LESSONS LEARNED AND REFLECTIONS FROM THE FIELD: CHANGING A FACE-TO-FACE LITERACY TUTORING PROGRAM TO AN ONLINE FORMAT DURING COVID-19

2021 ◽  
Author(s):  
Rachel Salas
Keyword(s):  
Lessons Learned ◽  
Face To Face ◽  
Tutoring Program ◽  
Literacy Tutoring ◽  
Online Format

The Patient in Patient Safety: Contemporary Issues, From COVID-19 to Citizen Science

2021 ◽  
Vol 10 (1) ◽  
pp. 301-303
Author(s):  
Elizabeth Lerner Papautsky ◽  
Richard J. Holden ◽  
Rupa S. Valdez ◽  
Jordan Hill ◽  
Janetta Brown
Keyword(s):  
Social Media ◽  
Patient Safety ◽  
Citizen Science ◽  
Human Subjects ◽  
Lessons Learned ◽  
Human Subjects Research ◽  
Research Strategies ◽  
Face To Face

In the 4th panel on the topic of The Patient in Patient Safety, we highlighted topics of current relevance and facilitated a reflection session. The objective was to highlight the ways in which the COVID-19 pandemic has impacted patient ergonomics research and work, with particular focus on safety. After a topic overview, panelists presented their work on overcoming challenges to human subjects research created by the suspension of face-to-face activities during the COVID-19 pandemic. A facilitated reflection and brainstorming session using Miro followed. We used questions to elicit examples of patient and caregiver roles in safety during the pandemic and research strategies and challenges. These questions were also distributed on social media prior to the event. The panel served as an opportunity to share lessons learned.

scholarly journals Conceptualization and Realization of a National Trail in a Small Island-Nation: The Commonwealth of Dominica’s Experience

2021 ◽  
Vol 2 (1) ◽  
pp. 79-94
Author(s):  
Colmore S. Christian
Keyword(s):  
Rural Communities ◽  
Socioeconomic Development ◽  
Research Question ◽  
Strong Support ◽  
Lessons Learned ◽  
Small Island ◽  
Implementation Challenges ◽  
Face To Face ◽  
Research Themes ◽  
Socioeconomic Benefits

The island-nation of Dominica, 790 km2 in area, is located approximately 1126.5 km Southeast of Florida, USA. In the mid-1990s, Dominica embarked on developing the 183.5 km Waitukubuli National Trail (WNT), the first and only national trail model in the Eastern Caribbean. The 14-segment WNT, officially opened in May 2013, passes through some of the island’s most diverse landscapes. WNT was designed to link as many rural communities as possible and promote ecotourism and community socioeconomic development. Rehabilitation work continues on the WNT and the rest of Dominica, following the devastation caused by Hurricane Maria of 2017. This article, based primarily on a limited questionnaire survey, selected interviews, and literature review, explored the research question ‘What were the challenges faced by a small-island nation in the development of a National Trail? Five specific research objectives focused on the conceptualization, implementation challenges, partnerships fostered, national and sub-regional significance, and future outlook of the Trail were considered. Questionnaire respondents identified the island’s topography and negotiations with private landowners as significant trail construction challenges. A 100% of survey respondents anticipate that reliable funding to support timely maintenance would likely be a critical future issue. Some respondents identified marketing, public engagement, and visitor safety as potential issues. Face-to-face interviews found strong support for the WNT. The interviewees were confident that Dominica would realize sustainable socioeconomic benefits from the Trail. The article concludes with lessons learned and proposes strategies and research themes to ensure the Trail’s sustainability.

scholarly journals Reaching consensus on reporting patient and public involvement (PPI) in research: methods and lessons learned from the development of reporting guidelines

BMJ Open ◽  
2017 ◽  
Vol 7 (10) ◽  
pp. e016948 ◽  
Author(s):  
Jo Brett ◽  
Sophie Staniszewska ◽  
Iveta Simera ◽  
Kate Seers ◽  
Carole Mockford ◽  
...  
Keyword(s):  
Public Involvement ◽  
Evidence Base ◽  
Patient And Public Involvement ◽  
Lessons Learned ◽  
Reporting Guidelines ◽  
Consensus Development ◽  
Face To Face ◽  
Three Phase ◽  
Health And Social Care ◽  
The Impact

