Integrating Virtual Teaching and Learning With Service-Learning

Learning tool based teaching is an important way for pre-school education. It pays more attention on teaching comparing with toys. Virtual learning tool is one of the trends of learning tool development and application. Compared with practical material tool, virtual learning tool has a strongly competitive advantage in perceptible dimensions, expanded reusability and status saving. But its development was greatly constrained by the lack of technology supporting good operational interaction. The appearance of multi-touch technology gave us a new idea and motivation. The conception of multi-touch virtual tools was introduced in this paper and its application was demonstrated by the development and experiment of a virtual learning tool software called "e-Wa Sketchpad".

Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures.Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics.Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location.Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

COVID-19 has magnified the need for online deliveries in higher education. This has further driven the necessity to create innovative learning and teaching tools to engage and motivate students. Further innovations can also assist in the training of practitioners to deliver quality health remotely. This panel will introduce virtual learning tools used in teaching and practice, and will discuss the benefits and challenges in developing and implementing these into curriculum across disciplines. The focus will compare the use of virtual learning tools to deliver health education, and related practices to its use in other disciplines of Teacher Education, Computer Sciences and the Arts. This session will explore how virtual reality (VR) technology, simulation and game engine have been applied across different disciplines and identify areas of challenge. For example in pharmacology education, the decline of laboratory activities globally is the impetus to develop VR resources to fill this pedagogical gap

Many Schools, colleges and universities around the world suspended classroom teaching due to the novel Covid-19 Pandemic. Due to this, switching to online teaching has impacted students' performance, motivation and overall SEL skills. The current report was to analyze the impact of the COVID pandemic on Primary school students. By using survey data technique and analysed using quantitative research method, 41 participants whose parents participated and the children are in the range of grades 1-8; 85% -90% of the respondents saw a shift in motivation and performance behavior towards learning caused by online learning. The results showed that there is a significant impact on students motivation due to the differences in virtual learning (internet connection/ noise disruption/ other activity disruption/ gadgets/ people) in virtual learning from the home, resulting in lowering the quality of learning and curriculum covered. Monotonous and prolonged theory-based virtual learning effects on students' participation. Learning performance is decreased due to differences in virtual learning such as internet connection or the not-so-conducive environment for learning. Limitation of practical learning (physical activity) due to prolonged online learning leads to demotivation in learning. Affecting students’ performance, the SEL overall development is decreased due to the limitation of physical activity in prolonged online learning. Students' time management and discipline are affected due to the differences in the virtual learning environment. Students become demotivated due to limitations to physical learning resources in prolonged online learning. External motivation are missing in a prolonged virtual environment learning leading to demotivation. As a result, students feel stressed because of online learning, hence, the academic performance of students has been affected negatively, leading to a decline in their grades’ Learning performance is decreased due to limitations in learning resources requiring extra work or covering less content in an online environment. In conclusion, is deciphered that all parents and teachers would like their children to receive holistic learning at schools being in school and not from home.

The COVID-19 pandemic has become a focus on reforming teaching, learning models and strategies, particularly in online teaching and learning tools. Based on the social cognitive career theory and the constructivist learning theory, the purpose of this study was to understand and explore the learning preference and experience of students’ online courses during the COVID-19 pandemic and the management after the COVID-19 pandemic from the students’ perspective. The study was guided by the following two research questions: (1) After the COVID-19 pandemic, why do the students want to continue their foreign language courses via an online platform and model? What are the motivations and reasons? (2) How would the students describe their experience of a foreign language course via an online platform and model? With the general inductive approach and sharing from 80 participants, the participants indicated that flexibilities and convenience, same outcomes and learning rigorousness, and interactive experiences with classmates from different parts of the world were the three main key points. The results of this study may provide recommendations to university leaders, department heads, and teachers to reform and upgrade their online teaching curriculum and course delivery options after the COVID-19 pandemic.

Health care education programs were faced with the need to quickly adapt to a new reality during the coronavirus disease 2019 pandemic. Students were temporarily suspended from campus and clinical sites, requiring prompt changes in structure to their didactic and clinical learning. This article describes the rapid adjustments that one midwifery and women's health nurse practitioner education program created using both synchronous and asynchronous simulation experiences to promote student learning and ongoing engagement. Flexibility and reflexivity were needed by faculty and students alike in the face of the multiple changes wrought by the pandemic. Curricular changes were made simultaneously in many courses. Objective structured clinical examinations simulate telehealth experiences that assess knowledge, clinical reasoning, and professional behaviors via a scripted scenario and an actor patient. On-call simulations mimic telephone triage and provide students the opportunity to build listening, assessment, and management skills for prenatal and intrapartum scenarios. Students are provided equipment and virtual instruction in an intrauterine device insertion session, which promotes skill acquisition and self-confidence. Trigger films are used to visualize real-life or scripted clinical encounters, leading to discussion and decision-making, particularly in the affective domain. Bilateral learning tools, similar to case studies, provide students an opportunity to demonstrate their knowledge and critical thinking with a mechanism for faculty feedback. Web-based virtual clinical encounter learning tools using patient avatars prompt additional student learning. Suturing skills introduced in live remote group sessions are augmented with video-guided individual practice. This article describes each of these adapted and innovative simulation methods and shares lessons learned during their development and implementation.

