scholarly journals Gender and Anxiety: A Comparison of Student Anxiety Levels in Face-to-Face and Video Conferencing Courses

2012 ◽  
Vol 03 (01) ◽  
pp. 92-95 ◽  
Author(s):  
Jodi McKnight ◽  
Mark A. McKnight
Keyword(s):  
Video Conferencing ◽  
Student Anxiety ◽  
Face To Face ◽  
Anxiety Levels

scholarly journals Teaching Midwifery Face-to-Face or Via the Screen: The Impact of Flexible Delivery of Teaching on Student Engagement

2021 ◽  
Author(s):  
◽  
Tania Dawn Milne
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Video Conferencing ◽  
Face To Face ◽  
New Curriculum ◽  
On Line ◽  
Flexible Delivery ◽  
Institute Of Technology ◽  
Quality Learning ◽  
The Impact

<p>The aim of this research was to describe how undergraduate midwifery students’ engagement with learning is impacted when they have teaching delivered by different methods of instruction. It asks the question: does flexible delivery of teaching impact on their ability to engage in their learning? This research describes the impact of different modes of flexible delivery of teaching within a new curriculum on students in a pre-registration midwifery undergraduate programme at Waikato Institute of Technology (Wintec), New Zealand. This new curriculum commenced in 2010 as a response to legislative and industry driven changes to midwifery education in New Zealand. The research used an on-line survey to ask students enrolled in years one and two of the programme and those who had exited the programme during the same timeframe, A range of questions about their learning experiences. Surveys were sent to 104 enrolled students and 15 students that had exited the BMid programme. Fifty two (50%) responses were received from the enrolled students and three (20%) from those that had exited the programme. There were three key findings of this research. Firstly the participants identified differences with their sense of belonging amongst their peers, tutors and the administration team outside of their regional learning hubs. The second key and unsurprising finding was that respondents across the board preferred face-to-face sessions to video conferencing sessions and thirdly that the demographic profile of the respondents from the regional learning hubs was different to those attending from the Hamilton city hub. The implications of these key findings are; · For tertiary institutions to acknowledge and consider the links between high quality learning, student engagement and outcomes. · To support the need for continuing training and education for both faculty and students with regards to flexible delivery of teaching and to provide professional development and relevant technology to support more interactive forms of learning if delivered via video conferencing or by online activities. · To further research the needs of Māori students and those who have exited the programme in order to discover what would need to change in order for them to continue with their studies.</p>

scholarly journals 1081 'Making the Leap’ To ST3 Plastic Surgery: An Interactive Online Course, In Response To COVID-19

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S H Teoh ◽  
S Majumder
Keyword(s):  
Small Group ◽  
Plastic Surgery ◽  
Video Conferencing ◽  
Online Course ◽  
Face To Face ◽  
The Uk ◽  
Small Group Tutorial ◽  
Learning Points ◽  
Difficult Transition

Abstract Aim The ‘Making the Leap’ interactive online course (MTL) was specifically designed to be delivered during the COVID-19 restrictions. This course aimed to facilitate the difficult transition from CT to ST3 in Plastic Surgery. Method The courses consisted of interactive small-group tutorials, each conducted over 2 days, via Zoom, covering 12 plastic surgery core topics in 8 tutorials. The course was attended by 43 delegates from across the UK and abroad. The tutorials were delivered by 27 plastic surgery consultants. Anonymous feedback was collected from both delegates and faculty. Results The overall feedback from delegates were unanimously positive; 100% of the delegates stated that ‘they would recommend the course to a colleague’. All faculty and delegates agreed the use of video conferencing and small group tutorial to be either ‘very’ or ‘extremely’ suitable for an interactive virtual course like MTL. 98% of delegates thought the course has made them feel more prepared to be a registrar, and 69% of delegates preferred an online interactive course instead of the traditional face-to-face method, for non-practical based courses. Conclusions COVID-19 necessitated delivering ‘Making the Leap” as a Zoom course. However, the feedback clearly demonstrated the need for such a course, and the suitability of the format. We discuss the challenges and learning points from our experience delivering successful interactive courses via Zoom.

scholarly journals Adapting a Classroom Simulation Experience to an Online Escape Room in Nutrition Education

