New Normal Education as Perceived students during pandemic
226654226
Determinants of Students' Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19
The COVID19 pandemic has disrupted the normal functioning of various activities across the world, including learning and education The shift towards online education during the pandemic of COVID19 has led many studies to focus on perceived learning outcomes and student satisfaction in this new learning environment This study aims to examine the determinants resulting in students' perceived learning outcomes and their influence on student satisfaction The data was collected from undergraduate students in both South Korea and India to gain a cross country study The study found that the factors interaction in the classroom, student motivation, course structure, instructor knowledge, and facilitation are positively influencing students' perceived learning outcome and student satisfaction There is no significant difference in the students' perceived learning outcome and student satisfaction in the two countries The study will be helpful for the educationists and academics to identify the factors which will enhance student learning outcome and satisfaction level in online classes during the coronavirus pandemic (c) 2020 by the authors;licensee Asian Online Journal Publishing Group
Hasnan Baber
225479548
Evaluation of Online Based Student Learning: Models During New Normal Pandemic Covid 19 in Indonesia
WHO reports that 150 countries have seen 170,000 cases of Covid 19 and 7,000 deaths. Indonesia in June 2020 there were 52,812 cases, 2,720 deaths. The Regional Head adopted a policy of working at home, including West Sumatra and Padang City implementing Large Scale Social Restrictions (PSBB) in early April, and June 8, 2020 entering the New Normal era. This policy affects formal education that runs online. Webinars on topics related to the Covid 19 outbreak emerged as part of non formal education. The research objective is to look at the conditions of online formal learning, when the PSBB started and the new normal era. Descriptive research through the Google Form link to students in Padang randomly to obtain information in online learning. Research shows online learning is very helpful in education, but 55.6% of respondents feel less effective during the PSBB and the new normal period increases by 55.7% Complaints are generally the large number of assignments; the cost is 78.6% burdensome and 98.6% of students are anxious. 80% of students expect e learning or blended learning. At least face to face learning is needed for the emotional relationship between students and lecturers in online learning. New strategies and techniques for dealing with blended learning for non formal education need to be carried out with the discipline of health protocols.
Sri Siswati Adila Kasni Astiena Yola Savitri
225310214
Environmental Disaster Education at University: An Overview in New Normal of COVID 19
Pandemic Coronavirus Disease (COVID 19) is a non natural disaster that occurs globally. Disaster mitigation efforts need to be made when entering a new normal life after the physical distancing policy is relaxed. The purpose of this study was to describe the knowledge and participation of students in disaster mitigation activities during the new normal period. The research method used descriptive, data collection techniques through Google Form with a sample of 54 students. The results showed that learning of disaster mitigation education is not maximally taught at the university level with a percentage of 57.4% for students, who did not receive disaster mitigation education. However, as many as 51.9% of students had attended training in disaster education. Disaster mitigation education was important to do when a new normal period. That is because students are one component that has a role to convey various information about the disaster, especially COVID 19. This study concludes that knowledge and student participation in disaster education still needs to be improved. The suggestion from this research was necessary to develop innovative learning tools for disaster mitigation education in the new normal era of COVID 19.
Alimun Nasrun A Hi Alim Henita Rahmayanti Achmad Husen Ilmi Zajuli Ichsan Giry Marhento Mashudi Alamsyah Susilo Susilo R Udhaya Mohan Babu Md Mehadi Rahman
226348908
School reopening: Evidence based recommendations during COVID 19 pandemic in Indonesia
Since the first Coronavirus Disease 2019 (COVID 19) case was reported, it has run amok and caused global changes. It has affected human lives in almost every aspect, including education. In response to COVID 19, governments and policy makers decided to shift the educational activities into online learning and institute school closure. As of March 2020, many countries worldwide have implemented school closure, including Indonesia. Large scale social distancing and stay at home policies have begun to negatively impact society's physical and mental health. As people start to adapt to the first wave of the COVID 19 pandemic, policy makers and the government need to consider how to reopen the schools and its system to keep students and staff safe. School reopening is an important step toward loosening the lockdown. Schools play a crucial role in preserving children's well being. The objective of this review was to give a recommendation to facilitate school reopening. Research articles were gathered and assessed based on the themes of the articles. Forty articles were found reflecting SARS CoV 2 and school reopening. Findings were adapted and modified according to Indonesian situations during the SARS CoV 2 pandemic. Indonesia is currently preparing the first steps toward school reopening. For schools to be reopened, there are several health measurements that need to be considered. A good collaboration between various authorities and stakeholders is essential in school reopening so that children's safety and disease mitigation strategies remain stable. This review presents insights and recommendations for every element involved in school safety including the government, schools, teachers, parents and students including what each needs to do to prepare in advance for the up coming decision to reopen schools.
