Online Education - Education For Live

February 16, 2023

Struggle in the bubble – a prospective study on the effect of remote learning and distance education on confidence in practical surgical skills acquired during COVID-19 | BMC Medical Education

Demographics

A total of 232 out of 244 medical students completed both the baseline and follow-up questionnaire-based surveys, resulting in a response rate of 95{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}. Demographic data was comparable between the two cohorts (Table 1).

Table 1 Baseline comparison of the characteristics of participants belonging to the COV-19 and postCOV- 19 cohorts

Improvement in self-confidence for unit 1

First, it was evaluated whether the respective teaching methods in both cohorts resulted in an improvement in the self-confidence of students regarding their surgical skills. While analyzing unit 1 (sterile working), we found that both the COV-19 (Fig. 2A) and postCOV-19 (Fig. 2B) cohorts showed significant improvement in post-course confidence compared to pre-course confidence. This result was observed for all five subcategories of unit 1 (Table 2).

Table 2 Self-assessment of pre- and post-course confidence of unit 1

Improvement in self-confidence for unit 2

While analyzing unit 2 (knot tying and skin suturing), we observed that both the COV-19 (Fig. 2C) and postCOV-19 (Fig. 2D) cohorts exhibited significant improvement in post-course confidence compared to pre-course confidence. This result was similar for all five subcategories of unit 2 (Table 3).

Table 3 Self-assessment of pre- and post-course confidence of unit 2

Improvement in self-confidence for unit 3

Upon analyzing unit 3 (history and physical), we identified that both, the COV-19 (Fig. 2E) and postCOV-19 (Fig. 2F) cohorts, revealed significant improvement in post-course confidence compared to pre-course confidence. This result was observed for all three subcategories of unit 3 (Table 4).

Table 4 Self-assessment of pre- and post-course confidence of unit 3

Having established that both the traditional interactive face-to-face hands-on courses and the newly developed interactive remote learning courses were able to significantly improve the confidence of medical students regarding basic surgical skills, it was necessary to determine the course that resulted in a higher difference between the pre- and post-course confidence and the subgroup of students that would benefit the most from a particular teaching method. Subgroup analysis was performed based on sex (male/female), age group (19–22 years/23–29 years/≥30 years), and prior surgical experience (with and without prior surgical experience) for evaluating the difference between the pre- and post-course self-assessment (Δ self-assessment).

Subgroup analysis

Sex

The cohorts were first stratified based on the sex (male or female) of the participants, and the subgroup that benefited the most from a particular learning method was determined. For unit 1, the mean Δ self-assessment in the COV-19 cohort was significantly higher in male students (1.96) than in female students (1.44) (p = 0.0003). However, in the postCOV-19 cohort, the mean Δ self-assessment was significantly higher in female students (1.57) compared to male students (1.29) (p = 0.0372) (Fig. 3A).

For unit 2, the mean Δ self-assessment in the COV-19 cohort was significantly higher in male students (2.59) compared to female students (2.16) (p < 0.0001), whereas no significant difference between males (1.92) and females (2.01) was observed in the mean Δ self-assessment in the postCOV-19 cohort (p = 0.0813) (Fig. 3A).

Nonetheless, for unit 3, we found that the mean Δ self-assessment was comparable between the female and male groups in both cohorts (Fig. 3A).

Age

The two cohorts were stratified based on age, which resulted in three subgroups: 19–22, 23–29, and ≥ 30 years. For unit 1, we found that the mean Δ self-assessment in the COV-19 cohort was the highest for the participants in the age group of 23–29 years (mean Δ self-assessment = 19–22 years: 1.51; 23–29 years: 1.82; ≥30 years: 1.42). Furthermore, the mean Δ self-assessment was significantly higher in students of ages 23–29 years compared to those in the age group of 19–22 years (p = 0.0234). However, no significant differences in the mean Δ self-assessment were observed between the subgroups 19–22 years and ≥ 30 years (p = 0.8443), as well as the subgroups 23–29 years and ≥ 30 years (p = 0.0761).

By contrast, the mean Δ self-assessment of unit 1 did not vary significantly between different age groups in the postCOV-19 (mean Δ self-assessment = 19–22 years: 1.58; 23–29 years: 1.33; ≥30 years: 1.23) cohort (Fig. 3B).

Considering unit 2, we determined that the youngest (19–22 years) subgroup exhibited the maximum improvement in self-assessment for the COV-19 and post-COV19 cohorts. In the COV-19 cohort, the mean Δ self-assessment was significantly higher in the subgroup with participants aged 19–22 years compared to the subgroup with participants aged 23–29 years (p = 0.0017). However, there was no significant difference between the subgroups with participants aged 19–22 years and ≥ 30 years (p = 0.4096), as well as the subgroups with participants aged 23–29 years and ≥ 30 years (p = 0.5073).

In the postCOV-19 cohort, the mean Δ self-assessment was significantly higher in the subgroup with participants aged 19–22 years compared to the subgroups with participants aged 23–29 years (p = 0.0020) and ≥ 30 years (p = 0.0017). In contrast, there was no significant difference observed between the mean Δ self-assessment of the subgroups with participants aged 23–29 years and ≥ 30 years (p = 0.2499) (Fig. 3B).

Upon analyzing unit 3, the mean Δ self-assessment in the COV-19 cohort was significantly higher in the youngest students (19–22 years) compared to the subgroup with participants aged 23–29 years (p = 0.0061) in COV-19. However, there was no significant difference in the mean Δ self-assessment between the participants aged 19–22 years and ≥ 30 years (p = 0.0934) and 23–29 years and ≥ 30 years (p = 0.9923).

Nonetheless, for unit 3, the mean Δ self-assessment was significantly higher in the subgroup with participants aged ≥30 years compared to subgroups with participants aged 19–22 years (p = 0.0224) and 23–29 years (p = 0.0181) in the postCOV-19 cohort (mean Δ self-assessment = 19–22 years: 1.73; 23–29 years: 1.68; ≥30 years: 2.35). However, no significant difference was noted in the mean Δ self-assessment of subgroups with students aged 19–22 years and 23–29 years (p = 0.9332) in the postCOV-19 cohort (Fig. 3B).

