message stringlengths 3 20.3k | message_type stringclasses 3 values | message_id int64 0 2 | conversation_id int64 77.3k 898k | cluster float64 19 19 | __index_level_0__ int64 231k 2.69M |
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Please summerize the given abstract to a title | instruction | 0 | 77,287 | 19 | 231,451 |
Design and practice of regional anatomy using online teaching during COVID-19 pandemic | output | 1 | 77,287 | 19 | 231,452 |
新冠肺炎疫情期间,如何在远程模式下完成并达到教学目标是课程学习的关键 我们设计了局部解剖学远程教学模式,并依据远程教学的特点,从课程准备到整体框架,从如何实施到注意的问题,进行了全面分析和总结 | input | 2 | 77,287 | 19 | 231,453 |
Please summerize the given abstract to a title | instruction | 0 | 77,416 | 19 | 231,838 |
The Challenges of Teaching Anatomy and Physiology Laboratory Online in the Time of COVID-19 | output | 1 | 77,416 | 19 | 231,839 |
In early spring 2020, New York's K-12 schools, colleges, and universities went into lockdown in response to the COVID-19 pandemic, and faculty began converting face-to-face classes into distance learning classes Teachers and college faculty learned to use new technology to continue instruction for the remainder of the academic year Learning curves were steep for some, as using technology proved to be overwhelming Students who registered for in-person classes had to learn in an online environment Pre-Health Science majors who rely heavily on practical, hands-on courses to gain the necessary skills required for their career participated in virtual anatomy and physiology laboratories Clearly, face-to-face courses are not always possible;therefore, it is imperative to know the best practices of online teaching and learning | input | 2 | 77,416 | 19 | 231,840 |
Please summerize the given abstract to a title | instruction | 0 | 77,449 | 19 | 231,937 |
A blended learning strategy: reimagining the post-Covid-19 architectural education | output | 1 | 77,449 | 19 | 231,938 |
Purpose: The present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models. Design/methodology/approach: Different research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic. Findings: The study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors. Research limitations/implications: The research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving. Social implications: As faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE. Originality/value: This paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE. © 2021, Emerald Publishing Limited. | input | 2 | 77,449 | 19 | 231,939 |
Please summerize the given abstract to a title | instruction | 0 | 77,675 | 19 | 232,615 |
Addressing students’ emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments | output | 1 | 77,675 | 19 | 232,616 |
This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction. | input | 2 | 77,675 | 19 | 232,617 |
Please summerize the given abstract to a title | instruction | 0 | 77,731 | 19 | 232,783 |
Internship Pivot @ ECU: Responding to Our University's Transition | output | 1 | 77,731 | 19 | 232,784 |
The Master of Library Science (MLS) program at East Carolina University (ECU) requires internships for graduate students, pairing them with cooperating professionals to bridge the gap between theory and practice and to provide real-life experiences. The COVID-19 pandemic's resulting transition to online-only instruction during the spring semester of 2020 impacted the traditional in-person internship significantly. ECU's MLS internship director described the resulting changes to programming, placement, and cumulative projects;and a site supervisor described the tools and techniques used to communicate, plan, and work collaboratively online. Audience members shared additional tools and strategies for making online-only internships beneficial for students and cooperating field sites. | input | 2 | 77,731 | 19 | 232,785 |
Please summerize the given abstract to a title | instruction | 0 | 77,917 | 19 | 233,341 |
COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions | output | 1 | 77,917 | 19 | 233,342 |
The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities. | input | 2 | 77,917 | 19 | 233,343 |
Please summerize the given abstract to a title | instruction | 0 | 77,963 | 19 | 233,479 |
E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives | output | 1 | 77,963 | 19 | 233,480 |
During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic. | input | 2 | 77,963 | 19 | 233,481 |
Please summerize the given abstract to a title | instruction | 0 | 77,984 | 19 | 233,542 |
The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching | output | 1 | 77,984 | 19 | 233,543 |
Schools in Spain were closed in March 2020 to prevent the spread of COVID-19 In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation Teachers have accumulated psychological symptoms since the beginning of the pandemic During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students | input | 2 | 77,984 | 19 | 233,544 |
Please summerize the given abstract to a title | instruction | 0 | 77,997 | 19 | 233,581 |
