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The current study examined the motivation to learn English language via online during the COVID 19 period. Dramatic change has occurred in online learning due to the fall of COVID 19 in Sri Lanka. Thus, this study aimed to find the motivation of Sri Lankan learners to learn English via online. Mixed method approach was applied to collect data from...
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The recent pandemic disease, COVID-19, brought about a measure that involves every individual staying at home in Nigeria. This had various effects on different activities and habits of an average Nigerian. This study examined the influence of COVID-19 lockdown on reading habit of Nigerians using Lagos State inhabitants as case study. Descriptive su...
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... Not only teaching, but also the conducting of online assessments according to a proper schedule makes learning effective and autonomous (Sudusinghe& Kumara, 2020). However, learners in the study conducted by Sudusingheand Kumara (2020) are not content with the online teaching practice, and they prefer face-to-face teaching more than online delivery.This preference for face-to-face learning is prevalent for online ELT as well (Prasangani, 2020). ...
The unexpected shift to online teaching from face-to-face was a noteworthy phenomenon to all students and teachers in Sri Lanka which affected English Language Teaching (ELT). However, e-learning commenced in Sri Lanka at the Open University of Sri Lanka, way before the COVI-19 pandemic emerged, where the first-year core course in English language regardless of the discipline has been a face-to-face delivery. The traditional face-to-face mode of lecture delivery unexpectedly shifted to online since 2020 due to COVID-19 which resulted in the temporary closure of the physical delivery of all university courses including English. Now it has been more than two years and it is essential to examine the studies conducted locally on online ELT at tertiary level. Eventually the present study has discovered twenty-four studies which were conducted in the said research context analyzing how these studies examined online ELT strategies, their effectiveness, how was it proven and whether any further steps are required to make it effective. Consequently, in most of the local research conducted, undergraduates possess a negative attitude to online learning due to technical flaws and inconveniences experienced when learning from home. In addition, all these studies recommend that leaners and academics be given more practice in online teaching and learning. These findings and conclusions can be utilized to decide on the adequacy of research conducted on online ELT in the local tertiary level context and whether any such scholarly research recommends that online ELT requires revision. Eventually, these conclusions can initiate the designing of a model for online ELT for local undergraduates. Following the findings, the study concludes that online ELT at local universities relies on the teaching practices, prevalence of effectiveness and strategies followed, concern paid and followed to fulfill further requirements for the development in effectiveness. Consequently, it is expected to inspire the implementation of effective strategies for online ELT for undergraduates. However, since most of these conclusions have been arrived at based on studies focusing on undergraduates' perspectives, it is essential to cross-examine the information obtained from both learners and lecturers via a mixed method approach, so that future transitions to the online approach can incorporate the best practices followed by both lecturers and students.
... This study was conducted via mixed method approach. Quantitative data were collected by utilising the adapted motivation questionnaire (Prasangani, 2020). This questionnaire consisted with 33 items of 5-point Likert scale. ...
Right now in the era of digital technology, with the new generation they are born digital and in every part of their lives integration IoTT (internet of thing and technology). Their way of learning differs from the previous generations due to the arrival of this technical literate person. This leads to an integrated approach and a paradigm change it for transformation in education, which has seen the use of Film-YouTube apps based videos in the classroom as one of innovative way in teaching-learning activities amid covid19. This strategy has given fresh insights into pedagogy at a university and is considered to affect the level of student involvement in the usage of YouTube apps as a pedagogical practice. The use film-YouTube apps based as a tool to engage new generation students has been recommended. The phenomena using Literature –Film-Youtube based amid covid19 increase in Indonesia students. Some of research and study reports the integration edutainment enable students to learn more fun and enjoyable also students learn more creative and critical thinking in virtual classrooms. Implementation Literature –Film-Youtube based in learning-teaching activities had a positive effect on the motivation of students, catch the attention of students, improve the focus of students, create interest in lessons, improve content attitudes, draw on the imagination of students and make learning interesting and meaningful. Videos also enable the brain to react actively on both sides of the brain, helping to strengthen and improve the knowledge of students.
... This study was conducted via mixed method approach. Quantitative data were collected by utilising the adapted motivation questionnaire (Prasangani, 2020). This questionnaire consisted with 33 items of 5-point Likert scale. ...