Prior surgical experience

Lastly, the two cohorts were stratified based on prior surgical experience. Students without prior surgical experience showed a significantly higher improvement in their self-assessment of post-course confidence compared to pre-course confidence. This result was found for unit 1 and 2 in the COV-19 (unit 1 = mean Δ self-assessment with surgical experience: 0.58; without surgical experience: 1.74; p < 0.0001; unit 2 = mean Δ self-assessment with surgical experience: 1.65; without surgical experience: 2.14; p < 0.0001) and postCOV-19 cohorts (unit 1 = mean Δ self-assessment with surgical experience: 0.77; without surgical experience: 1.57; p < 0.0001; unit 2 = mean Δ self-assessment with surgical experience: 1.15; without surgical experience: 2.10; p < 0.0001).

However, for unit 3, we observed that the mean Δ self-assessment did not vary significantly between students with and without prior surgical experience in the COV-19 cohort (mean Δ self-assessment with surgical experience: 1.21; without surgical experience: 1.09; p = 0.2242) but was significantly higher for students without surgical experience in the postCOV-19 cohort (mean Δ self-assessment with surgical experience: 1.19; without surgical experience: 1.89; p < 0.0001) (Fig. 3C).

To summarize, the mean Δ self-assessment was the highest in the young (19–22 years) male students without surgical experience in the COV-19 cohort and young (19–22 years) and elderly (≥30 years) female students without surgical experience in the postCOV-19 cohort.

Finally, we compared the mean Δ self-assessment of both cohorts using each unit. Both, the COV-19 (Δ self-assessment: 1.58) and postCOV-19 (Δ self-assessment: 1.46) cohorts showed comparable (p = 0.1485) results for unit 1. For unit 2, the mean Δ self-assessment was significantly (p < 0.0001) higher in the COV-19 cohort (Δ self-assessment: 2.26) compared to the postCOV-19 (Δ self-assessment: 1.98). In contrast, for unit 3, the Δ self-assessment was significantly (p < 0.0001) higher in the postCOV-19 cohort (Δ self-assessment: 1.76) compared to the COV-19 cohort (Δ self-assessment: 1.1) (Fig. 3D).

February 15, 2023

U.S. News and World Reports lists A&M Best Online Program | News

Texas A&M’s Faculty of Education and learning and Human Improvement, or SEHD, is a person of the remarkably rated distance mastering courses thanks to its scholarly guidance.

SEHD maintained their standing as one of the ideal online education and learning systems in the place. Jan. 24 marked its fourth consecutive year getting rated in the prime 10 by U.S. News.

The Faculty-amount Length Schooling Committee was established five many years ago to strengthen length education activities for learners, stated Beverly J. Irby, Ph.D., regents professor and senior associate dean of Academic Affairs, University of Education and learning and Human Enhancement.

“The SEHD implemented the apply of acquiring an tutorial designer to guidance distance training pedagogy and processes in every single of the four departments,” Irby mentioned. “Our SEHD Mar-Comm Department has been instrumental in sharing details with other universities across the country about our distance instruction programs.”

The rankings stories profit the division as a entire and their dedication to be superior in all factors, claimed Michael A. de Miranda, Ph.D., Professor and Dean of the Faculty of Education and learning and Human Enhancement.

“The new U.S. Information & Environment Report rankings serve as an index of our school’s motivation to creating the fantastic qualified academics, coaches, university directors and industry leaders in human useful resource development, activity administration and kinesiology-linked expert careers,” Miranda mentioned.

Increasing up, sports administration senior Damian Sanchez mentioned he fell in appreciate with athletics which inspired him to work in the sports industry.

“I have loved A&M from top rated to base,” Sanchez said. “The possibilities it has granted me have been outstanding. I really do not believe I would be this significantly into my occupation without the need of the assistance of the section and the connections it has led me to.”

In get to be responsive to our constituents of doing work pros, Irby mentioned the faculty continues to improve and expand on-line diploma system choices. The on line diploma system has ongoing to enhance and mature though currently being responsive to constituents of operating pros, Irby reported.

“There are no drastic improvements [being made within the education programs],” Irby stated. “[However,] We are in the process of a new Ed.D. in Bilingual/ESL/Dual Language Instruction.”

The SEHD Length Education Committee was made and accredited by the Dean’s Council as a Length Schooling College Schooling SAP for the SEHD, Irby said.

“This is made up of 5 schooling ranges for school in which they can attend trainings in TrainTraq,” Irby reported. “These trainings can proceed to make improvements to their pedagogy in length training. Every amount has an attached certificate for the school member who completes it.”

The planet-course college and advisors use education, working experience and talents to deliver a thorough schooling to graduate pupils, no subject exactly where they reside, Miranda reported.

“I am also proud of our devotion to serving our nation’s veterans who now seek out to be distinction makers in shaping a improved tomorrow,” Miranda said.

February 14, 2023

Advocates urge NC-SARA to add more consumer protections for online students

A dozen policy advocates and higher training groups are calling on the Countrywide Council for State Authorization Reciprocity Agreements, an firm that controls an critical interstate length mastering pact, to bake far more consumer protections into its insurance policies.

NC-SARA was established in 2013 with the objective of easing regulatory burdens for online schools working throughout point out traces. The non-public nonprofit controls a multistate reciprocity arrangement that permits on the web faculties to stay clear of owning to request separate authorization for each and every condition the place they enroll students.

The organization’s electrical power above on the web training is wide — every single condition other than for California is a member. California has resisted the pact more than problems that becoming a member of would make it not able to keep out-of-point out for-financial gain faculties accountable.

About 1,100 community faculties participate in the condition reciprocity arrangement, along with all-around 1,000 personal nonprofits and pretty much 200 for-gains. In slide 2021, some 4.2 million learners had been enrolled in on the web courses offered by these colleges.

But policy advocates have long complained that NC-SARA sets a reduced bar for consumer protections, leaving college students susceptible to predatory schools. What’s more, they argue that the organization’s policies for taking part in the compact undermine states’ talents to implement their possess customer safety regulations to out-of-point out colleges functioning in their borders.

NC-SARA just lately adopted new processes for making coverage variations that are meant to make the process far more transparent. The business called on stakeholders to suggest policy changes by early February.

They will have the possibility to existing their proposals all through public forums later on in the 12 months, and NC-SARA’s board associates are slated to vote on policy suggestions in October.