Influence of knowledge on Brazilian student’s perception of life and clinical classes during COVID-19 | output | 1 | 77,997 | 19 | 233,582 |
BACKGROUND: The current pandemic associated with SARS-CoV-2 has negatively influenced several activities, including teaching in Operative Dentistry. The aim of this study was to evaluate the influence of knowledge in Operative Dentistry on undergraduate students’ perception related to personal life and return to clinical practices classes during pandemic. MATERIALS AND METHODS: The present research was a cross-sectional, observational, and qualitative survey. The 16-item based questionnaire was sent to undergraduate students in 2020, which were divided into two groups, according to the Operative Dentistry knowledge: G1-not started clinical practice; G2-already started or completed clinical practice. Questions were focused on the impact of the pandemic in relation to their personal lives and return to clinical practice classes. Chi-square association test was performed using the SigmaPlot 12.0 software (P ≤ 0.05). RESULTS: The response rate was 55.5% for G1 and 44.4% for G2. Regarding the questions related to personal life, G1 demonstrated higher percentages of fear of contracting the virus during theoretical classes. Same observations were found when students answered about their fear of contracting coronavirus during the clinical practice classes. However, G2 presented the highest agreement responses for the preparedness feeling to return to theoretical classroom, clinical practice classes, and the possibility of applying online learning. CONCLUSIONS: In general, students’ knowledge had little influence on perception of personal life. However, students who have more knowledge in operative dentistry presented more security about returning to clinical classes. | input | 2 | 77,997 | 19 | 233,583 |
Please summerize the given abstract to a title | instruction | 0 | 78,030 | 19 | 233,680 |
Computer Simulation-Based Learning: Student Self-Efficacy During COVID-19 Outbreak | output | 1 | 78,030 | 19 | 233,681 |
Due to the COVID-19 as a pandemic, the government has forced the nationwide shutdown of several activities, including educational activities. It has resulted in gigantic migration of universities with education over the internet serving as the educational platform. Hand-on-based learning becomes a new challenge. This paper aims to investigate the effect of computer simulation-based learning on student self-efficacy in an electric circuit analysis course. For the 17 participants included in this study, the students have overcome their existing achievements indicated by a long-term average score. Computer simulation-based learning provides positive results on student self-efficacy. Students also perceived a valuable learning experience. | input | 2 | 78,030 | 19 | 233,682 |
Please summerize the given abstract to a title | instruction | 0 | 78,047 | 19 | 233,731 |
Diagnosis of Parent Involvement in Children's Education during the Pandemic | output | 1 | 78,047 | 19 | 233,732 |
The objective of the research is to diagnose parental involvement in the education of children during the health emergency generated by COVID 19, where they were forced to stay at home with their children, sharing most of the educational process, and adapting to a new modality of virtual studies with the use of technological tools and resources. The research presents a qualitative-quantitative, descriptive approach through surveys of parents, through the Google Drive application, which allowed to analyze by statistical data the involvement of the education of their children, in which most parents were not prepared for this challenge. | input | 2 | 78,047 | 19 | 233,733 |
Please summerize the given abstract to a title | instruction | 0 | 78,048 | 19 | 233,734 |
Reflection on Telemedicine Competencies in Spanish Medicine Degrees After the COVID-19 Pandemic. | output | 1 | 78,048 | 19 | 233,735 |
The pandemic suffered in 2020 following the appearance of the SARS-CoV-2 virus has marked a radical change in the way in which the basic pillars of international, and more specifically Spanish, society are understood. The existing social and economic model has had to adapt abruptly and urgently to the reality of what has happened. The impact that these changes will have after the pandemic is still unclear, but it may be surmised that many of them are here to stay. The use of information and communication technologies has been critical in the pandemic scenario and also in the health environment, where factors like telemedicine have come to play a key role for society. This work presents an initial analysis of how degrees in Medicine train students for telematic work with patients and provides a series of reflections based on the pandemic which may serve as a point of departure for future studies. | input | 2 | 78,048 | 19 | 233,736 |
Please summerize the given abstract to a title | instruction | 0 | 78,069 | 19 | 233,797 |
Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland | output | 1 | 78,069 | 19 | 233,798 |
Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree. | input | 2 | 78,069 | 19 | 233,799 |
Please summerize the given abstract to a title | instruction | 0 | 78,086 | 19 | 233,848 |
Missouri's specialty crop beginning farmers cultivate resilience during COVID-19 | output | 1 | 78,086 | 19 | 233,849 |
The pandemic placed extraordinary demands on agricultural producers and created unexpected challenges for southern Missouri farmers, and pushed the University of Missouri Extension (MUE) to implement new and innovative approaches to help farmers persevere through the crisis In surveys and reports, farmers have indicated several changes caused by the pandemic that impact their businesses, such as increase in local food demand, reduction in on-farm labor, and limitations on hosting on-farm visits with customers The MUE StrikeForce project team, a U S Department of Agriculture strategic initiative, continued to serve farmers by developing alternative educational opportunities that incorporated social distancing and other preventative actions, and were of immediate use to farmers in a crisis Several of the educational approaches, including video conferencing, online teaching, digital recordings, video repositories, social media communications, pick up and drop off locations, and the use of multiple online viewing platforms such as Zoom recordings have proven to be effective in helping farmers sustain their businesses and have substantially increased access to programming across the state The convenience of accessing education and learning opportunities online also appealed to more participants Overall, online educational delivery was positively received by producers, demonstrating the efficacy of digital learning when paired with offline resources and support from the StrikeForce project team After the pandemic ends, MUE will continue to implement these approaches Nevertheless, the traditional Extension approach of one-on-one consulting and farm visits cannot be completely replaced by online educational programming The pandemic has highlighted inequities faced by many rural Missouri farmers that lack dependable internet or cell phone network access, and had no access to StrikeForce programming when face-to-face visits were paused | input | 2 | 78,086 | 19 | 233,850 |
Please summerize the given abstract to a title | instruction | 0 | 78,224 | 19 | 234,262 |
The Effects of Online Learning on Students' Performance: A Comparison between UK and Jordanian Universities | output | 1 | 78,224 | 19 | 234,263 |
The Covid-19 pandemic has spread across the globe, causing educational institutions to shut down. As a result, classes have been held online. This study investigated the impact of online learning on student performance by comparing the effect in Jordan and the UK. Both countries have been reported to have high technological competency, but are known to have varying sociodemographic structures. Surveys were conducted on undergraduate students from both countries, (N = 780) to analyse students' perceptions of online learning, self-perceptions of academic capabilities, and faculty performance during online learning. Semi-structured interviews were conducted with professors from both countries (N = 8). The findings indicate that both Jordan and the UK have been very similarly affected in terms of student performance, with major challenges being in communication, technological competency, access to hardware for taking online classes, absenteeism, and drop-outs. Some benefits to student performance were identified as having access to recorded lectures, having more access to faculties through e-mail, and extended office hours. Ethical implications were not commented on. Privacy concerns were largely voiced by faculties. | input | 2 | 78,224 | 19 | 234,264 |
Please summerize the given abstract to a title | instruction | 0 | 78,280 | 19 | 234,430 |
Sustainable crises management in education during COVID-19 | output | 1 | 78,280 | 19 | 234,431 |
COVID-19 has been a global disruptor. In many cases due to uncertainty and limited information, the pandemic has created chaos across business and private activity;education is no exception. The reality of the limited flexibility of existing systems of teaching was immediately acknowledged by the closure of physical facilities and the subsequent migration to online teaching. However, in spite of technologies to enable remote participation, it has become apparent that the capacity for learning in an autonomous environment is not homogeneous. From this perspective the pandemic created an opportunity to assess education infrastructure in real time as part of on-going crisis management. This paper explores aspects of crisis management in education as precipitated by the COVID-19 pandemic in Latvia and relates the mitigation and adaptation policies subsequently adopted to a holistic sustainability agenda for education. The research method employed in this study consists of semi structured interviews with the management team members from eight educational institutions. The interviews focus on the crisis management strategies and approaches implemented in their schools during the COVID-19 pandemic. The discussion concludes with a connection between crisis management and educational sustainability and sets an agenda for future research. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021. | input | 2 | 78,280 | 19 | 234,432 |
