Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic

Abstract

The COVID-19 pandemic has resulted in a massive adaptation in health professions education, with a shift from inperson learning activities to a sudden heavy reliance on internet-mediated education. Some health professions schools will have already had considerable educational technology and cultural infrastructure in place, making such a shift more of a different emphasis in provision. For others, this shift will have been a considerable dislocation for both educators and learners in the provision of education. To aid educators make this shift effectively, this 12 Tips article presents a compendium of key principles and practical recommendations that apply to the modalities that make up online learning. The emphasis is on design features that can be rapidly implemented and optimised for the current pandemic. Where applicable, we have pointed out how these short-term shifts can also be beneficial for the long-term integration of educational technology into the organisations' infrastructure. The need for adaptability on the part of educators and learners is an important over-arching theme. By demonstrating these core values of the health professions school in a time of crisis, the manner in which the shift to online learning is carried out sends its own important message to novice health professionals who are in the process of developing their professional identities as learners and as clinicians.

The challenge of online learning for medical education during the COVID-19 pandemic

“…Several recent open-access practical articles have been produced that offer 'best practice' recommendations from experienced medical educators on how to design effective online learning, from development to delivery and implementation, including the increased challenge for low and middle-income countries. 3,4 The main recommendation is the use of a rapid iterative design method, such as action research or educational design research, to ensure that each phase of the development, delivery and implementation process can be modified in response to the comments and evaluations from all of the stakeholders. 4,5 These iterative design methods have rapid cycles of evaluation, with each evaluation informing the design of the next phase.…”

The Impact of Online Learning toward Students’ Academic Performance on Business Correspondence Course

“…The COVID-19 pandemic has resulted in a sudden heavy reliance on the use of online learning. Enhancing teaching and learning during the pandemic requires careful attention to ensure that there is optimization of the range of currently available resources (Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., ... & Webb, A., 2020).…”

Facebook as a substitute for kanohi ki te kanohi in the Master of Applied Indigenous Knowledge programme at Te Wānanga o Aotearoa in Māngere

“…COVID-19, however, has been a significant challenge to education and learning (Crawford et al, 2020;Daniel, 2020;Händel et al, 2020;Naciri et al, 2020;Toquero, 2020;Usak et al, 2020) and face-to-face learning, in particular, became a threat to health (Murphy, 2020). As a result, learning moved online very quickly (Alawamleh, 2020;Daniel, 2020;Händel et al, 2020;Sandars et al, 2020) on an unproven and unmatched scale (Burgess & Sievertsen, 2020).…”