The group of influential organizations and policy advocates, including The Century Foundation, the Heart for American Development, and The Institute for University Obtain & Achievements, submitted a slew of proposals in January that are meant to increase consumer protections. They consist of allowing for states to implement their have regulations towards faculties taking part in the compact, applying a lot more stringent specifications to for-financial gain colleges and rising states’ illustration on NC-SARA’s board.

Melanie Booth, NC-SARA’s vice president for instructional courses and engagement, explained the organization will not comment on any of the proposals right up until they are reviewed by the organization’s regional steering committees.

The proposals appear at a time of enhanced scrutiny around on the net applications, particularly those people made available by for-gain faculties. But criticism has also mounted against nonprofit colleges, numerous of which agreement with for-financial gain companies to assistance make their online choices.

Whilst the coverage advocates’ suggestions have been elevated just before, those involved in publishing the new proposals to NC-SARA are hopeful that recent moves by the firm — which include a force for more transparency — will make board customers more amenable to the modifications.

“I’m pretty optimistic,” mentioned Carolyn Quickly, a senior fellow at The Century Basis. “This appears to be like a likely great time for changes to be considered and it’s possible even enacted simply because this is the to start with time that the NC-SARA board has launched this form of a process, exactly where they are actually performing to get general public engagement, transparency and diverse views.”

A ‘two-tiered’ process for learners

To participate in the interstate compact, schools ought to meet NC-SARA’s standards. However, in their coverage proposal, the teams argued that these standards “are minimal, and give insufficient protections to online students.”

Some states have more robust consumer protections for university college students than what’s required below the interstate compact. But the settlement prohibits customers from imposing these rules on out-of-point out faculties enrolling on line pupils located inside their state lines.

This, in convert, made a “two-tiered” program, the teams wrote, where students attending higher education in person or attending an on the net institution headquartered in their condition may be afforded far more buyer protections than other folks.

“It’s not some thing that’s transparent to learners,” Quick said. “When a university student is signing up for a software, they don’t essentially know that they are likely to have fewer consumer protections than other pupils that are in their condition due to the fact of this settlement.”

A prevalent see is that a state reciprocity arrangement is meant to relieve on the internet education and learning accessibility by waiving point out legal guidelines, Speedy stated.

But she argued there are additional nuanced approaches to let on the internet colleges to cross point out traces that will not undercut student protections.

“You could waive people regulations that have to do with having preliminary authorization, like an software charge. You could waive the need to submit an software to various states,” Rapid reported. “You really do not have to have men and women waive all of their customer security.”

Handing states a lot more electric power

The groups termed out one more major trouble they see with NC-SARA: States do not have entire command above placing the interstate compact’s benchmarks. Which is mainly because the organization’s board — which involves representatives of establishments and accreditors — has veto ability about proposed modifications to the arrangement.

“States do not hold the the greater part of positions on the Board, and hence absence management over the Board,” the proposal states.

The teams argue that each individual board member ought to either be reps of member states or regional compacts, which are groups that support states operate cooperatively on their higher training plans.

Barmak Nassirian, vice president for greater instruction policy at the advocacy team Veterans Education Good results, agrees that the board composition takes electric power for overseeing the compact away from the states and delegates it to other folks.

“Not just to anybody off the street,” he additional. “It’s been delegated to the quite entities that the functionality is supposed to oversee.”

Even if NC-SARA’s board associates in the end veto the proposals, larger training advocates say they will have other chances to make improvements to buyer protections for students.

Previously this 12 months, the Education Section reported it is arranging for a spherical of negotiated rulemaking, in which different bigger education groups and stakeholders come together to craft new restrictions. Condition authorization will be 1 of the matters up for dialogue.

“That’ll be another location to elevate these difficulties,” reported Kyle Southern, associate vice president for increased schooling high quality at TICAS. “If we cannot thrust for more powerful scholar protections either through SARA’s board or at the point out amount, with any luck , acquiring a extra strong set of federal laws can proficiently bolster individuals protections for learners.”

February 13, 2023

UA System moves closer to affiliation with University of Phoenix

An affiliation with the College of Phoenix would not only provide roughly $20 million in profits each year to the University of Arkansas Technique, but also UA Procedure faculties could benefit from Phoenix’s superior engineering, revolutionary approaches for recruitment and retention of college students, and substantial relationships with companies, UA Procedure President Donald Bobbitt claimed past 7 days.

He manufactured the remarks during an job interview Thursday in which he stated why he is interested in the UA Process getting affiliated with the nationally recognised University of Phoenix, should really an settlement be reached. Bobbitt favors the possible deal, despite the fact that quite a few particulars are even now getting worked out. The outgoing chairman of the UA System board of trustees has considerations.

Michael Moore, the UA System’s vice president for tutorial affairs, said it’s turn out to be evident in new decades that even though there’s nevertheless a market place for the on-campus encounter for standard college students, there’s a rising need to have for on-line education and learning for nontraditional learners — these who might be looking for micro-qualifications, certificates, or other degrees — but who have jobs and spouse and children obligations that reduce them from dwelling on a campus.

Those people students, Moore explained, have not been served as nicely as the previous team by faculties and universities. Phoenix’s degrees are specially profession-targeted, and the faculty adroitly supplies qualified personnel for the contemporary workforce, he added.

More than 300,000 Arkansans began college or university but departed without the need of a credential — about 10{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the state’s populace — and on line instruction is a way to access not only them, but also the thousands and thousands throughout the U.S. who furthermore have some faculty but no degree, Bobbitt stated. Phoenix has “a nationwide brand” — with more than 1 million alumni and a lot more than 1,600 corporate partners — and their “goal is to get college students careers, [which] appeals to some students.”

As of 2021, 35{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of People in america have at the very least a bachelor’s degree, but which is the situation for only 25{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of Arkansans, which places Arkansas ahead of only Mississippi and West Virginia, in accordance to Usa Details, a not-for-revenue, nonpartisan, civic initiative that analyzes governing administration info.

The University of Phoenix, 1 of the nation’s biggest for-income faculties, would transition to nonprofit position through acquisition by Arkansas nonprofit Transformative Education Companies Inc. if the proposed offer arrives to fruition. TES Inc. registered as a nonprofit with the Arkansas secretary of state’s office in August and is centered in Minimal Rock.