Please summerize the given abstract to a title | instruction | 0 | 78,295 | 19 | 234,475 |
Distance Education Prompted by Covid-19 Lockdowns: A Challenge for Teaching Musical Performing Arts | output | 1 | 78,295 | 19 | 234,476 |
In 2020 and 2021, Information and Communication Technology (ICT) played a crucial role during the lockdowns, giving people the chance to continue doing business, entertainment, and education. In the education sector, in response to the outbreak of COVID-19, many countries adopted ICT-enabled distance education, which shows both positive and problematic features. The most concerning aspects relate to the digital divide, the readers' ability to assess the trustworthiness of texts found on the Web, the educators' competence in using ICT by incorporating it in their pedagogical practice, and the applicability of distance education to the teaching of performing arts. | input | 2 | 78,295 | 19 | 234,477 |
Please summerize the given abstract to a title | instruction | 0 | 78,371 | 19 | 234,703 |
E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic | output | 1 | 78,371 | 19 | 234,704 |
BACKGROUND: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. METHODS: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. RESULTS: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. CONCLUSION: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended. | input | 2 | 78,371 | 19 | 234,705 |
Please summerize the given abstract to a title | instruction | 0 | 78,444 | 19 | 234,922 |
Commemorating One-Year of the COVID-19 Pandemic: Indonesian and International Issues of Secondary and Tertiary Mathematics Learning | output | 1 | 78,444 | 19 | 234,923 |
A year into the COVID-19 crisis has revealed massive and substantial changes in the world of education. Educators have had to quickly develop effective online learning environments for their students. This study focuses specifically on mathematics learning issues during this first pandemic year. A systematic literature study using a scope review approach was conducted to capture issues on a national and international scale in the context of secondary and tertiary education. Through the identification of national and international articles from various reputable journals, it was evident that there was little research that specifically explored learning mathematics online during the pandemic although several issues were found related to students’ mathematics competencies, aspects of learning, and affective domains. These findings will hopefully stimulate researchers to bridge the still large research gap related to the causality of implementing mathematics learning in times of crisis in order to contribute to developing pedagogical strategies to improve students’ mathematics performance and attitudes. | input | 2 | 78,444 | 19 | 234,924 |
Please summerize the given abstract to a title | instruction | 0 | 78,770 | 19 | 235,900 |
Emotional and Learning Perceptions due to Mandatory Social I Distancing by COVID-19 of University Students (Argentina) | output | 1 | 78,770 | 19 | 235,901 |
Within the framework of the, Mandatory Social Distancing the objective of this research was to survey and describe the perception about emotions, sociodemographic, institutional, psycho-physical, communication, leisure and study conditions of university students from public and private institutions Method: the application of a survey through a Google form and the Moodle platform, to 337 higher education students between 18 to 35 years old, males and females Preliminary results: Since the implementation of remote education is still in force, it is pertinent to make a brief assessment of the most frequent perceived emotions There are also references to some expectations and to the opinion regarding whether it is convenient to continue with this learning modality Preliminary conclusions: Such a novel situation that goes on over time, in a context of uncertainty and constant postponements, necessarily impacts on the psychological well-being and the evaluation of one's own freedoms Stress, worry and anxiety are some of the emerging perceptions in individuals who are still not very clear that distance learning is totally valid for them | input | 2 | 78,770 | 19 | 235,902 |
Please summerize the given abstract to a title | instruction | 0 | 79,029 | 19 | 236,677 |
Transformación de la Universidad pública como consecuencia del COVID´19. Perspectiva del profesorado a través del método Delphi | output | 1 | 79,029 | 19 | 236,678 |