Raden Yuli Kristiyanto Lily Chandra Hermawan Hanjaya Mohamad S Hakim Dian Kesumapramudya Nurputra
225911188
PENGARUH NEW NORMAL DITENGAH PANDEMI COVID 19 TERHADAP PENGELOLAHAN SEKOLAH DAN PESERTA DIDIK
The pandemic outbreak of Corona Virus Disease 19 (covid 19) which not only shocked the national sphere, but the international sphere was preoccupied with the presence of the covid 19 virus outbreak, this incident inhibited all activities of various human lives from various sectors, especially in the field of education, namely with teaching and learning activities both schools and college level. The policy issued by the government to get to the new normal can have a big influence in various aspects, especially in the field of education which can influence the management of schools and students towards new normal. Applications that can support the process of learning activities, such as applications: zoom, google classroom, whatsapp, and other applications. During learning in the network (DARING) Corona virus is a large part of the virus that can cause disease in humans and animals. Online learning is abbreviated as Online learning, online learning by utilizing the internet network. Students or students are one component of education that is the subject of learning. Educational staff are all members of the community who are dedicated and appointed to support the implementation of education. The school and the surrounding community have a give and take relationship. This new normal is meant to coexist with Covid 19. The Ministry of Education and Culture issues Circular No. 15 of 2020 concerning Guidelines for Conducting Learning from Home in an Emergency Spread Covid 19. the decree was very influential for the continuity of education in Indonesia by implementing new normal. Keywords: Covid 19, school management, students, new normal. Kejadian pandemi wabah Corona Virus Disease 19 (covid 19) yang tidak hanya menggemparkan lingkup nasional saja, namun ranah internasional disibukkan dengan kehadiran wabah virus covid 19, kejadian ini menghambat berbagai segala aktvitas kehidupan manusia dari berbagai sektor bidang, terutama dalam bidang pendidikan yaitu dengan aktivitas kegiatan belajar mengajar baik sekolah sekolah maupun tingkat perguruan tinggi. Kebijakan yang dikeluarkan oleh pemerintah untuk menuju new normal tersebut dapat berpengaruh besar dalam berbagai aspek, terutama pada bidang pendidikan yang dapat pengaruhnya dalam pengelolahan sekolah dan peserta didik menuju new normal. Aplikasi yang dapat menunjang proses kegiatan belajar, antara lain seperti aplikasi: zoom, google classroom, whatsapp, maupun aplikasi lainnya. Selama pembelajaran dalam jaringan (DARING) Corona virus ini adalah bagian besar virus yang dapat menyebabkan penyakit pada manusia maupun hewan. Pembelajaran dalam jaringan (online) disingkat sebagai pembelajaran Daring, pembelajaran online dengan memanfaatkan jaringan internet. Siswa atau peserta didik adalah salah satu komponen pendidikan yang menjadi subjek dalam pembelajaran. Tenaga kependidikan adalah semua anggota masyarakat yang mengabdikan diri dan diangkat untuk menunjang penyelengaraan pendidikan. Sekolah dan masyarakat sekitarnya memiliki hubungan yang saling memberi dan menerima. new normal ini dimaknai hidup berdampingan dengan Covid 19. Kemendikbud mengeluarkan Surat Edaran No. 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar dari Rumah Dalam Masa Darurat Penyebaran Covid 19. surat keputusan tersebut sangat berpengaruh bagi kelangsungan pendidikan di Indonesia ini dengan melaksanakan new normal. Kata Kunci: Covid 19, pengelolahan sekolah, peserta didik, new normal.
224892492
Barriers encountered during online classes among undergraduate nursing students during COVID 19 pandemic in India
Background: The advents of new technologies are providing a variety of effective learning environment. However, many adult students still prefer traditional, academic settings and do not want to take online or hybrid classes. Methods: Present study included cross sectional descriptive survey design which was carried out on 394 undergraduate nursing students. Convenient sampling technique was chosen for selection of samples. A five point Likert self structured scale was used for data collection. Descriptive and inferential statistics were used to analyze the data in SPSS. Results: Study findings showed that there were 209 (53% female participants. Significant difference (p=0.05) was found among participants' gender and year of study, area of residence, father education, family income and whether they had ever attended online classes. Lack of control over the group was top perceived barrier with highest score (261 marks) Majority of participants (61% perceived barriers encountered during online classes. Mann Whitney U test showed the significant differences of participants' perceived barriers among male and female participants by their age, year of study, fathers' education and family income (p<0.05) Conclusions: As more students are growing up familiar with internet based learning, many students were still opposing to go with online classes. Barriers explored in the study can limit the acceptance of online classes among undergraduate nursing students. Higher authorities must find the ways for making online education user friendly.