IntroductionPatient and public involvement (PPI) is inconsistently reported in health and social care research. Improving the quality of how PPI is reported is critical in developing a higher quality evidence base to gain a better insight into the methods and impact of PPI. This paper describes the methods used to develop and gain consensus on guidelines for reporting PPI in research studies (updated version of the Guidance for Reporting Patient and Public Involvement (GRIPP2)).MethodsThere were three key stages in the development of GRIPP2: identification of key items for the guideline from systematic review evidence of the impact of PPI on health research and health services, a three-phase online Delphi survey with a diverse sample of experts in PPI to gain consensus on included items and a face-to-face consensus meeting to finalise and reach definitive agreement on GRIPP2. Challenges and lessons learnt during the development of the reporting guidelines are reported.DiscussionThe process of reaching consensus is vital within the development of guidelines and policy directions, although debate around how best to reach consensus is still needed. This paper discusses the critical stages of consensus development as applied to the development of consensus for GRIPP2 and discusses the benefits and challenges of consensus development.

scholarly journals Crisis and Continuation: The Digital Relocation of Jain Socio-Religious Praxis during the COVID-19 Pandemic

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 342
Author(s):  
Tine Vekemans
Keyword(s):  
Digital Media ◽  
Long Term Effects ◽  
Religious Activities ◽  
Face To Face ◽  
The Social ◽  
Religious Praxis ◽  
Online Format ◽  
Media Channels ◽  
Selection Of

In early 2020, Jain diaspora communities and organizations that had been painstakingly built over the past decades were faced with the far-reaching consequences of the COVID-19 pandemic and its concomitant restrictions. With the possibility of regular face-to-face contact and participation in recurring events—praying, eating, learning, and meditating together—severely limited in most places, organizations were compelled to make a choice. They either had to suspend their activities, leaving members to organize their religious activities on an individual or household basis, or pursue the continuation of some of their habitual activities in an online format, relying on their members’ motivation and technical skills. This study will explore how many Jain organizations in London took to digital media in its different forms to continue to engage with their members throughout 2020. Looking at a selection of websites and social media channels, it will examine online discourses that reveal the social and mental impact of the pandemic on Jains and the broader community, explore the relocation of activities to the digital realm, and assess participation in these activities. In doing so, this article will open a discussion on the long-term effects of this crisis-induced digital turn in Jain religious praxis, and in socio-cultural life in general.

scholarly journals Our Self-Access Experience in Times of COVID

2020 ◽  
pp. 250-262
Author(s):  
Adelina Ruiz-Guerrero
Keyword(s):  
Online Education ◽  
Family Members ◽  
Lessons Learned ◽  
Online Classes ◽  
Special Issue ◽  
Face To Face ◽  
Language Courses ◽  
Personal Level

The coronavirus pandemic has without a doubt had an enormous impact on every possible way of our lives. We have felt its effects on an individual personal level and as family members, at work, as members of a community, and particularly as students and teachers. Even in institutions and departments such as ours where online education has been at the forefront of our work for years now, the challenge to survive a fully virtual new reality has left us with a lot of lessons learned and has opened doors to more opportunities for growth. For years now, the Language Department at ITESO has had its language courses in LMS platforms and has offered courses in blended and fully virtual options alongside face-to-face classes. In the English Certificate Programme, we have regular teletandem sessions with universities in other countries. The Language Hub, our self-access centre, offers writing support through an emailing writing desk service and we run virtual conversation clubs on Zoom alongside face-to-face sessions. We are certainly no strangers to online work, but up until now, that was just an option both students and teachers could consider. As of March, this year, our whole university had to move to online classes and the services of our self-access centre had to be adapted to virtual options as well. This report presents our answer to the questions posed by SISAL for this open call to the special issue on how we have lived the experience of self-access during the pandemic.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

2021 ◽  
Vol 7 (4) ◽  
pp. 139-155
Author(s):  
Olga Stognieva ◽  
Victor Popov
Keyword(s):  
Undergraduate Students ◽  
Testing System ◽  
Face To Face ◽  
Course Assessment ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Business Informatics ◽  
Online Format ◽  
Students Satisfaction ◽  
End Of Course Assessment