This chapter aims to provide smart applications supportive of learning mathematics for students of special education, especially dyslexia, in the four areas of mathematics: numbers and problem solving; geometry and problem solving; measurement and problem solving; data processing and problem solving; where the educational crisis caused by COVID-19 forced teachers to rely on digital technology as a primary source of teaching and learning regardless of their current beliefs and practices related to technology. This forced and sudden change can be seen as an opportunity for major shifts to occur in how mathematics teachers use technology for face-to-face, online, and blended classroom teaching. Effectively incorporating digital technologies into mathematics teaching and learning is a complex task that requires consideration of many elements, including pedagogy, content, and student learning. Use of digital technologies in mathematics can be ineffective, distracting, or even dangerous when they are not incorporated into the learning process in useful ways. Online learning environments provide capabilities that can allow mathematics educators to redefine practices as they currently occur in the mathematics classroom and traditional ways of mediating meaningful student-teacher interactions through blended and flipped learning approaches. Among the problems that students suffer from, dyscalculia is a disability in learning mathematics that weakens the individual's ability to learn concepts related to numbers, perform accurate mathematical calculations, solve causes and problems, and perform other basic mathematics skills. Dyscalculia is sometimes called "digital dyslexia" or "mathematical dyslexia." The American Psychiatric Association (APA)Individuals with dyscalculia have difficulties in all areas of mathematics—problems that are not explained by a lack of appropriate education, intellectual disabilities, or other conditions. A learning disorder complicates and derails aspects of daily life that involve mathematical concepts, such as telling time, counting money, and performing.
... The COVID-19 pandemic and the following lockdown led universities all over the world to rethink modes of delivery for a number of subjects, including the foreign language, in terms of use of technologies which allow for continuing of learning in isolation. While the issue of the influence on the pandemic on the modes of delivery in foreign language teaching required further investigation, there is already some feedback on the use of technology in language teaching ranging from reviews of online training courses on teaching English online (Codreanu 2020) to the use of technologies by ESP practitioners in specific countries (Constantinou, Papadima-Sophocleous 2020), suggestions for professional development (Constantinou, Papadima-Sophocleous 2020), challenges of online language learning (Krishnan et al. 2020), the effect of developed blended learning model on learning outcomes (Syahri et al 2020), motivation for online language learning (Prasangani 2020), and the attitude of the students to online language learning (Tamayo-Maggi 2020). ...
The article focuses on the experience of online language learning in the time of the COVID-19 pandemic at Sechenov University (Moscow, Russia). Due to the differences in accepted professional communication practices in medical sphere in Russia and abroad there is a need of commenting, propagation and constant focusing on the part of the instructor. The aim of this research was to obtain a clear and a detailed picture of medical students’ attitude towards the change in the mode of delivery in teaching languages for medical purposes, which occurred during the lockdown and triggered a sudden shift in the roles. We analyzed the technologies used, the alterations to the academic content, modes of delivery, and the student’s attitude towards ESP/EMP employing mainly a quantitative methodology of gathering and analyzing data. The survey of the students showed that, though there is a strong preference in favor of technology use and more independent learning, they fully understand the role of the instructor in the process.
... This study was conducted via mixed method approach. Quantitative data were collected by utilising the adapted motivation questionnaire (Prasangani, 2020 According to the Table 2 Cronbach's Alpha value of the instrument is 0.935. Table 3 further validates the questionnaire items. ...
Right now in the era of digital technology, with the new generation they are born digital and in every part of their lives integration IoTT (internet of thing and technology). Their way of learning differs from the previous generations due to the arrival of this technical literate person. This leads to an integrated approach and a paradigm change it for transformation in education, which has seen the use of Film-YouTube apps based videos in the classroom as one of innovative way in teaching-learning activities amid covid19. This strategy has given fresh insights into pedagogy at a university and is considered to affect the level of student involvement in the usage of YouTube apps as a pedagogical practice. The use film-YouTube apps based as a tool to engage new generation students has been recommended.
The phenomena using Literature –Film-Youtube based amid covid19 increase in Indonesia students. Some of research and study reports the integration edutainment enable students to learn more fun and enjoyable also students learn more creative and critical thinking in virtual classrooms. Implementation Literature –Film-Youtube based in learning-teaching activities had a positive effect on the motivation of students, catch the attention of students, improve the focus of students, create interest in lessons, improve content attitudes, draw on the imagination of students and make learning interesting and meaningful. Videos also enable the brain to react actively on both sides of the brain, helping to strengthen and improve the knowledge of students.
... This study was conducted via mixed method approach. Quantitative data were collected by utilising the adapted motivation questionnaire (Prasangani, 2020). This questionnaire consisted with 33 items of 5-point Likert scale. ...
Universities have traditionally aimed to instill in their students the ability to interpret information as well
as the joy of learning. However, today’s universities are challenged with the need to also incorporate
technological advances without forsaking the solid principles at their foundation.
Furthermore, modern society’s demand for a university-educated workforce is increasing, while the demand
for unskilled jobs is decreasing. Universities now face the challenge of training many students with
vast diff erences in background, previous knowledge, and study motivation.