A modo de introducción se puede destacar que la declaración del estado de alarma en España ocasionada por el COVID-19 trajo consigo la suspensión de la enseñanza presencial dando paso a una enseñanza “online” para la que muchas Universidades no estaban preparadas. El objetivo de este trabajo es analizar y describir la transformación que se está produciendo como resultado del cambio de la presencialidad a la enseñanza online en la Universidad pública presencial como consecuencia del COVID´19. Se ha utilizado una metodología de tipo cualitativa a través de la técnica Delphi para dar respuesta al objetivo planteado con expertos de 8 universidades españolas. Los resultados mostraron carencias y dificultades en el proceso de adaptación a la teleformación debido entre otros factores a la rapidez con la que se tuvo que actuar para adaptar el proceso de enseñanza y aprendizaje. En las conclusiones finales se incluyen propuestas pedagógicas de mejora que deben servir para prevenir futuras situaciones como la que se vive actualmente.Alternate abstract: By way of introduction, it can be highlighted that the declaration of the state of alarm in Spain caused by the COVID-19 brought about the suspension of face-to-face teaching, giving way to online teaching for which many universities were not prepared. This work is to analyze and describe the transformation that is taking place as a result of the change from face-to-face to online teaching in the face-to-face public university as a consequence of COVID'19. A qualitative methodology has been used through the Delphi technique to respond to the stated objective from 8 Spanish universities. The results showed deficiencies and difficulties in the process of adaptation to teletraining due, among other factors, to the speed with which action had to be taken to adapt the teaching and learning process. The final conclusions include pedagogical proposals for improvement that should serve to prevent future situations such as those currently experienced. | input | 2 | 79,029 | 19 | 236,679 |
Please summerize the given abstract to a title | instruction | 0 | 79,036 | 19 | 236,698 |
Complexities in Student Placements Under COVID-19 Moral and Practical Considerations | output | 1 | 79,036 | 19 | 236,699 |
The work placement experiences of MA and BA social work students at an English university during a pandemic were explored by way of an online survey Thirteen students responded and reported that the moral and practical consequences of a sudden forced move to the “new normal” of online working and assessment raised serious issues about the boundary between home and work life, and about the relationship-based nature of the career they thought they were entering Experiences of moral and practical support from agencies were mixed, and a lack of consistency across different placement agencies led to feelings of unfairness in the students’ experience Opportunities for incidental and tacit forms of learning were lacking in online working environments and students were strong of the belief that the future of social work would entail a permanent locus shift from community work to online interaction regarding the people (service users and carers) with whom they worked This shift was largely perceived in terms of loss and a further diminution in relationship-based practice in English social work services, which have increasingly been dominated by a task and performance management culture before the onset of COVID-19 © Copyright © 2021 Sarbu and Unwin | input | 2 | 79,036 | 19 | 236,700 |
Please summerize the given abstract to a title | instruction | 0 | 79,096 | 19 | 236,878 |
Self-Directed Learning During the COVID-19 Pandemic: Perspectives of South African Final-Year Health Professions Students | output | 1 | 79,096 | 19 | 236,879 |
PURPOSE: Self-directed learning (SDL) has been advocated for effective training of final-year health professions students. COVID-19 challenges conventional teaching, learning, and assessment in the clinical environment. This study aimed to identify and explore enablers and barriers to SDL among final-year health professions students training during the COVID-19 pandemic. METHODS: Adopting the SWOT (strengths, weaknesses, opportunities and threats) framework, this study explored the clinical learning and training experiences of final-year health professions students during the pandemic. A survey was conducted via online platforms. Data from 155 respondents were thematically analyzed. RESULTS: Personal attributes such as reflection, self-determination, motivation, resilience, and positive learning behaviors and skills were identified as SDL enablers. Collaborative learning networks and online learning platforms facilitate learning needs and goals. Fear and anxiety, untrusted learning sites, uncertainty about graduation, financial issues and challenges in the learning environments were the major themes related to barriers to SDL. CONCLUSION: The importance of SDL as a skill for uncertain times warrants further investigation in the training of future healthcare professionals. Inclusive planning and engagement with final-year health professions students to address identified stressors, as well as the creation of shared platforms where students are part of the decision-making processes for clinical learning and training are recommended. Responsive curricula that optimize unpredictable disruptions in clinical training are needed to equip students to diagnose their own learning needs and implement appropriate learning strategies. | input | 2 | 79,096 | 19 | 236,880 |