It is a “public gain corporation” and all property of TES “from what ever source derived shall be made use of completely for charitable academic purposes,” according to the submitting. It “shall deliver accessibility to academic prospects via teaching, research, outreach, and other supporting routines that allows college students to create expertise and expertise necessary to achieve their personal skilled goals, and to offer management and support to their communities.”

The UA Program has not made use of any public cash for this endeavor and would not in the potential, stated Nate Hinkel, director of communications for the UA Technique. Phoenix would only be “affiliated” with the UA Procedure, not a member of the UA Program — Phoenix would possible hold its title — and “operate through [the] nonprofit.”

An affiliation with Phoenix would provide nationwide consideration to the UA Program, and the UA Program could acquire edge of Phoenix’s corporate partnerships to enable graduates find work opportunities, Bobbitt claimed. “It’s a very thrilling option,” and the licensing settlement could increase $20 million annually to the UA Method, which “could do true fantastic for UA System college students and the technique.”

“You can not imagine what that [money] would indicate for our technique,” Bobbitt additional. For case in point, he reported, salaries could increase for faculty and employees, endowed professorships could be produced to draw in and keep high-excellent college, far more scholarships for pupils could be created, and campuses could deal with deferred routine maintenance wants on infrastructure.

The College of Phoenix features associate, bachelor’s, master’s and doctoral levels and a selection of certification courses, in accordance to the college. The university has 10 destinations in California and a person every single in Nevada, Texas and Hawaii, but is at this time enrolling learners only at its Phoenix headquarters, and classes are on line.

TALKS ONGOING FOR MONTHS

The UA Procedure has been in conversations with the College of Phoenix about a probable acquisition for 18 months, but that is “not unusual” for a offer of this magnitude involving hundreds of thousands and thousands of pounds, Bobbitt said. No agreement is finalized, and carrying out so could consider a number of more months, as there are even now “some critical challenges we are doing the job through, and we want to get it suitable.”

The College of Phoenix has mentioned comparable agreements with other entities over and above the UA Program, but the UA Process shares a very similar vision of modern day and foreseeable future faculty training with the University of Phoenix, reported Andrea Smiley, vice president of general public relations for the University of Phoenix.

The UA Method “recognizes that, as the marketplace modifications, the education and learning procedure need to evolve to satisfy students in which they are. We glance forward to our ongoing conversation with the College of Arkansas System and what bringing University of Phoenix formally into the UA ecosystem could mean for our learners, their learners, and the long run of better instruction.”

The ideal latest example of the proposed affiliation concerning Phoenix and the UA Process would be UMass World, a nonprofit affiliate of the University of Massachusetts Method, Moore stated Thursday. Formerly Brandman University, it separated from the Chapman College system in 2021 and shaped a new affiliation with the University of Massachusetts.

“We’ve seemed to what they’ve accomplished,” Moore said. “It’s functioning very effectively for them, and [our possible deal] would be structured quite in the same way.”

The University of Phoenix lists whole enrollment around 79,000 learners, 81{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of whom are employed even though attending college, and 60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of whom are initially-generation higher education pupils, but enrollment has been falling considering the fact that peaking extra than a decade in the past.

“Since our founding practically 50 decades in the past, University of Phoenix has been concentrated on serving doing work adult learners who are traditionally missed and underrepresented in greater instruction this mission is even a lot more important now as technology continues to speedily modify the way we technique our jobs and occupations, and staff have to, as a result, frequently up-ability and re-talent to remain appropriate in the office,” Smiley claimed.

“As we strategy for the extended-expression upcoming and longevity of our college, we are constantly exploring options with other individuals who share our dedication to grownup learners searching for to increase their occupations and life through available, very affordable and profession-related greater training, which has been our mission since our inception.”

For Phoenix, there are positive aspects to moving from for-financial gain to nonprofit position, together with less limitations less than federal law, but undertaking so isn’t an endeavor to “circumvent” regulations and restrictions, Moore reported. They still want to be accredited, which is the “gold regular,” and Phoenix is, with all “indications they are undertaking properly.”

In 2017, Apollo Group bought Phoenix to Apollo International Management, an expenditure enterprise, in accordance to the Larger Training Inquirer.

Worries ABOUT AFFILIATION

The University of Phoenix, founded in 1976, agreed in December 2019 to a $191 million settlement with the Federal Trade Commission, which claimed the college experienced lured students with fraudulent promises about partnerships with key corporations, according to The New York Situations.

C.C. “Cliff” Gibson III, who continues to be chairman of the UA Method board of trustees until March 1, is “concerned” about a attainable affiliation with the College of Phoenix, he stated Wednesday. Gibson, whose 10-12 months time period is setting and will possible be replaced on the board by Gov. Sarah Huckabee Sanders in the subsequent month, wrote an e-mail to Bobbitt on Wednesday outlining his qualms, but that will “probably be the past detail I have to say about this.”

In that e-mail, Gibson notes University of Phoenix has continued to be the matter of complaints since becoming obtained by Apollo International Management.

The Federal Trade Fee has received 6,265 issues from Phoenix in excess of the previous handful of many years, “an astounding quantity, specifically because most pupils do not have a clue what the FTC is, considerably much less how to get in touch with and file a criticism with the FTC about how Phoenix mistreated them,” Gibson wrote.

As a non-public university, Phoenix “exists only on profits from college students,” so each individual pupil who drops out is not only an “ethical” difficulty, but a economic a person, Bobbitt stated Thursday. As a result, “they have condition-of-the-artwork retention approaches we could learn from, and they’ve designed substantial economical investments” in building a blueprint for college students to uncover gainful employment.

Phoenix runs “very effectively, does a great position, and is in great economic shape,” he included. “We’ve examined this for 18 months, and I’m considerably much more snug with my know-how of Phoenix than anyone who has only expended a minor time researching it.”

Gibson is also anxious about the UA System’s reputation in associating with Phoenix, since it “seems over and above realistic dispute that the identify Phoenix carries a higher negative connotation among the universities and just about any individual else in increased schooling.”

“I would submit that Phoenix’s nationwide recognition is not the variety of recognition that most individuals would want for their beloved University of Arkansas. In my mind, the title Phoenix would run off additional people than it would obtain,” Gibson wrote. “I have to increase that, whilst anecdotal, I have however to discover anyone” other than Bobbitt and “those in [his] circle supporting this Phoenix deal” who have “any regard for Phoenix and any levels it fingers out.”