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

Integrating an AI-Driven Discussion Platform: The Impact of Platform on Engagement and Quality

2020 ◽  
pp. 117-126
Author(s):  
Cassie Hudson ◽  
Audon Archibald ◽  
Tania Heap
Keyword(s):  
Online Discussion ◽  
Participation Rate ◽  
Management Systems ◽  
Word Count ◽  
Course Content ◽  
Face To Face ◽  
Online Educators ◽  
Online Format ◽  
The Impact ◽  
Initial Results

Online educators rely on asynchronous discussions to satisfy the bulk of student-student engagement that is lost when transferring from a face-to-face to an online format. However, not all discussion platforms are created equal and some specialized tools may offer advantages over standard tools embedded in more comprehensive learning management systems (LMS). In this study, we compare two online discussion platforms – one is the native discussion tool embedded within the Canvas LMS and the other is a specialized discussion platform, Packback, which supports students and instructors with gamified elements and artificial intelligence. Specifically, we assess whether post quality differs across these platforms, as measured by average word count, cited sources and weekly participation rate. The initial results are mixed and differ by course, leading us to conclude that the impact of platform on engagement and quality likely depends on the course content, instructor and protocol.

Epidemic Response: Follow-up and lessons learned from the US response to the evolving and conflicting risk information, focusing on education and clinical environments

2021 ◽  
Vol 65 (1) ◽  
pp. 1584-1587
Author(s):  
Alison G. Vredenburgh ◽  
Gail L. Sunderman ◽  
Rodrigo J. Daly Guris ◽  
Sreekanth R. Cheruku
Keyword(s):  
Real Time ◽  
Lessons Learned ◽  
Face To Face ◽  
The Us ◽  
Hospital Systems ◽  
Clinical Environments ◽  
New Type ◽  
Response Decisions ◽  
Epidemic Response

In this follow-up panel, we discuss what we have learned over the last year about responding to an epidemic or pandemic that has demonstrated a level of transmission unprecedented in the modern era. Two medical doctors that have worked on the front of this pandemic share their experiences transitioning from the “sharp end” of the response. Decisions about how to mitigate hazards have occurred at the personal, institutional, and health policy levels, in real-time, with frequent adaptation, and often in advance of concrete evidence. Over the course of the pandemic, hospital systems revised existing protocols to manage perceived risks in real time using emerging information from other centers. With the introduction of vaccines, there is a new type of risk perception. Is the vaccine perceived to be safe? Is there a disparity in perception among different population groups? That said, analyses are also complicated by emerging viral mutations with unclear implications. What factors increase or decrease public compliance with precautions? How are US education policymakers deciding about face-to-face classroom instruction? This panel includes a warnings expert, an expert on education policy, and two practicing physicians.

Lessons Learned From Three Months of Pharmaceutical-Care Digital-Education at the University of Basel, Switzerland

2020 ◽  
Vol 35 (11) ◽  
pp. 479-481
Author(s):  
Isabelle Arnet ◽  
Pascal C. Baumgartner ◽  
Vera Bernhardt ◽  
Markus L. Lampert ◽  
Kurt E. Hersberger
Keyword(s):  
Pharmaceutical Care ◽  
Digital Literacy ◽  
Cell Phones ◽  
Lessons Learned ◽  
Teaching Staff ◽  
Digital Education ◽  
The Past ◽  
The World ◽  
Online Format ◽  
The University

An acceptable degree of digital literacy has always been present among the pharmacy teaching staff in Basel, with PowerPoint being the main vehicle to present teaching materials in front of full or half classes. Because cell phones became inseparable from students over the past years, mobile voting (movo.ch) or e-quizzes (mentimeter.com) have been regularly used to hold the attention of all students during collective teaching. Moreover, e-assessment on iPad® with the software BeAxi (www.k2prime.com) was introduced in 2012 and is currently used for all evaluations and exams. Suddenly over the night of March 16, 2020, our university, as all universities around the world, had to transfer all courses to an online format and to empower lecturers to teach from their home. This paper offers one perspective for how this digitial experiment unfolded at the University of Basel in Basel, Switzerland.

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