A case study on student perception of online lecturing

The emergence of online platforms offers many benefits for conducting classroom experiments, while also allowing them to be run under a remote, asynchronous delivery format. However, there is little existing guidance on conducting such asynchronous experiments or evidence about their advantages and disadvantages relative to synchronous, in-person experiments. To help, this article uses a case study to provide practical, step-by-step guidance on how to adapt an individual choice classroom experiment for asynchronous, remote delivery. Using two sets of example data, we then suggest that the asynchronous version can produce similar in-experiment decision-making to the synchronous, in-person approach, while also obtaining comparable student participation and engagement rates. Finally, we illustrate how the asynchronous approach can help instructors to run different treatments within class experiments more easily.

Students’ engagement is a decisive prerequisite for effective teaching and learning. Yet, the discussion on students’ engagement in online teaching and learning is still limited. In this study, we explore online lecturers’ perceptions of factors affecting student engagement in online teaching and learning offered at Musamus University, Indonesia. To reach this objective, we employed a qualitative case study using in-depth interviews with 10 online lecturers. Obtained data were thematically analyzed. Results of data analysis revealed that students’ lack of access to a personal computer or smartphone, as well as the internet, were found to be the most significant factors affecting their engagement in online teaching and learning, followed by their poor learning habits, lack of technology skills, and unfamiliarity with technology. Results of this study are crucial for the online lecturers to be more aware of the level of students’ access to a personal computer or smartphones and the internet, as well as incoming students’ digital skills and learning habits. Given that improving students’ engagement is not only the responsibility of online lecturers, university leaders, as the top administrators, should genuinely consider providing teaching and learning facilities, including computers and internet connection, for students in need.

Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrapersonal, teaching and learning, social, drive and desire, and group activities related stressors. The students were further asked to answer questions related to their gender, study routine and physical activity. They were also asked about family and social support available to them. SPSS software version 23 was utilized for data analysis. Results: Data revealed that the 2nd and 3rd year students regard academic related stressors as the most bothersome for them, whereas the desire related stressors were regarded by them as causing mild to moderate stress. The remaining four domains were rated as causing only moderate stress. 1st year students graded the academic related stressors as the cause of most stress for them, while the teaching and learning related stressors, interpersonal related stressors and social related stressors were rated less than it. Drive and desire related stressors were regarded as causing mild stress. When we compared the data from all three years, we found that group activates related stressors were regarded as least stressful by 3rd year students. 3rd year MBBS students rated the intrapersonal & interpersonal stressors, social related stressors, drive and desire related stressors and group activity related stressors at a level that was lower than the 1st & 2nd year MBBS students. Conclusions: Academic related stressors and teaching and learning related stressors were rated as being most stressful by students of all three years. Institutions should take to make the learning environment less stressful for the students as continued stress can adversely affect the health and mental well-being of the students. Keywords: Undergraduate Medical Students, Stress, Medical student stressor questionnaire (MSSQ)

Impact of the COVID-19 pandemic on Caribbean Medical Students: A cross-sectional study

For introductory geology courses, which typically enroll both science and non-science majors, a hands-on laboratory is often an effective way to get students of differing abilities and backgrounds interested in practical environmental issues. Solidwaste management and landfills are standard topics of environmental-geology courses, and we have developed a laboratory that teaches students some important aspects about design and monitoring waste-containment systems. The membrane lining in regulated landfills must be rigorously tested to ensure that there are no leaks, and landfills themselves must be monitored constantly to guard against developing leaks. A new method of detecting leaks in landfill liners, based on the parallel properties of electrical and ground-water flow, can be easily simulated in the laboratory of an undergraduate environmental-geology course. In this laboratory we explore the properties of potential, resistance, and flow in electrical systems and show how these relate to hydrologic principles. Using these tools, we construct a landfill model and solve a real field problem in environmental geology.

The integration of student research into a general chemistry laboratory and an environmental geology course has been evaluated for its effectiveness to improve (i) student attitudes about science and chemistry, (ii) student understanding of the nature of experimental science and the scientific method, and (iii) student perceptions of the application of science and the interdisciplinary nature of science. Students in introductory science courses frequently devote all or most of their time and effort to learning basic laboratory techniques by following predefined procedures that have intentionally predictable outcomes. Though this longstanding model of laboratory structure is an important means of effectively preparing students for future chemical study, it often neglects items i−iii. Students were guided through a research experience by an interdisciplinary team of faculty so that students could begin the research and bring it to an appropriate conclusion, including formal presentations, within a single se...