Rakhi Gaur Shiv Kumar Mudgal Isha Thakur Dharni Ravi Sharma Neha Suyal
219167432
Anxiety and coping strategies among nursing students during the covid 19 pandemic
Abstract Anxiety is highly prevalent among nursing students even in normal circumstances. In Israel during the covid 19 pandemic and mandatory lockdown, nursing students encountered a new reality of economic uncertainty, fear of infection, challenges of distance education, lack of personal protection equipment (PPE) at work etc. The objective of this study was to assess levels of anxiety and ways of coping among nursing students in the Ashkelon Academic College, Southern District, Israel. A cross sectional study was conducted among all 244 students in the nursing department during the third week of a national lockdown. Anxiety level was assessed using the Generalized Anxiety Disorder 7 Item Scale with a cut off point of 10 for moderate and of 15 for severe anxiety. Factor analysis was used to identify coping components. The prevalence of moderate and severe anxiety was 42.8% and 18.1% respectively. Gender, lack of PPE, parental status, and fear of infection were significantly associated with a higher anxiety score. Stronger self esteem and usage of humor were associated with significantly lower anxiety levels, while mental disengagement with higher anxiety levels. The nursing department's staff may contribute in lowering student anxiety by staying in contact with students and encouraging and supporting them through this challenging period.
Nurse Education in Practice
Bella Savitsky Yifat Findling Anat Ereli Tova Hendel
225433907
Critical Pedagogy in the New Normal: Teaching values based education online
Photo by Thought Catalog on Unsplash INTRODUCTION The coronavirus pandemic is a challenge to educators, policy makers, and ordinary people. In facing the threat from COVID 19, school systems and global institutions need "to address the essential matter of each human being and how they are interacting with, and affected by, a much wider set of biological and technical conditions."[1] Educators must grapple with the societal issues that come with the intent of ensuring the safety of the public. To some, "these are actually as important as the biological concerns of people."[2] The current global crisis shows that "scientifically, socially, and politically the economy and technosphere are not just related, they are integral to a comprehensive response to major challenges."[3] In developing these responses, scientists, government leaders, and policy makers need to consider the vulnerabilities of people, especially those in "thrown away" groups.[4] Jerome Ravetz explains that "microscopic viral predators cull our populations, as ever, but with a selection that is not natural but social and political."[5] Educators must address the underlying vulnerabilities and evaluate the virus as a threat to academic experiences and access to a fair education. ANALYSIS Critical Pedagogy By definition, the critical approach to teaching is about the problem posing method of education developed by Paolo Freire. In his Pedagogy of the Oppressed, he proposed a paradigm shift away from the banking method of learning wherein teachers deposit knowledge into the minds of students. Critical pedagogy is an educational approach that challenges students to develop the ability to recognize and criticize dominating theories and evaluate them in their social context. Teachers press students to recognize oppression and try to remedy oppression in their culture.[6] Despite the lack of in person interaction between the teacher and the students, the effort to use innovative teaching techniques like critical pedagogy should continue. Online learning is not just about the use of technology, although the internet is crucial in the delivery of content. Since human beings are creators of value, they determine the meaning and purpose of technology. In this way, the set of values people have will influence online learning. Teachers cannot be more concerned about outcomes than about the process itself. The process is crucial since the ability of the student to think critically is developed in the exchange between the student and the teacher. The teacher cannot simply dump loads of information (deposit knowledge) but must pose problems to test the analytical and critical skills of students.[7] Education is about how people humanize the world. Policy makers miss the point when they focus on the delivery but do not pay attention to the substantive aspect of learning, which is human empowerment. Education is meant to expand the freedom of people. Education should be seen as an integrative activity. Learning is a formative process that aims to develop the human person. Without the face to face encounter between teacher and students, the challenge is finding ways to make learning an effective means to mold the values of young people. Online Critical Pedagogy the Role of Technology Physical distance appears to be an impediment in realizing the ideals of learning. The lack of contact between the teacher and the students may prevent a more meaningful interaction since online instruction is impersonal. It can be argued that there is no alternative to some classroom activities, especially laboratory experiments in science courses. The total classroom environment naturally influences the behavior of students when it comes to academic work: the look in the eyes of the professor, the caring ways of a teacher, or the pressure while taking exams contribute to an experience that only a