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Jenifer Ross ◽  
Lauri Wright ◽  
Andrea Arikawa
Keyword(s):  
Nutrition Education ◽  
Small Groups ◽  
Video Conferencing ◽  
Care Process ◽  
Face To Face ◽  
Nutrition Care ◽  
Nutrition Care Process ◽  
Nutrition And Dietetics ◽  
Classroom Simulation ◽  
Undergraduate Class

Due to the COVID-19 emergency transition to remote learning, an undergraduate class in nutrition and dietetics modified a face-to-face experiential “escape room” assignment into a comparable online experience. The online assignment was structured so that students had to use knowledge and clues to move through each step of the Nutrition Care Process; students proceeded through the escape room individually until each successfully “escaped.” An important component of this assignment was the postactivity debriefing process, which took place via video conferencing in small groups. Students indicated that they were pleasantly surprised at the effectiveness of the online assignment. However, analytics showed that students progressed through most of the steps fairly quickly; thus, instructors plan to improve future deployments by using a variety of interactive assessments and adding more layered criteria and clues within each of the escape room steps.

Moving Beyond Four Walls

2011 ◽  
pp. 370-400 ◽  
Author(s):  
Tina L. Heafner ◽  
Teresa Petty ◽  
Richard Hartshorne
Keyword(s):  
Teacher Preparation ◽  
Social Studies ◽  
Student Teaching ◽  
Video Conferencing ◽  
Social Studies Methods ◽  
Face To Face ◽  
Lateral Entry ◽  
Qualitative Research Study ◽  
Remote Observation ◽  
Licensure Programs

In this qualitative research study, the authors explore the use of the Remote Observation of Graduate Interns (ROGI) as a tool for expanding online instruction for teacher licensure programs. Data are presented evaluating the differences between remote (synchronous) and face to face observational processes for a social studies lateral entry teacher, a student teaching social studies graduate intern, a social studies methods instructor, and a generalist. Through their rich, thick descriptions of the data, they conclude that remote and face to face observations are not equivalent methods; however, they are comparable and thus interchangeable, providing an innovative alternative for addressing constraints of traditional observation processes and shrinking operational budgets. Finally, the authors describe how ROGI moved learning and assessment beyond four walls and the potential ROGI offers in redefining teacher preparation using a multimedia video conferencing platform.

Performance and Anxiety in Videoconferencing

2011 ◽  
pp. 137-157
Author(s):  
Daniel A. Craig ◽  
Jungtae Kim
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Communication Technologies ◽  
Assessment Instruments ◽  
Face To Face ◽  
Text Chat ◽  
Test Face ◽  
Anxiety Levels ◽  
And Performance ◽  
Performance Research

Anxiety has long been considered a hindrance to both language learning and performance. To address this issue in oral language testing, it has been suggested that the use of Information & Communication Technologies (ICT) to distance the test-taker from the interviewer could reduce anxiety levels and, thus, improve performance. Research has been undertaken on the use of synchronous and asynchronous text chat to lower anxiety and increase communication. However, research on the use of videoconferencing is largely unknown in the same areas. Thus, this study undertakes the challenge by comparing forty students’ anxiety levels when they took an oral test face-to-face and via an online videoconferencing medium. The students were from a private, mid-sized, Korean university, and they were interviewed and rated by two interviewers under both face-to-face and video conference conditions, as well as surveyed for state anxiety. The findings in this study will be used to guide the design of future distance assessment instruments as well as inform educational research in this field.

Being Face to Face

2009 ◽  
pp. 440-454 ◽  
Author(s):  
Mary Allan ◽  
David Thorns
Keyword(s):  
Field Theory ◽  
Video Conferencing ◽  
End Users ◽  
Alternative View ◽  
Technological Systems ◽  
Social Construct ◽  
Face To Face ◽  
Access Grid ◽  
New Framework

The chapter introduces the Bourdieuean habitus and field theory as a framework for an alternative way of investigating how perceptions of Media Rich Conferencing Technologies (MRCT) such as video conferencing, Access Grid and Telepresence systems affect approaches to their design, implementation and application, and the ways in which they are utilized by end users. The habitus and field theory is utilized to provide a break-way from prevalent models of analyzing technology uptake and innovation diffusion and provides a new framework for positioning the MRCT as a social construct operating within interrelating social, economic, environmental, and technological systems. This new positioning opens the way for an alternative view of the role of MRCT and facilitates new approaches to their design.