Less than prior administration, Phoenix “had a distinctive focus that was not automatically congruent with a best-good quality establishment, but they’ve because made sizeable investments in staff and university student supports to flip it around,” Bobbitt stated. “We have no issues, and we’re really confident with the way they are performing enterprise correct now.”

Because Phoenix was a leader in the for-financial gain online education and learning space, they were being “unfairly labeled as a conventional-bearer for the full method,” and tarnished when some unscrupulous establishments in that house misled — or defrauded — students, Moore said. They’ve just been accredited for the highest time of 10 several years by the Increased Finding out Fee, and if the Larger Understanding Commission experienced worries about Phoenix, “they wouldn’t have carried out that.”

The 10-year accreditation was a “thumbs-up” for Phoenix from the Bigger Discovering Fee, which also accredits all of the larger schooling establishments in Arkansas, Moore extra. “I hope we can get across the last hurdles to the end line” on this arrangement, because “it’s specifically what we ought to be undertaking.”

The actual size of an agreement concerning Phoenix and the UA System has also still to be finalized, but “for a offer like this, we’d likely be seeking at 10 decades, bare minimum, and 25 a long time wouldn’t be unreasonable,” Bobbitt said. The UMass International offer working as a product for this proposed arrangement is a 10-12 months offer with the possibility of renewals if each sides agree to them.

Gibson also wrote that he was “stunned” Bobbitt has not consulted any of the UA System’s chancellors about this prospective offer.

Program and listening to their thoughts and problems,” he wrote. They are “all hugely accomplished educators who have been fully vetted and picked by each you and our board. I’m guaranteed they would provide important input and insight into whether” this deal is some thing the UA Method ought to do, “especially in gentle of the adverse influence a College of Arkansas-Phoenix entity would possible have on their on line program choices.”

Bobbitt claimed consulting chancellors was often element of his strategy, but he wanted to have a lot more specifics on a possible deal prior to carrying out so. He had a meeting scheduled in Small Rock on Feb. 2 to go over the subject with all the chancellors, but that conference was postponed for the reason that of a winter season storm.

The assembly will be rescheduled, but he’s invited chancellors to share their views with him and has presented them aspects on the potential deal, he mentioned. “You can not negotiate in a fish bowl, so we weren’t putting up billboards” about the discussions with Phoenix, but it was in no way “our intent to do this in secret.”

Gibson also claimed bringing Phoenix into the fold would be deleterious to the on the internet endeavours of present UA Procedure establishments.

“You are generating an establishment that will without doubt get absent their shot at preserving their existing on the net college students and at attracting supplemental online students, [which] has the actual likely to hurt our present campuses,” he wrote. “For instance, UA-Fayetteville presently has on the net education offering revenues in extra of $35 million for every year,” while UA-Monticello — Gibson is from Monticello — has on the internet education and learning income of $8.6 million for each 12 months. “That’s significant money in my ebook, especially at [the latter],” which is now contending with “dropping inhabitants and scholar figures in its most important current market place.”

Moore does not watch Phoenix in “competition” with the online systems of UA Procedure establishments, he claimed. “We’ll be equipped to make our current courses much more competitive in the marketplace” with the experience Phoenix can provide.

It would also be quixotic for UA Procedure educational facilities to try to definitely “compete” with Phoenix and other on the internet entities — these kinds of as Western Governors College — who are extensive established, Bobbitt wrote in an email to Gibson on Monday. “To consider to contend from these properly-proven online brands now is only not attainable devoid of a substantial inflow of cash. Potentially you know of a supply for that investment, but I do not.”

Bobbitt included in that email that “we have spoken with lots of reps at the point out and federal degree [who] have asked fantastic inquiries, and we have been given very little but encouragement” about a opportunity affiliation with Phoenix.

Phoenix also will not cannibalize traditional learners from UA System campuses, Bobbitt stated Thursday. “Phoenix is now below,” and that hasn’t been the circumstance so far, as Phoenix has only about 1,200 Arkansas pupils at present, so “that argument holds no h2o.”

Bobbitt and Moore also believe Phoenix can co-exist with UA-Grantham, the UA System’s completely on the web university.

Grantham serves a high share of military services and initial responders, and it has some various packages — engineering, for example — from Phoenix, Bobbitt said. “We see a intent and a will need for equally establishments.”

Following Ways

Though recent board policy allows the president of the UA Method to make a deal such as this 1 with out a vote of acceptance by the board, “I strongly urge you to seek out authority from the” board ahead of shifting forward on a offer with Phoenix, Gibson wrote. He also requested that a because of diligence study on the offer executed by Stephens Inc. be shared with the board of trustees.

Stephens Inc. would be compensated up to $1.65 million — perhaps much more, based on the closing value of the offer — for its do the job on the proposed invest in of Phoenix, in accordance to the draft contract. The UA System’s deal with Stephens — which commenced in Sept of 2021 and concludes this Sept. 17, but could be terminated early or extended — is becoming financed with non-public resources.

“A deal of this magnitude is exterior of our know-how, so we brought in gurus, and I just cannot say enough about the counseling Stephens Inc. has presented,” Bobbitt mentioned. “I’m thrilled that an Arkansas firm” — centered in Tiny Rock — “saw the price of this and has been with us since working day one particular.”

Bobbitt reported it was often his intent to deliver any likely deal with Phoenix prior to the trustees, but he wished to be capable to provide a entire image so “they could recognize all the sides, and I could hear their queries and answer them.”

On the other hand, news of this prospective deal leaked out early because of “an unethical individual,” Bobbitt said. That “breach of information” has compelled Bobbitt to transfer up his timeline for speaking about the offer with trustees and chancellors.

WebReady^TM Driven by WireReady^® NSI

February 12, 2023

Online learning can help schools retain students

There had been 1.3 million fewer college students enrolled in U.S. community educational facilities in fall 2021 than there were being prior to the pandemic began–a drop of practically 3 percent. Presented that educational funding is tied to enrollment, this growth has significant implications for the availability of resources in our educational institutions.

Some of this drop may well be the consequence of shifting demographics. But a lot of it can be attributed to family members who have opted out of community faculties through the pandemic, choosing non-public educational facilities or homeschooling for their youngsters rather.