Supporting student learning with digital resources
A huge amount of digital resources is now available for administrative as well as pedagogical support
and enhancement in higher education. Today’s students, who were born in the 2000s, now expect modern
universities to provide an appropriate digital infrastructure for teaching and learning.
Medical education must adapt to many new and diff erent healthcare contexts, including digitalized
healthcare systems and digital-generation students in a hyper-connected world. Educational design
needs to be adapted to the target learners, setting, and available resources. While the use of technology
was already widespread in medical education, the Covid-19 pandemic accelerated the need for more
fl exible, personalized, and collaborative learning.
Filetti S.,† Grani G.,‡ Murat G.,†† Saso L.‡‡
† Unitelma Sapienza University
‡ Department of Translational and Precision Medicine, Sapienza University of Rome
†† STITCH—Sapienza Information-Based Technology InnovaTion Center for Health, Sapienza University of Rome
‡‡ Faculty of Pharmacy and Medicine, Sapienza University of Rome
Innovative Medical Education in the Digital Era 1
Innovative Medical Education in the Digital Era 2
For this reason, educators and lecturers are expected to eff ectively incorporate digital tools into their
teaching. Simply being an expert in a certain academic fi eld is no longer suffi cient. Today’s lecturers
need both pedagogical competence in order to help as many students as possible pass exams, as
well as adeptness in the use of digital resources. This competence is referred to as technological,
pedagogical, and content knowledge (TPACK). In order to achieve this goal, we must abolish (or at
least adapt) some old-fashioned teaching methods, including chalkboards, practice groups, and lecture-
based lessons.
The traditional format of the lecture may be enriched using live streaming or be made available on demand.
Digital tools may be used to add interactive components to traditional lectures.
In the fi rst chapters of this e-book, Liapi provides an overview of the technological tools available to
modern teachers, such as multimedia approaches, simulation, gamifi cation, artifi cial intelligence application,
and virtual learning environments and augmented reality.
As discussed by Riggio and Durante, in-person traditional lectures may be enhanced by the availability
of online resources (e.g., e-books, videos, podcasts) before the lecture, that may be transformed
in a series of active learning, student-centered activities (the so-called fl ipped classroom). Digitalization
further promotes interaction, thus boosting exchanges and educational collaboration between
disciplines, professions, and universities worldwide. The Covid pandemic forced many courses to be
moved online only and the experience of language teaching is explored by Markovina and Krasilnikova,
looking at the experience of both students and teachers regarding tools, expectations, advantages,
and limitations.
Another example of digital interaction is the modernization of the anatomical theater teaching tool. Tuebingens’
Sectio chirurgica is a free interactive lecture produced by the Department of Anatomy at Tübingen
University, which is targeted to both students and professionals. Surgeries are broadcast live via
the internet. Surgeons of diff erent disciplines explain and perform various procedures on anatomical
specimens with the aim of applying anatomical knowledge to a clinical context while demonstrating the
importance of theoretical knowledge. One of Sectio chirurgica’s most important features is viewer interaction.
Viewers are invited to contribute to the live stream by chat, by completing a quiz, via “second
stream screens” or by contacting the dedicated hotline. Viewers actively infl uence surgical activity by
digital means, thus representing a digital reinvention of traditional teaching methods (“chalk and talk”)
still practiced at universities today. However, as compared to a traditional lecture, Sectio chirurgica has
proven to be more easily understandable and entertaining. It also transmits the same anatomical knowledge
and more clinical insights. It is discussed in detail by Shiozawa and Hirt.
Digital instruments have the general aim to simplify the application of active learning. Research has shown
that active learning, supported by eff ective use of pedagogical digital resources, can both improve student
results and support inclusiveness. The fl ipped classroom, active learning classroom (also in combination
with the traditional classroom), problem-based learning (PBL), student response systems, and digital exams
are some examples of common resources/methods that may benefi t from digital support.
Innovative Medical Education in the Digital Era 3
In particular, PBL, a constructive, self-directed, collaborative, and contextual learning method, has been
shown to be eff ective when students are on campus and study full-time, but entirely online courses
may be provided for master-level courses or adult learners who are working professionals. Many online
courses resort to a teacher-led traditional design. However, while there is no one-size-fi ts-all solution for
student-centered online learning, successful examples include small-scale blended courses with synchronous
online discussions, middle-scale fully online courses with individual project work and no synchronous
communication, and large-scale massive open online courses (MOOCs) based on PBL principles.
Verstegen and De Nooijer report three examples of these diff erent-scale courses, along with their
actual application and results.