scholarly journals OVERCOMING THE CHALLENGES OF TECHNOLOGY IN GERONTOLOGICAL RESEARCH

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S225-S225
Author(s):  
Jacob Lindsey ◽  
Elena Goodrich ◽  
Khoa Nguyen ◽  
Cierra Leon Guerrero ◽  
Colton Scavone ◽  
...  
Keyword(s):  
Older Adults ◽  
Video Conferencing ◽  
High Tech ◽  
Face To Face ◽  
Detroit Metropolitan Area ◽  
Gerontological Research ◽  
The Face ◽  
Older Subjects ◽  
Solution Focused ◽  
Multi Disciplinary Team

Abstract Many older adults express a lack of confidence in using technology and this can become a barrier to participating in technology heavy research. This presentation will introduce the face-to-face digital communication, electronic medication adherence tracking, and online recruitment technology used in the I-CONECT study (ClinicalTrials.gov: NCT02871921). In particular, we will demonstrate how the project has simplified enterprise video conferencing for in-home use, removed obstacles related to remote hardware troubleshooting, and further discuss how it has been received by older adults who have participated thus far. Finally we will cover particular hurdles related to I-CONECT (e.g., targeting social isolated older adults, aiming to recruit 50% of participants being African American older subjects living in the Detroit Metropolitan area). Our experience indicates that such high tech gerontological research is feasible given a creative and solution-focused research approaches and multi-disciplinary team.

scholarly journals Rock My World: Rewind to a Better Transition to Remote Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Michelle E. Garland ◽  
Michelle T. Violanti
Keyword(s):  
Qualitative Data ◽  
Video Conferencing ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Course ◽  
Additional Stress ◽  
Face To Face ◽  
Perceptions Of Students ◽  
Faculty And Administrators ◽  
Remote Learning

Students and faculty alike found themselves in tumultuous times as they made the transition from face-to-face to remote learning. As faculty and administrators worked hard to overcommunicate with students in the hopes of keeping them engaged and focused on their academic pursuits, students found their attentions split among school, the Covid-19 health pandemic, and paying bills as many lost their employment. In some cases, the overcommunication led to students ignoring messages as they were completely overwhelmed; at the same time, some students found themselves reverting back to looking for the days of someone telling them what to do every minute of the day. Because faculty, and administrators, were not well prepared to handle the situation, an unevenness in how faculty communicated with students occurred. That is, some faculty withdrew in the same way that students did, and the term essentially ended with students turning in remaining assignments even though no further instruction occurred. Other faculty tried to move their face-to-face class online without taking into consideration the differences between these two channels. Still others tried to create an online course as they went from week to week. The inconsistencies across classes combined with the additional stress students were already experiencing became a recipe for exactly what the administration was trying to avoid—unsuccessful completion of courses and/or students unprepared for the courses that would come after the ones in which they were enrolled that term. The purpose of this study is to examine the experiences and perceptions of students when their classes pivoted from face-to-face to mediated, usually through video conferencing for synchronous or learning management systems for asynchronous. More specifically, we have collected qualitative data that addresses the communication students received from their instructors, what they believed instructors did successfully, what instructors could have done better, and the advice they would offer to instructors who found themselves in a similar crisis situation in the future.

scholarly journals TEKNOLOGI ARTIFICIAL INTELLIGENCE DAN POTENSI PEMANFAATNYA DALAM KONSELING ONLINE DI MASA DEPAN

2019 ◽  
Vol 5 (2) ◽  
pp. 27
Author(s):  
Rudi Haryadi ◽  
Jamaluddin Matarif ◽  
Kabul Budiono
Keyword(s):  
Artificial Intelligence ◽  
Video Conferencing ◽  
Counseling Services ◽  
Online Counseling ◽  
Face To Face ◽  
The Future ◽  
The Times ◽  
Potential Use

Counseling activities that we usually carry out are usually face-to-face processes, as the times develop, counseling activities turn into online counseling where counseling uses technology intermediaries including chat, email, video conferencing, audio, and so on. But in the future with highly developed technology that is rapidly advancing online counseling based on Artificial Intelligence (AI) will be born with a new breakthrough that is more effective and efficient in future online counseling services, for that in this article the author will discuss online counseling, Artificial Intelligence (AI), the potential use of Artificial Intelligence (AI) in online counseling in the future, and differences in artificial intelligence and natural intelligence.

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