Please summerize the given abstract to a title | instruction | 0 | 79,133 | 19 | 236,989 |
Brief Research Report: Veterinary Student Perspective on COVID-19 and Veterinary Medicine | output | 1 | 79,133 | 19 | 236,990 |
COVID-19 has had significant effects on the field of veterinary medicine. Adaptation to pandemic-related and post-pandemic challenges requires engagement from all levels of the professional pipeline, including veterinary college students. Insights gained from this group may inform curriculum design, help the veterinary profession innovate, maximize opportunities for positive change, and avoid negative outcomes. The current study aimed to understand the potential impacts of the COVID-19 pandemic on veterinary medicine, as foreseen by second-year veterinary students in an online discussion during a public health course in the spring of 2020. Twenty-one percent of the 113 students agreed to participate in this qualitative research study. We used an inductive coding process and distilled the student responses into descriptive themes to capture diverse perspectives and understand possible post-pandemic pathways for the veterinary profession. Four themes emerged from the student discussion posts, describing how veterinarians might be affected by the COVID-19 pandemic: (1) economic and social impacts, (2) adapting to challenges, (3) collaborations to improve public health, and (4) disparities and diversity. These themes are a starting point for discussion and innovation as veterinarians plan for the post-pandemic world; further investigation will provide additional guidance for veterinary leaders. | input | 2 | 79,133 | 19 | 236,991 |
Please summerize the given abstract to a title | instruction | 0 | 79,180 | 19 | 237,130 |
Factors Affecting Dental Students’ Comfort with Online Synchronous Learning | output | 1 | 79,180 | 19 | 237,131 |
Background: The COVID-19 pandemic caused many universities to expand their use of videoconferencing technology to continue academic coursework. This study examines dental students’ experience, comfort levels, and preferences with videoconferencing. Methods: Of 100 s-year US dental students enrolled in a local anesthesia course, 54 completed a survey following an online synchronous lecture given in August 2020. Survey questions asked about prior experience with videoconferencing, comfort levels with online and traditional classes, and reasons for not turning on their video (showing their face). Results: Overall, 48.2% had little or no experience with videoconferencing prior to March 2020. Students were more comfortable with in-classroom parameters (listening, asking questions, answering questions, and interacting in small groups (breakouts)) than with online synchronous learning, although differences were not significant (p’s > 0.10). Regression analyses showed there were significant positive associations between videoconferencing experience and comfort with both answering questions and interacting in breakouts (B = 0.55, p = 0.04 and B = 0.54, p = 0.03, respectively). Students reported being more comfortable during in-classroom breakouts than in breakouts using videoconferencing (p = 0.003). Main reasons for students not turning on their cameras were that they did not want to dress up (48.1%), other students were not using their video features (46.3%), and they felt they did not look good (35.5%). Conclusions: Dental students were somewhat more comfortable with traditional in-person vs. online classroom parameters. Prior experience with videoconferencing was associated with increased comfort with synchronous learning, suggesting that after the pandemic, it may be beneficial to structure dental school curricula as a hybrid learning experience with both in-person and online synchronous courses. | input | 2 | 79,180 | 19 | 237,132 |
Please summerize the given abstract to a title | instruction | 0 | 79,294 | 19 | 237,472 |
Sustainable Career Guidance during the Pandemic: Building Pathways into a 'New Normal' | output | 1 | 79,294 | 19 | 237,473 |