On leading of these losses, conventional school districts also have shed about a quarter of a million college students to charter educational facilities given that the emergence of COVID. An assessment by the National Alliance for Public Constitution Educational institutions identified that constitution school enrollment improved by more than 7 percent from drop 2019 to slide 2020 as people located other solutions for their children’s schooling.

People have selected to leave their standard university process through the pandemic for a selection of motives. For instance, some weren’t satisfied with the excellent of remote instruction their children ended up getting. Some had been fearful to send their little ones back again when educational facilities reopened. Whatsoever their drive, it is clear they felt their nearby school process was not aptly assembly their wants.

Encouraging family members to continue to be or return to their neighborhood general public educational institutions is a elaborate obstacle that needs a multifaceted technique. People want choices for their children’s education and learning, and these selections must be of large high-quality. Partnering with an seasoned supplier to provide high-high quality online mastering is one particular way regular faculties can give pupils more options—and it is an important technique for attracting and retaining households.

Alternatives in modality

Despite the fact that some college students fell behind all through the shift to distant mastering, many others thrived. Supplying students the adaptability to discover on line alternatively of in-man or woman can provide the wants of lots of family members additional efficiently.

For instance, when performed perfectly, on line discovering makes instruction a lot more hassle-free for college students who have overall health complications or individuals who sense threatened when at school. It presents an choice for college students who are immunocompromised or have family members who are at a large danger from COVID. It even supplies additional autonomy for students and a self-paced discovering choice for people who are bored by the traditional rate of instruction.

A Pew Study Middle study conducted in spring 2022 located that 9 per cent of teenagers would choose mastering thoroughly on line when the pandemic is in excess of. Yet another 18 {e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} stated they would prefer a combine of deal with-to-encounter and on the internet instruction. In other phrases, much more than one in four teens would like to have on the net discovering as an possibility in their colleges. As this CNN story would make very clear, some people sought other possibilities for their children’s schooling that specially provided on-line finding out at the time their neighborhood faculty method returned to in-individual instruction.

Partnering with an skilled online discovering supplier can enable university districts expand the alternatives obtainable to families for their children’s training with minimal effort and hard work. The ability to select on the web instruction as the method in which their little ones study could persuade some people to rethink their decision to go away their regional university system—and it could give other individuals a powerful cause to stay.

Choices in mastering possibilities

On-line discovering expands not only the modalities obtainable to pupils, but the understanding alternatives as very well.

Numerous K-12 schools just can’t supply the breadth of courses essential to match all students’ passions. They could possibly not have the price range to offer you these programs them selves, or they may possibly not be in a position to uncover and recruit instructors with the important knowledge. For instance, students in rural areas are considerably less probable to have access to Advanced Placement (AP)® courses—and only 50 percent of all substantial educational institutions provide computer science programs.

Supplemental online classes give a compelling answer, quickly increasing the array of classes that faculties can provide. This lets pupils to take a look at subjects they are curious about from educated and qualified instructors worldwide, which can be a effective incentive for people to choose a university method. In accordance to just one review, the assortment of educational options that a college process has to present is a vital component in wherever households pick to send out their young children to faculty, with scientists composing that parents “were very affected by the multitude of opportunities the district of their decision had to supply.”

Growing decisions is crucial

Alternative is a major watchword in training right now. Whether or not from homeschooling, non-public schools, charter faculties, or even neighboring university devices, community faculties encounter considerable competitiveness for the college students in their community communities—and the educational funding that follows these pupils.

To bring in and retain families, districts should give a wide range of selections for pupil studying. This was real even ahead of the pandemic, and it is specifically accurate now. Giving whole-time or supplemental finding out solutions is a critical system for accomplishing this effectively. It can make districts more eye-catching for family members and is just one section of a multifaceted strategy to solving the obstacle of declining scholar enrollment.

Associated:
5 parts of a wonderful hybrid understanding plan
How virtual tutoring reinforces our following-university plan

Jane Gallagher, Vice President of Functions, VHS Learning

Jane Gallagher is Vice President of Functions for VHS Discovering, a nonprofit firm with additional than 26 decades of expertise delivering earth-course on-line finding out systems to pupils and schools everywhere. Far more than 600 colleges all around the planet take benefit of VHS Learning’s 300+ on-line higher university programs to grow their packages of research.

Most current posts by eSchool Media Contributors (see all)

February 11, 2023

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives | BMC Medical Education

Online student cross-sectional survey

Demographic characteristics

A total of 179 out of the possible 663 students (27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} completion) completed the online survey in June 2020. Median age of students was 19 years (IQR 18–28 years) and there were approximately three times as many females as males (Table 1), reflective of the undergraduate health sciences cohort (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} female). Student numbers were also reflective of the broader enrolment numbers in the programs (i.e., occupational therapy is the largest program). Just over half (53{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}; n = 94) of students had no prior experience in undertaking a Bachelor degree, and 76{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students had not completed any online courses prior to enrolment.

Table 1 Demographic characteristics

Quantitative results to the sense of belonging questionnaire

In terms of students’ sense of belonging to the university, the majority felt ‘quite’ or ‘extremely’ happy with their choice of university (74{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and felt ‘quite’ or ‘extremely’ welcomed by the university (68{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}). While most students felt respected by both staff (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and students (60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) at the university, students reported less connectiveness (23.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) to the university. Only 20{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students reported they felt they were understood as an individual, and only 13{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} felt they ‘quite’ or ‘extremely’ mattered to others at the university (Table 2).

Table 2 Online learning and Sense of Belonging to the University [1]

Table 3 shows how the online learning experiences impacted on students’ perception of the course; 27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to staff while 16{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to other students. While 49{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students rated 4 and above for the level of respect that they received from other students and their contribution towards the subject, students who had prior higher education felt less respected than students who had no prior higher education (p = 0.03). When asked how the online subject had contributed to understanding, knowledge/skills in their chosen health profession, about half of the students rated the online subject highly (rating 4 and above). Students who had prior higher education indicated higher ratings of understanding and knowledge/skills compared to students without prior higher education (p = 0.07 and p = 0.03 respectively). There was also a significantly higher proportion of students with no prior higher education who identified the online learning experience as either ‘quite’ or ‘extremely’ likely to impact their intention to continue with their current course (p = 0.001).