Changes to Training Practices during a Pandemic - The Experience of the Irish National Trauma & Orthopaedic Training Scheme

The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.

Several adverse educational impacts are observed due to COVID-19 pandemic in academic sessions in the Nepalese higher education system. The aim of the study was to describe the exiting situation of using of ICT tools for online teaching by science education teachers at higher level both in constituent and affiliated campuses in Madhesh Province, Nepal. The study followed descriptive research design with in quantitative framework. The population of the study were science teachers from both the constituent and affiliated campuses and by applying census sampling all 103 teachers were selected for the study. The data were collected through survey questionnaires. I analyzed data by applying Statistical Package for Social Science (SPSS) Version 20. The result shows that constitute campuses hadbetter ICT facilities than affiliated campuses but the practice was adverse. Less than one-third teachers had better practice of ICT tools for online teaching and learning. It was also found that MS Teams and Zoom were two widely used learning platforms but Zoom was more popular. Most of the science teachers had limited knowledge of ICT with poor ICT friendly culture. However, teachers’ ICT competencies significantly support for the paradigm shift towards online science teaching in Madhesh Province.

The primary purpose of this innovative research was to investigate the influence of virtual science learning applications and student engagement and performance in Anatomy and Physiology courses at Abuyog Community College. Recognizing the increasing integration of digital tools in education, this study sought to determine how such applications could enhance student learning experiences and outcomes compared to traditional methods. Several key research questions drove this study. These questions were: How do virtual learning applications impact student engagement in Anatomy and Physiology courses? What effects do these tools have on students' performance and understanding of the subject matter? How do students perceive virtual learning applications relative to conventional teaching methods? Which components of these applications correlate most strongly with improved learning outcomes? To address these questions, an experimental research design was employed, involving 30 students divided equally into control and experimental groups. The control group followed traditional learning methods, while the experimental group utilized virtual learning applications. Data collection methods included pre-tests and post-tests to measure academic performance, as well as Likert scale surveys and open-ended questions to capture student perceptions and experiences. The intervention featured the introduction of innovative interactive virtual learning tools. These tools were specifically designed to teach complex anatomical and physiological concepts through engaging, visual, and hands-on experiences. They provided unique features such as 3D models, real-time simulations, and immediate feedback mechanisms. The findings revealed that students in the experimental group showed significant improvement in both engagement and academic performance. The Likert scale results indicated that the virtual learning applications increased student motivation and active participation. Open-ended responses highlighted that student found the interactive features and visual aids particularly beneficial for understanding difficult concepts and maintaining interest. These results suggest that virtual science learning applications can be a powerful tool in enhancing student engagement and learning outcomes in Anatomy and Physiology. The study supports the integration of such digital tools into the curriculum to foster a more interactive and effective learning environment, providing practical insights for educators and curriculum developers. Future research should explore the long-term impacts of these applications and their potential in other educational contexts.

The rapid shift to virtual learning during the COVID-19 pandemic brought significant changes to the education system, especially in geographically challenging regions like the remote hilly areas of Uttarakhand, India. This study explores how these shifts affected high school students' academic performance and engagement in virtual classrooms, given the unique challenges posed by limited infrastructure and connectivity. This study investigates the impact of virtual learning on student performance and engagement in the remote hilly areas of Uttarakhand, India. With the sudden shift to virtual education during the COVID-19 pandemic, schools in these regions faced unique challenges due to their geographic isolation, lack of internet access, and frequent power outages. The study aims to assess how these conditions have influenced the effectiveness of virtual learning and its impact on students' academic outcomes and engagement levels. A total of 51 high school students from 05 government schools in remote areas of Uttarakhand participated in this research. Data was collected through structured questionnaires, focusing on students’ experiences with virtual learning, their academic performance before and after the shift, and their engagement with online classes. The study used both quantitative and qualitative methods, including descriptive statistics, logistic regression, and MANOVA, to analyze the data. Findings indicate that while virtual learning provided an essential educational lifeline during the pandemic, students in remote areas encountered significant barriers that hindered their learning experiences. Limited internet access and frequent electricity cuts were among the primary obstacles reported. Despite these challenges, a majority of students found virtual classrooms useful for maintaining continuity in their education. The study also reveals that virtual learning positively influenced student engagement, particularly in subjects that incorporated interactive content. However, the overall academic performance showed mixed results, with some students struggling due to the absence of traditional classroom interaction and practical learning opportunities. This research highlights the need for improved infrastructure and policy interventions to support virtual education in remote regions. It concludes that while virtual learning has potential, addressing technological and logistical barriers is crucial for ensuring equitable and effective learning experiences for all students in such areas.