classroom setting can provide. If implemented properly, technology can facilitate the personal relationships between teachers and students while providing meaningful experiences. With the current need for online learning during the COVID 19 pandemic, gadgets are indispensable. Some would even consider gadgets an extension of the human body. A mobile phone is not just any instrument; it has evolved into a novel way of being in the world. Our gadgets are a means of seeing how the outside world unfolds. Modern technological tools allow the interface of people in many fields of experience in a globalized environment. Computers and other digital devices extend the meaning and value of human freedom. For example, a laptop provided to a poor child can redefine the meaning of and what the future might hold for that child. The device is crucial to the whole learning process. Modern tools are critical to self discovery and greater freedom. The values that people embrace will matter in the new normal. The internet has provided a new democratic space that empowers groups and individuals to express themselves and to understand the world.[8] In an online class, students and teachers alike need to analyze big picture questions and layers of information. For example, the student in an ethics or philosophy class can reflect on the realities of life. With the proper guidance, online education should help define the meaning of moral commitment and human responsibility. CONCLUSION Before the pandemic, policy makers had been pursuing the goals of a globalized economy. They had been fashioning and promoting programs that cater to the interests of a consumer driven world that has deprived the poor of opportunity. When the pandemic struck, globalization suddenly came to a halt and people realized the things that truly matter in life family, love, and life itself. The new normal must now emphasize the role of education as a source of inner strength that can empower the person to live well reinforcing values based on a social consciousness. Critical pedagogy is possible under the new normal. The distance between the teacher and student does not make the educational process less real and in the absence of a vaccine, online learning is the safest strategy. Governments cannot freeze an entire school year since education is the only way out from poverty for millions. The COVID 19 pandemic provides a reason to re imagine teaching using technology to encourage all students to question systems of oppression or greed, as the persistent pursuit of the truth is what education is all about. [1] Hartsell, Layne, Krabbe, Alexander, Pastreich, Emmanuel. "Covid 19, Global Justice, and a New Biopolitics of the Anthropocene." Social Ethics Society Journal of Applied Philosophy 6, no. 2 (2020) 3. [2] Ravetz, Jerome. "Science for a Proper Recovery: Post Normal, not New Normal." Issues in Science and Technology [Internet] July 15, 2020. https:/issues.org/post normal science for pandemic recovery/ [3] Hartsell, et al. "Covid 19, Global Justice, and a New Biopolitics of the Anthropocene," 6. [4] Ravetz, "Science for a Proper Recovery: Post Normal, not New Normal." [5] Ibid. [6] Freire, Paolo. Pedagogy of the Oppressed. (New York: Continuum Books, 1993) [7] Freire writes that in such a situation "instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat." See his Pedagogy of the Oppressed. [8] Bakardjieva, Maria. Internet Society. (London: Sage Publications, 2005)
Christopher Ryan Maboloc
226270356
Perceptions of medical students towards online teaching during the COVID 19 pandemic: a national cross sectional survey of 2721 UK medical students
Objectives To investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID 19 pandemic. Design Cross sectional, online national survey. Setting Responses collected online from 4th May 2020 to 11th May 2020 across 40 UK medical schools. Participants Medical students across all years from UK registered medical schools. Main outcome measures The uses, experiences, perceived benefits and barriers of online teaching during the COVID 19 pandemic. Results 2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID 19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05) The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76% and poor internet connection (21.53% Conclusions Online teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face to face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team based/problem based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID 19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.
BMJ Open
Samiullah Dost Aleena Hossain Mai Shehab Aida Abdelwahed Lana Al-Nusair
220608516
Online interprofessional education during and post the COVID 19 pandemic: a commentary
ABSTRACT The full impact of the COVID 19 pandemic on higher education and interprofessional education programs in particular is yet to be determined, however, it is clear that this pandemic is changing the way we live, learn, and work. Online education is becoming the new normal in academia, but it is a development that may be posing a conundrum to some. Teachers of interprofessional education are expected to employ online education, but some may lack the knowledge and expertise to create and facilitate an engaging, positive, and supportive online environment for their students. This report discusses the application of Meaningful Discourse and the Community of Inquiry principles on developing online learning communities in interprofessional education.
Journal of interprofessional care
Hossein Khalili