Virtual reality and virtual fl ipped classroom may be applied successfully both in pre-clinical and clinical
teaching. Cytometry and cell culture basics may be delivered using a virtual reality environment (which
also reduces costs and plastic waste), both for students and for professionals needing continuing professional
development (as reported by Baus and colleagues in their chapter).
On the other hand, clinical training may be particularly benefi tted by the application of new technologies.
As reported by Pecoraro and colleagues, artifi cial intelligence is able to improve the teaching of radiology
(providing diagnostic clues on real CT and MRI scans, suggesting anatomical segmentation, reporting
discrepancies and inter-observer variability among trainees).
Simulation is useful for the initial training of clinical abilities as well as for the maintenance of lifelong
professional competence throughout one’s career. Medical simulation can use equipment (e.g.,
high-fi delity mannequins), virtual reality (serious games), or standardized patients. In recent years,
technological progress has made simulation-based teaching one of the most appealing educational
resources. As discussed by Lubrano, Bloise and Bertazzoni, simulation provides a safe environment
for emergency medicine training (the fi rst time is never on the patient), and off ers proactive, controlled,
reproducible, and standardized training based on feedback and debriefi ng. The human impact
brought by teachers and coordinators is needed to create real medical histories to immerse learners in
the simulation scenario. A skilled instructor should guide the scenario and evaluate performance. This
educational technique has several advantages: it allows learners to play an active role, its use of debriefi
ng stimulates cognitive eff orts, and it promotes the learning of correct clinical case management
in the long term. Simulation in teams also allows students to develop team-working skills, practice
leadership roles, and optimize group dynamics in order to achieve the best possible outcome, thus
also eff ectively practicing multitasking.
Furthermore, simulation training can also be a major factor in reducing work stress. Simulation may also
be enhanced by team-based competition, which promotes the natural instinct of teams to excel, and
may motivate students to study and prepare harder before the competition. A team-based competition
organized by Sapienza showed a marked improvement in standard of care and technical knowledge
over time. This was due to the sharing of knowledge between students who had participated in previous
editions and their younger colleagues.
Innovative Medical Education in the Digital Era 4
Teaching humanities
The decision to pursue medical studies is often infl uenced by humanitarian considerations that are formulated
in moral terms (e.g., duty of helping others). Digitization may help shape and enhance the moral intuitions
and judgments of medical students. Critics maintain that online education cannot be compared to the instant
feedback and sense of community provided by face-to-face courses, and that the use of simulation reduces
human interaction. Medical education in the digital era will pose important challenges in building empathy
in medical practice. McFarland proposes to restore the role of the humanities in the medical curriculum, also
proposing why and how. Socaciu and Gibea explain how the issue of ethics may be addressed using new
technologies: students may be immerged in clinical scenarios posing ethical dilemmas, applying some of the
tools we have already discussed, such as virtual reality, group activities, and gamifi cation.
Finally, the organization of clinical learning activities may also be updated, as shown by the experience
of Operemos, a managing platform explained by Guadalajara, Esteban, Lopez-Fernandez and García-Olmo.
Even mobility programs may be rethought and reorganized to include a preparatory online session
and a shorter time in person, as proposed by Calés Bourdet. The publisher’s role must also undergo
a complete rebuild. As medical publishers, Allison and Grillo discuss the evolution of the e-book from
1971 to date. To support case-based learning and problem-based learning, content also needs to be refreshed.
Students now need to engage with the content, with video and audio support, and to receive
instant feedback on activities. The McGraw Hill approach is detailed in the last chapter of this book.
Principles of modern medical education
Innovative medical education curricula may be developed according to the following principles:
⊲ Interactivity. Active learning implies a shift from a teacher-centered class to a student-centered
approach that will increase curiosity, boost engagement, and lead to better learning and comprehension.
Educational technology should promote interactivity in all teaching settings.
⊲ Bidirectionality. Students should be allowed to apply their knowledge to challenging problems in
a setting that promotes collaboration with peers and continuous bidirectional feedback between
educators and students and peer to peer.
⊲ Blendedness. New technologies should be integrated with traditional methods. Online lectures,
VPs, and online games must integrate traditional lectures, bedside teaching, and group simulations
in a comprehensive curriculum.
⊲ Transnationality. Since web-based platforms allow for international cooperation, medical curricula
should be transnational and promote contributions from diff erent universities. This would enable homogeneity
of training across European countries. It will also improve understanding of cultural diversity.
⊲ Up-to-dateness. The ability to record and broadcast lectures that learners may attend from their
own home at their chosen time should not encourage material recycling from year to year. Materials
should be accurately checked for up-to-dateness and refreshed continuously.