The purpose is to describe the perception of first-year students towards online lectures during the pandemic viewed from learning motivation. The research method used descriptive qualitative with a case study approach. This study’s subjects consisted of 165 first-year students with heterogeneous backgrounds. The sampling technique employed was the purposive sampling technique. The collecting data, technique of questionnaire, observation, and interviews were carried out online. Data analysis technique was then utilized, covering the stages of data validity, data collection, data reduction, data presentation, and drawing conclusions. The results revealed students' perceptions of online lectures that (1) the preferred type of communication was semi-two-way, (2) the preferred type of media was SPADA, Google Meet, and WhatsApp, and (3) the preferred type of lecture material was modules, learning videos, and video conferencing. In addition, (4) there was a positive perception of lecturer skills, primarily regarding lecture interactions, and (5) more than 50% of students were satisfied with online lectures. Viewed from learning motivation, student perceptions uncovered that (1) learning motivation did not affect student perceptions of online lectures, and (2) there were findings of factors influencing student perception of online lectures, namely, internal factors in the form of study habits, physical and mental health, and external factors in the form of a learning environment. This study concludes that students had a positive perception of online lectures, and several factors affected the student's perception of online lectures.

Globally, there is a tremendous growth in mobile data traffic and mobile network operators (MNO) are investing heavily to expand and operate their networks to serve them. The operational expenditure incurred by MNOs are increasing much more compared to revenue from mobile data traffic, thereby decreasing their profit margins. One of the major components of operational expenditure is the cost of operating cellular base stations using grid power or diesel generators in the absence of grid power. MNOs in off-grid sites constantly rely on diesel generators to run base stations that is very expensive. At the same time, they also cause adverse environmental impact due to CO2 emission. While the economics of renewable energy are already favorable in remote off-grid areas, it has been quite challenging for operators to handle the unpredictability of renewable energy sources while meeting the user QoE. In this work, we present GreenSlice, an `energy-source' aware asynchronous content delivery mechanism that adapts delivery of bulk delay-tolerant content in periods of availability of renewable energy. In particular, given a set of heavy demands (such as downloads of videos, software updates etc.), we present a scheduling algorithm that balances the operator's energy cost and delay experienced by users. We use a novel adaptation of Lyapunov optimization framework to provide bounds on the content delivery time and resulting operational cost. Simulation studies show our mechanism reduces the energy cost by more than 33% compared to traditional schemes of using renewables and non-renewables without asynchronous content delivery, at the same time keeping the increase in delay negligible.

This article presents a tutorial of the bases for, and problems encountered with, the resistivity and induced polarization methods in geotechnical and environmental applications. It commences with a discussion of aqueous electrolytic conduction in rocks including consideration of the effects of temperature, rock texture, rock type, geological processes, and of the presence of clay minerals. Both electrode and membrane polarization in soils and rocks are described. The elementary theory for the resistivity and induced polarization methods is introduced via formulas for electrodes on homogeneous and layered half-spaces. The notion of apparent resistivity is presented. Vertical electric sounding is described in relation to curve types, inversion, equivalence, anisotropy, and correlation. Profiling with resistivity is briefly treated while combined sounding-profiling is treated in more detail for both the resistivity and induced polarization methods. The parameters used to describe the induced polarization phenomena are introduced. A brief discourse follows on data acquisition and processing, including design considerations for transmitters and receivers, electrodes, and wire logistics. A section on arrays and the factors involved in selecting an array provokes the disclosure that while their application in geotechnical and environmental studies usually is straightforward much remains to be learned about the resistivity and induced polarization methods in general. Specific topics requiring study are comparative studies of various arrays in (a) depth of exploration in sounding and in profiling, (b) resolution of horizontal structures, (c) sensitivity to depth, (d) sensitivity to lateral effects, (e) sensitivity to buried and surface topography, and (f) the effectiveness of focused arrays. References to recent significant publications on one-, two-, and three-dimensional forward and inverse interpretation procedures follow. Problems encountered with these methods are initially treated under the section on arrays and are expanded with specific reference to geologic noise and negative induced polarization effects. The advantages of focused arrays are illustrated. The paper concludes with nine representative examples of applications.

