talk exposed students to a wider range of views and future learning opportunities. It also promoted the depth and breadth of their thinking and triggered internalisation of co-constructed ideas for individual production with a heightened sense of self-evaluative awareness. Based on these salient findings, the significance of learning via online talk is identified. It is also recommended that self-evaluation should be integrated in the learning process to facilitate students' interthinking.

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Section: Data Discussionmentioning

confidence: 99%

Section: Data Discussionmentioning

confidence: 99%