Student Perceptions on Synchronous Virtual versus Face-to-Face Teaching for Leader-Centered and Participant-Centered Postgraduate Activities during COVID-19

Autor/inn/en	Chandran, Dinu S.; Kaur, Simran; Deepak, Kishore Kumar
Titel	Student Perceptions on Synchronous Virtual versus Face-to-Face Teaching for Leader-Centered and Participant-Centered Postgraduate Activities during COVID-19
Quelle	In: Advances in Physiology Education, 45 (2021) 3, S.554-562 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chandran, Dinu S.) ORCID (Kaur, Simran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Medical Students; Student Attitudes; Teaching Methods; Synchronous Communication; Asynchronous Communication; Graduate Students; Physiology; COVID-19; Pandemics; Seminars; Conferences (Gatherings); Clubs; Group Discussion; Computer Mediated Communication; Electronic Learning; Attendance; Independent Study; Pacing; Medical Education; Information Seeking; Feedback (Response); Interaction; Postdoctoral Education + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Physiologie; Seminar; Club; Klub; Gruppendiskussion; Computerkonferenz; Anwesenheit; Selbststudium; Lerntempo; Medizinische Ausbildung; Informationserschließung; Interaktion
Abstract	Consequent to the unprecedented COVID-19 pandemic, pedagogic changes were introduced in postgraduate courses in Physiology, where face-to-face teaching was replaced with synchronous virtual mode for leader-centered (seminar, symposium) and participant-centered (journal club, group discussion) academic activities. We hypothesized that the effectiveness of virtual and face-to-face modes as perceived by postgraduate students in terms of facilitating their overall learning may differ across the spectrum of leader-centered and participant-centered activities. To assess the same, we designed and administered a comprehensive, structured, and validated feedback questionnaire. Postgraduate students (n = 29) rated virtual sessions significantly more convenient, but less attentive and comprehensible, and reported better audiovisual experience during face-to-face sessions. Students rated flexibility to attend, self-paced learning, ability to revise, lookup for information in real time, and accessibility to distant expertise as important features of virtual sessions and instant feedback, eye-to-eye contact, and ability to interact in the group for face-to-face sessions. Virtual and face-to-face sessions were perceived as equally effective in facilitating their overall learning for the conduct of leader-centered seminars and symposia. However, face-to-face sessions were considered more effective for the conduct of participant-centered group discussions and journal clubs. During the pandemic, students perceive the synchronous virtual mode as an equally effective alternative for the conduct of leader-centered academic activities, but face-to-face teaching is still preferred for the conduct of participant-centered academic activities. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01