Using a case study at Universitas PGRI Wiranegara (UNIWARA), this study tries to find out the function of digital immigrant instructors in virtual communication. According to Marc Prensky's theory, this study uses a qualitative descriptive method with lecturer informants born before 1980 and involves students as source triangulation. Snowball sampling was the method used in this study, and data literacy and interviews were used for data collection. According to the study's findings, Zoom and WhatsApp are the most commonly used virtual communication platforms among digital immigrant professors. By raising courses that are relevant to the professional background of the participants, reviewing case studies of problems in the workplace related to communication science theory, and evaluating the effectiveness of communication by examining the results of assignments or students' reactions to the content and discussions in online lectures, lecturers can attract students to participate.

Blended learning has been gaining attention in recent years as a method of instruction that combines online and offline learning experiences. This approach can potentially support differentiated learning for students with disabilities, who often require individualized instruction and accommodations. The purpose of this paper is to describe how the blended learning models can be used to support differentiated learning needed by students with special needs in higher education. This study is a qualitative case study. Data was obtained through observation, literature study, documentation and interviews with students and experts on the appropriate learning models for students with disabilities to be implemented in higher education. The findings of this research are in the form of a learning model design with a combination of face-to-face and online lectures through appropriate technology to support differentiated learning for each student with disabilities.

COVID-19 pandemic has transformed the traditional education in all levels to be shifted to online classrooms. Monitoring student’s attendance and interaction during live online classes is a challenge for educators. During the lockdown, many factors influenced the participation and attendance to online class, which we will highlight them in this research. This research investigated the participation of students registered in course Introduction to Web Programming Lab at Hashemite University. Students' participation was measured based on attendance, class interaction, assignment delivery, and utilization of e-learning platforms. Students' course learning outcomes (CLOs) were investigated and evaluated using a survey. Number of students who were evaluated during autumn (1st semester) and spring (2nd semester) semesters 2020/2021 is 212 students. Findings indicated that online education was successfully implemented, and material content were understood by students. Further analysis showed that the interaction of students during the meeting class is considered low.

Since the computer and robotics revolution at the end of the 20th century, it is assumed that the way of working, or the time dedicated to leisure would change. And changes took place, albeit sequentially and following globalization and the respective capitalist demands. However, workers now have email and other platforms in their electronic systems that make them contactable 24 hours a day. Thus, instead of the expected increase in time dedicated to leisure and family, it decreases. Recently, this situation has undergone the first reversal, although forced, when the world is invaded, by surprise, with a pandemic called COVID-19. In two days, the globe economy is forced to slow down and parents in telecommuting, start to accompany more their children at school. Teaching undergoes an evolution from 19th century methodologies to 21st century methodologies. In other words, from work in the classroom they move to synchronous and asynchronous lessons. Also citizenship topics such as sustainable development together with Social and Educational Entrepreneurship are promoted in School programs. Simultaneously, two documents stand out and guide human behaviors until 2030 and 2063, respectively the UN Sustainable Development Goals and the 2063 Agenda for Africa. The present work presents the new teaching strategies followed and the support technologies used in the implementation of the UKIDS pilot project. To implement it a 3rd year classroom from a primary school nearby Porto was used as the case study and the entrepreneurship culture dimension/”trash value” challenge were selected. Reusing things, helping their parents to separate the garbage, keeping all egg cartoon and make objects from them was compulsory. At the end, a questionnaire was implemented, and the 3rd year children reported to have learned more about the Development Goals with the Ukids project then in the classroom.

Re: The Use of a Knowledge Survey as an Indicator of Student Learning in an Introductory Biology Course

Postgraduate-level training in ‘professional practice’ is essential to enable students (a) to understand business management and the role of geologists, civil engineers and environmental scientists in industry, and (b) to advance their skills in report writing, oral presentation, negotiation and financial acumen. This is best achieved through exposure to ‘real world’ case study material. With GEES Subject Centre support we are developing a multimedia learning resource for students to explore the interactions between environmental legislation, corporate strategy, financial constraints, geotechnical engineering and applied geology. Our case study is an investigation of wastewater treatment by means of sub-surface dispersion within a Chalk aquifer in southern England. We have evaluated the course with groups of students on final year undergraduate and Masters level geology courses. Issues include achieving a suitable balance between individual and group work, between scientific understanding and prof...