Table 3 Impact of online profession-specific subject on perception of the course

Qualitative results

Qualitative findings provided insight into experiences of staff and students during the rapid, unplanned transition to online learning. Student questionnaire responses included two open-ended questions expanding on enablers and barriers to sense of belonging. These yielded 145 enablers and 254 barriers to students’ feeling a sense of belonging. Data were subjected to qualitative content analysis by two authors and categories are presented in Additional file 1.

Three focus groups were conducted: two student sessions, each with two students enrolled in Speech Pathology and Paramedicine, and one academic session with five participants. Four full time academics and one casual academic participated from a total population of nine eligible academics. Using the processes described in the methods, focus group analysis was compared with the survey content analysis and the authors identified synergies between them. Findings were then integrated under a global theme, underpinned by organising and basic themes. The following themes reflect triangulation between academic and student focus group data in addition to survey responses.

Global theme—navigating belonging during the COVID-19 crisis: a shared responsibility

“We are in this together…making the best of this”

This theme explores sense of belonging creation during this period as a shared process, where participants perceived they worked together to get through the crisis. Students and academics encountered many challenges as they transitioned to online learning but despite hard times, were able to engage positively. The global theme revealed students and academics were navigating belonging during the COVID-19 crisis, and this journey was a shared responsibility. Both groups were working to achieve positive student engagement that would in turn create a sense of belonging in first-year students. A strong commitment of working hard to make the best out of this was mutually acknowledged.

Students perceived academics had done “a really good job at making sure we belonged…in those first few weeks that we were on campus but even more so probably while we were in Zoom” (Student-Astrid-Focus Group). Academics perceived students were actively engaged in making online learning work and were collegial and collaborative.

The shared experiences about navigating belonging during the COVID-19 crisis, have been captured under four organising themes: dimensions of belonging, individual experiences and challenges, reconceptualising teaching and learning, and relationships are central to belonging. Within each organising theme, basic themes were identified that provide depth to the organising theme (Fig. 1). Additional files 1 and 2 present a summary of the quotes obtained from the open-ended surveys and focus groups respectively, that contribute to the themes in Fig. 1.

Organising theme: dimensions of belonging

This theme outlines that belonging is a multidimensional experience with several facets underpinning participants’ experiences. Students and academics identified several dimensions of belonging in relation to first year students’ experiences, as illustrated by two basic themes that sit under the organising theme: what it means to belong, and layers of belonging.

Basic theme: what it means to belong

This theme explores the idea that belonging at university is underpinned by feeling valued and connected. Academics and students agreed that having a sense of being valued by the university and a desire to have an active connection across all aspects of university life was important for students.

Belonging as a student was gained through a connection with the “vocation” (Student-Claire-Focus Group) or the course and career, and with people who will “be there” (Student-Claire-Focus Group) for them. Furthermore, support of academics was critical to gaining a sense of belonging. It was noted by academics and students, that when students feel they belong at university, they are actively engaged in their learning, and this sense of belonging in turn shapes their overall identity. Students can then “actually sort of relax and become themselves” (Staff-Brooke).

Belonging to their cohort, their course, their future profession, and their university was important for students. One academic noted that the “concept of acceptance” is part of the sense of belonging and goes “both ways” (Staff-Brooke).

Both academics and students agreed that the rapid change to online learning due to COVID-19, meant that developing a sense of belonging was challenged.

Basic theme: layers of belonging

This theme identified layers of belonging reflected in participants’ experiences. Peer, academic and professional layers each contributed to an overall sense of belonging and key examples are provided below.

Peers

Belonging to peers was described as “having that connection to someone that’s going through exactly the same thing as what you’re going through” (Student-Astrid-Focus Group). Students were concerned that when learning moved online that this sense of belonging would be jeopardised by less opportunities for in-person interaction.

Academics

Being connected to academics was perceived by students as directly impacting learning, with one student commenting: “…when they’re not connecting with the teacher, they’re not connecting with the content, they’re not connecting with the feedback. That’s when you develop this sense of feeling like you just don’t belong” (Student-Emily-Focus Group).

Academics perceived it was also important for students to develop a sense of belonging to the university community.

Profession

Belonging to a profession was identified as an important feature of belonging by academics and students. Studying a degree with a clear professional identity facilitated first year students to feel they belonged compared to those undertaking general health science degrees which may have multiple pathways and career options less directly aligned to first year studies.

One academic actively encouraged first year students to belong to their professional association as a way of fostering belonging in first years.

Organising theme—Individual experiences and challenges

This theme outlines that while there are similarities in participants’ experiences, individuals have unique contexts and factors shaping their experiences. Academics and students reflected upon personal impacts of the COVID-19 pandemic on their teaching or learning and how they responded as individuals to the ensuing challenges. Two basic themes emerged: Challenges of transition and recognising different learning preferences.

Basic
theme
—challenges of transition

This theme explored the significant challenges of transitioning to online teaching and learning. For some students, the transition to online learning offered potential benefits of flexibility and reduced travel time. Two of the four students in the focus groups opted for online learning opportunities available in other subjects of study prior to the pandemic to efficiently manage their study and external commitments. Nonetheless, the pandemic brought a raft of personal challenges that diminished these expected benefits. Covid-related changes to family employment, reduced access to childcare support and non-optional home schooling presented new concerns.

Clearly, students missed the opportunity to focus attention on their learning needs when balancing childcare demands and home-schooling during lockdowns.

Unlike a conventional online courses where students choose or plan to be online, the sudden, unexpected, and unplanned move to online study was prefaced by a short period (four weeks) of in-person class time. This initial in-person time was identified as being key to relationship building.

Academics identified positive experiences and challenges during the transition to online learning. The rapid change presented a problem to be solved and individuals could “embrace it and to work effectively…as a team” (Staff-Jane). Quickly strategizing and responding to the demands of online learning required team knowledge, experience, and support. Hence, enhanced team culture was a further positive for academics, being “present for each other” (Staff-Brooke).

Basic
theme
:
recognising different learning preferences

This theme identifies experiences of online learning influenced by personal attributes, individual expectations and learning preferences. Such key factors impacted students’ capacity to maintain focus on academic goals after the rapid change to online learning. Some students reflected that barriers were not solely a feature of online learning environments, reporting that competing priorities, including work commitments and limited contact time with staff as pre-existing challenges to belonging. However, some students directly attributed their limited engagement and reduced motivation to the online learning environment.

