Student Perceptions on Synchronous Virtual versus Face-to-Face Teaching for Leader-Centered and Participant-Centered Postgraduate Activities during COVID-19
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| Title: | Student Perceptions on Synchronous Virtual versus Face-to-Face Teaching for Leader-Centered and Participant-Centered Postgraduate Activities during COVID-19 |
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| Language: | English |
| Authors: | Chandran, Dinu S. (ORCID |
| Source: | Advances in Physiology Education. Sep 2021 45(3):554-562. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| DOI: | 10.1152/advan.00226.2020 |
| ISSN: | 1043-4046 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1311260 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1043-4046 |
| DOI: | 10.1152/advan.00226.2020 |