The COVID-19 pandemic has influenced regular patters of career guidance. Globally everything has stopped: projects were postponed, and workplaces were closed but this situation has pushed career counselors to search for new opportunities about how career guidance could be carried out. The pandemic has intensified existing challenges in society, adding complexity for the processes of a transition of educational systems towards digitalization and have intensified the need for remote career guidance. Young people become particularly vulnerable to the digital divide. Career development support has been at risk with the emergence of an unpredictable future. However, career guidance during the pandemic can serve as a tool for understanding the situation in depth and searching for new opportunities that exist, by helping individuals to overcome anxiety. While practicing physical distancing, career counselors have kept active professional networks in assisting their clients with their needs. The operation of career guidance has been transferred mainly to the online format and has required the counselors to develop new skills and competencies. The methodology employed in this study included interviews with individual career counselors about the main challenges and solutions discovered during the lockdown. Career counselors were questioned also about how they shaped a more sustainable and flexible online career guidance system. They revealed details about their struggles and hopes encountered in the situation of crises. The authors point to critical areas for improvement that career counselor can provide to their clients during the lockdown. | input | 2 | 79,294 | 19 | 237,474 |
Please summerize the given abstract to a title | instruction | 0 | 79,331 | 19 | 237,583 |
Some Challenges for Universities, in a Post Crisis, as Covid-19 | output | 1 | 79,331 | 19 | 237,584 |
As the COVID-19 pandemic continued to escalate, educators around the world had been encouraged to move to online and distance learning Most governments around the world temporarily closed the educational institutions in their countries in the effort to contain the spread of the pandemic of COVID-19 The United Nations Educational Scientific and Cultural Organization (UNESCO) has estimated that the COVID-19 pandemic has brought unprecedented educational disruption with 1 2 billion students and youth across the planet affected by school closures When education “moves home,” what impact will it have on students, academics, administrators and senior educational managers, especially at universities? In this chapter, some challenges will be discussed, as well as the crucial implementation of the culture of open educational resources (OER) and issues of ethical sustainability, social justice and human rights to ensure the quality of accessible learning possibilities for all © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd | input | 2 | 79,331 | 19 | 237,585 |
Please summerize the given abstract to a title | instruction | 0 | 79,390 | 19 | 237,760 |
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown | output | 1 | 79,390 | 19 | 237,761 |
The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices. | input | 2 | 79,390 | 19 | 237,762 |
Please summerize the given abstract to a title | instruction | 0 | 79,415 | 19 | 237,835 |
From Offline to Online Learning: A Qualitative Study of Challenges and Opportunities as a Response to the COVID-19 Pandemic in the UAE Higher Education Context | output | 1 | 79,415 | 19 | 237,836 |
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 © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG | input | 2 | 79,415 | 19 | 237,837 |
Please summerize the given abstract to a title | instruction | 0 | 79,551 | 19 | 238,243 |
Research phenomenon during the COVID-19 pandemic: challenges and opportunities for online media learning | output | 1 | 79,551 | 19 | 238,244 |
COVID-19 research during a pandemic is research carried out to involve oneself so that research continues to run optimally even though it is limited by space and social mobility. The learning system has undergone a change where previously using offline or face-to-face then becoming online media. This effort is carried out so that the impact can be suppressed and to break the chain of transmission of the pandemic. This research was carried out using health protocols the method used was more of a survey nature monitoring the evaluation of online learning media during the pandemic. By using online media to reach research respondents. This research is sporadic regardless of the area where the respondent is located. This study uses online media conducts online media learning surveys and optimizes data findings obtained during later research. This study was analyzed based on facts that occurred in several places affected by the pandemic for example how lecturers and students applied online media as an effort to implement health protocols. The results of this study based on data distributed through the online learning process and reference studies show that media learning can be a challenge and opportunity in terms of changing behavior during online learning quality of education learning facilities and online learning methods. | input | 2 | 79,551 | 19 | 238,245 |
Please summerize the given abstract to a title | instruction | 0 | 79,709 | 19 | 238,717 |
The perceived impact of the COVID-19 pandemic on medical students’ future careers | output | 1 | 79,709 | 19 | 238,718 |