Seven teaching and learning tools, including course handouts, threaded discussion forums, and written assignments enhance learning in online courses by enabling students to deepen their understanding of course material and reduce anxiety about the online setting and their performance in the class. These tools have been used in 24 community college sections of Lifespan Development Psychology online with 720 students ranging from 18 to 62 years of age. Student response has been favorable, as expressed in student journals, online discussion, informal email messages, and course evaluations. Additional assignments, handouts, and discussion forums are suggested to make a complete course template. The potential problems of cheating on exams and the lack of in-person contact are discussed. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. Enhancing Student Learning in Online Courses 1 Enhancing Student Learning in Online Courses Marjorie E. Hofstad Everett Community College Presented at 111th Annual Convention of the American Psychological Association at Toronto, Ontario, Canada. August 2003. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CI This document has been reproduced as received from the person or organizaiion originating it. CI Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE C:) hC\I e) Enhancing Student Learning in Online Courses 2 Abstract Seven teaching and learning tools, including course handouts, threaded discussion forums, and written assigmnents enhance learning in online courses by enabling students to deepen their understanding of course material and reduce anxiety about the online setting and their performance in the class. These tools have been used in 24 community college sections of Lifespan Developmental Psychology online with 720 students ranging from 18 to 62 years of age. Student response has been favorable, as expressed in student journals, online discussion, informal email messages, and course evaluations. Additional assignments, handouts, and discussion forums are suggested to make a complete course template. The potential problems of cheating on exams and the lack of in-person contactSeven teaching and learning tools, including course handouts, threaded discussion forums, and written assigmnents enhance learning in online courses by enabling students to deepen their understanding of course material and reduce anxiety about the online setting and their performance in the class. These tools have been used in 24 community college sections of Lifespan Developmental Psychology online with 720 students ranging from 18 to 62 years of age. Student response has been favorable, as expressed in student journals, online discussion, informal email messages, and course evaluations. Additional assignments, handouts, and discussion forums are suggested to make a complete course template. The potential problems of cheating on exams and the lack of in-person contact

This article describes virtual learning technologies, multimedia concepts and tools, multimedia applications, the use of simulators in the learning process. The problems of using systems and services that control the process of virtual learning are also described

This study investigates how students in a distance-learning upperlevel accounting course perceive the effectiveness of different online teaching and learning (OTL) tools that are commonly used in business courses taught online. This topic is of critical importance, especially as the COVID-19 pandemic has pushed more courses to be OTL. A midsemester anonymous survey in an Accounting course at a public US university was conducted to measure students’ perceptions about different OTL course tools. Students were asked to provide their general assessment about how effective these tools were and how they believe these tools helped them learn. Analyses and discussions of the effectiveness of different tools and their link to earlier literature and how instructors can utilise the results of the OTL survey are presented.

This paper aims to explore the challenges, opportunities and implications of COVID-19 pandemic in the UAE higher education context. It uses the qualitative study approach and websites methodologies to enrich the aims and results of the study. It focuses on the influence of COVID-19 pandemic on higher education institutions and their progressions respectively. As higher education institutions not only provide knowledge but also develop interpersonal skills and help mold an individual in all aspects to face real-world challenges. Institutions should, therefore, get back to traditional teaching methods as soon as possible by incorporating the benefits of virtual learning into traditional learning methods, as virtual learning cannot replace traditional methods. Consequently, over some time as the crisis continues globally, the higher educational institutions worldwide can take into development better modes of communication and continue to provide various forms of delivering their services, and as the COVID-19 with progress in medical fields can fade to a disease of history we can improve what was once traditional learning with the online learning experience from this time. As the COVID-19 crisis continues globally, the higher education institutions can develop better modes of communication and forms of providing their services and as the COVID 19 fades to a disease of history, so it can improve what was known as traditional learning into the online learning over the time. After substantiating the multiple benefits and consequences of having virtual learning in the higher education system, it is clear that there is a lot of room for improvement over the time. This study contributes to the COVID 19 concept and higher education tools as it introduces you to the various impacts of online educational tools used by higher education universities in the UAE during the spread of COVID-19. It can be considered as a pioneer study in UAE in exploration the relationship between COVID-19 and higher education field.KeywordsCOVID-19PandemicHigher educationDistance learningE-LearningUAE