Students suggested that active engagement “comes down to personality” (Student-Astrid- Focus Group). If a student was not shy they were comfortable to come forward and participate online. Some students perceived clear links between personal discipline, engagement, commitment, and achievement in online learning environments.

Further, students perceived effective (and ineffective) online group functioning reflected personalities of individual members, with some groups/personalities seen as being able to organise whilst other groups lacked leadership and cohesion.

Students who perceived themselves as active engagers reported being drawn towards other students who demonstrated motivation to interact and learn. Other students perceived their personalities or learning preferences were misaligned with the expectations of belonging in online learning environments and focussed upon tasks rather than connection.

Academics recognised student diversity and a need to reflect and re-evaluate expectations of students in online environments. They accepted that some students may be quietly engaging and learning to belong, but this was harder to observe in online compared to in-person learning environments.

Organising theme—relationships are central to belonging

This theme identified the relationship between all parties as a fundamental aspect of creating a sense of belonging. Two basic themes were influential in shaping perceptions of how relationships and connections contribute to belonging: collaboration with peers is fundamental, and effective and regular communication with staff is necessary.

Basic
theme
—collaboration with peers is fundamental

This theme revealed collaboration with student peers was a key element of creating a sense of belonging. The degree of social interaction with student peers and opportunities to create friendships contributed to feelings of belonging. Accordingly, students found it problematic when peers neglected to turn cameras on during classes, making interaction very difficult. Visualisation of peers and use of cameras in online classes impacted students’ opportunities to get to know each other.

Challenges posed by online learning were further highlighted in the student survey through a focus on non-academic aspects of university and campus life. Typically, university campuses offer interactional opportunities through clubs, sport, and shared spaces to learn and socialise. Campus life, students suggested, may facilitate learning and personal development. Absence of this type of interaction was linked to barriers in developing friendships and consequently a lesser sense of belonging as reflected in Additional file 1.

Basic theme—
communication
with academics is necessary

This theme outlined that communicating with academics was a key component of creating a sense of belonging. With less opportunities for peer support, there was stronger reliance on the academic-student connection, although students reported positive and negative interactions with academics during online learning.

Positive interactions and individualised communication with academics enhanced student sense of satisfaction and belonging. Furthermore, students in the focus groups reported a feeling of trust and a bond created by a shared challenge. Survey responses echoed this sentiment, noting that academics were “non-judgmental and supportive” (Student Survey 18) and created a sense of camaraderie. However, when students perceived impersonal communication from academics, they felt less connected or believed that teaching had become a “transaction” (Student-Astrid- Focus Group). Perceived levels of enthusiasm and engagement from academics influenced student’s perceptions of connection and belonging.

Students identified the online environment as a barrier to communication with academics. While systematic and university level communication was perceived as a useful source of information, students prioritised individualised communication from academic staff as key to belonging.

Academics concurred that effective communication was challenged in online environments, missing non-verbal cues and responsivity that characterises a classroom environment. Although the online learning environment provides an opportunity for academics to connect professionally with students, there were students who left their cameras off, with one academic noting they didn’t push this issue because there are many reasons for students choosing this option.

Organising theme: reconceptualising teaching and learning

This theme reveals how academics and students reconceptualised their expectations and modes of teaching and learning, to manage the crisis. It was not easy for academics or students, and many strategies were employed to make it work, with two basic themes emerging: challenges to online teaching and learning, and strategies to engage and connect.

Basic theme:
challenges
of online teaching and learning: “how do I make this work?”

This theme outlined many challenges faced by both academics and students during a rapid change to online mode. With the rapid change to online learning, academics asked themselves, ‘How do I make this work?’.

Managing workload

Academics reported their workload increased significantly, and they “found it a juggling act” (Staff-Louise) to meet their teaching requirements. Administrative loads consequently increased when reduced in-person contact with students led to more electronic communication. Academics needed to up-skill in online teaching in a short time frame and perceived this responsibility as all encompassing.

The rapid switch to online learning attracted significant academic workload, implementing and adapting content to see how material “might play out in a Zoom environment…[where]…everything takes longer” (Staff-Natalie).

Some students noticed a temptation to disengage from online learning, which meant balancing their workload and study demands became a challenge as they also faced significant workload and stressors in their personal lives due to COVID-19.

Class dynamics

Academics and students spoke about the change to classroom dynamics. The online environment was noted as being one in which it was difficult to read the room to see how students were progressing with their work. Others tried to use humour to enliven a class, only to have the Zoom frame freeze, killing the mood they were trying to create. Hence, staff felt teaching online was less conversational, flexible and responsive compared to face-to-face. Moreover, academics missed hands-on practical elements; a big shift for some programs.

Technological challenges

Academics learnt new skills quickly, but often these skills would be challenged when technology failed. Some academics reported a sense of vulnerability due to technological ineptitude but acknowledged that making mistakes in front of students could humanise the experience. Academics also acknowledged that some students did not have adequate technological resources to meet changes in their learning requirements when classes were placed online.

Basic theme: strategies to engage and connect

This theme reflected the strategies academics and students employed to remain engaged and connected. Academics worked hard to enhance online learning and hoped to connect with students and engage them in activities. Students too were active and appreciated academics’ efforts to facilitate engagement and connection. Underlying many of the strategies adopted by academics was a deep concern for student welfare during this time. Therefore, many academics aimed to ensure students were engaged and connected with each other and with the academic team. Academics built in small group opportunities during online teaching so students could connect, learn, and socialise.

Staff also spoke about informing students they could contact staff for support. One staff member described crossing the divide and actively discouraging a ‘them and us’ dynamic between students and staff.

A variety of teaching tools were identified by staff to build connection and promote engagement. Such tools included interactive quizzes, ice breakers activities, integrating reflective practices into activities and ‘drop in’ sessions. Staff also encouraged students to establish social media groups or other group experiences outside the classroom. Some staff members arrived early to zoom classes and left late to enable students to connect informally.

Students appreciated staff attempts to provide these activities. Students found these initiatives helpful, recognising staff placed effort into knowing students personally and focussing on student wellbeing and achievement. Students cited examples of provision of extra resources, mini-lectures, additional question and answer sessions, and fast response times to student queries. Students also initiated their own engagement strategies, including using group and personal messaging over platforms such as Facebook messenger.