Background: The COVID-19 pandemic disrupted medical education on multiple levels, and medical students have been forced to adjust to distance learning, altered clinical opportunities, and standardized testing inconsistencies. We sought to identify the effects of these dramatic deviations on medical students’ career plans.Methods: We conducted a cross-sectional online survey of medical students between July 13, 2020, and September 9, 2020 in order to assess the implications of the COVID-19 pandemic on students’ career decisions. Descriptive statistics were calculated for all variables.Results: Of the 585 eligible medical students, we had a final sample of 76 responses (n=76) (13% response rate). Students felt neutral regarding having more time to explore research projects (Mean ± SD;3.06 ± 1.18) and hobbies (3.43 ± 1.28). Most survey respondents somewhat disagreed that they considered quitting medical school during the pandemic (1.55 ± 1.10). Students somewhat agreed that they view the field of medicine more positively since the onset of the COVID-19 pandemic (3.60 ± 1.09). Respondents somewhat agreed that they would be unable to explore other specialties and find their best fit (3.55 ± 1.32). We found that the minority (4/66, 6%) of students had considered changing their specialty. Students felt neutral in terms of their Step 1 (3.25 ± 1.05) or Step 2 (2.81 ± 1.02) score deterring them from future career opportunities.Conclusions: Most medical students have experienced barriers in their career pathway as a direct cause of COVID-19 restrictions on medical education, including the ability to explore different specialties to discover their best fit or find a chance to network with mentors. However, despite these obstacles, most students remain committed to medicine. | input | 2 | 79,709 | 19 | 238,719 |
Please summerize the given abstract to a title | instruction | 0 | 79,717 | 19 | 238,741 |
Adjustment disorders in international students studying in English during a pandemic | output | 1 | 79,717 | 19 | 238,742 |
The article presents a detailed study of clinical manifestations of adjustment disorders. The aim of our research to study the peculiarities of adjustment disorders of English speaking international students and to develop a system of its psychotherapeutic correction in a medical institution of higher education. The research methods: theoretical analysis and generalization of literature on the research topic, psychodiagnostic and mathematical-statistical methods. The study was conducted in the context in English speaking foreign students of reforming educational services in Ukrainian higher education institutions against the background of the COVID-19 pandemic and distance learning. The study based on 103 English speaking foreign students of III-Vth years of education in Kharkiv National Medical University, both sex (52 male and 51 female). The average age of the surveyed foreign students was 22.0 +/- 1.8 years. Foreign students were divided into three groups. The first group included 40 fourth-year students, the second group 40 third-year students, the third group consisted of 23 fifth-year students. The survey consisted of several stages and was conducted on-line. The first stage was carried out at the beginning of the quarantine, the second after 3 months. Psycho-corrective measures had a positive effect on the dynamics of mental state in 82.5 % of international students. In 68.7 % there was a reduction in maladaptation. | input | 2 | 79,717 | 19 | 238,743 |
Please summerize the given abstract to a title | instruction | 0 | 79,882 | 19 | 239,236 |
A qualitative analysis of nursing students' tweets during the COVID-19 pandemic | output | 1 | 79,882 | 19 | 239,237 |
The COVID-19 outbreak has profoundly changed daily life and the ways in which students learn and interact. This study explores the nature and content of tweets posted by students enrolled in nursing programs (hereafter nursing students) in the United Kingdom, the United States, and South Korea during the COVID-19 pandemic between March 4 and April 7, 2020. A total of 8856 tweets from the Twitter accounts of 95 self-identified nursing students were included in our qualitative analysis. The findings revealed five categories of tweet content: (i) reactions to COVID-19; (ii) everyday life; (iii) role as a student; (iv) social connections; and (v) sociopolitical issues. Students shared concerns about the impact of COVID-19 on their education, discussed their experiences as nursing students, tweeted details of their daily lives, and sought social connections for support as well as for information sharing. The findings of this study can inform nurse educators to better understand their students' responses to and sentiments about the COVID-19 pandemic. Nurse educators should incorporate this understanding into curricula for pandemic preparedness and response efforts. | input | 2 | 79,882 | 19 | 239,238 |
Please summerize the given abstract to a title | instruction | 0 | 79,984 | 19 | 239,542 |
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