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Ha AS, Zeng T, He Q, Chan CHS, Fung Y, Ng JYY. Acceptability of a parent-focused program for physical literacy development among parents and children during the COVID-19 pandemic: A qualitative study. Front Public Health 2022; 10:924434. [PMID: 36187639 PMCID: PMC9520592 DOI: 10.3389/fpubh.2022.924434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 08/22/2022] [Indexed: 01/24/2023] Open
Abstract
Background A 3-month parent education program was designed and implemented in Hong Kong to improve physical literacy (PL) among primary school children and their parents during the COVID-19 pandemic. This study aims to probe into the acceptability of the intervention from parental perspectives, providing more insights for future implementation. Methods Following the 3-month parent-focused PL program, 16 parents (mean age = 43.73 years, 15 mothers) were recruited to participate in semi-structured individual interviews in June 2021. Interviews were analyzed using thematic analysis in NVivo 12. Two coders analyzed interview transcripts deductively based on the interview guide and social cognitive theory (SCT). Results Three themes were identified that captured the acceptability of the program: (1) Addressing needs through appropriate delivery enhances acceptability of intervention; (2) Positive behavioral and psychological changes to families; (3) Appropriate support of environmental factors can enhance the sustainability of program effects. The high levels of acceptability were attributable to the fact that parents were able to learn and be a gatekeeper to impact their children positively. Moreover, the design and contents of the program were appropriate for the participating parents because the program provided adequate learning resources and interactive learning support without being overly rigid, and the online learning mode was feasible and convenient. Consequent to their participation in the program, parents expressed that they became more aware of the importance of PL, established physical activity routines with their children, and modified their parenting styles which resulted in improved parent-child relationships. Conclusions The current study provided evidence that engaging parents in the intervention was feasible and acceptable approach in supporting both parents and children to establish physically active routines in the family setting. The insights gained regarding the appropriateness and acceptability of the program in this specific context may be used to inform the design, implementation and sustainability of other parent-focused PL programs.
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Price Banks D, Vergez SM. Online and In-Person Learning Preferences during the COVID-19 Pandemic among Students Attending the City University of New York. J Microbiol Biol Educ 2022; 23:e00012-22. [PMID: 35496686 PMCID: PMC9053052 DOI: 10.1128/jmbe.00012-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 02/21/2022] [Indexed: 06/14/2023]
Abstract
The widespread disease outbreak of SARS-CoV-2 in early 2020 elicited mandated shutdowns of all facilities not considered essential to include academic institutions. Many educational institutions had to find a way to transition into online learning modalities rapidly. This study investigates whether a relationship between students' perceptions of online learning and their academic achievement during the coronavirus outbreak exists. We hypothesized that (i) students would rate the online modality more negatively than the in-person module, (ii) STEM courses would be rated more negatively than non-STEM courses, and (iii) there was a positive correlation between grades achieved and student perceptions of the online course modality. The study found that students rated online courses more negatively than in-person courses. There were significant differences in student achievement and perception based on the course type. The study found a weak yet positive relationship between student achievement and perception of learning modality. Future studies should continue to evaluate the effects of mandated online learning on the mastery and achievement of learning outcomes. The implications from these findings can help institutions improve e-learning modules.
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Affiliation(s)
- Diane Price Banks
- Biological Sciences Department, Bronx Community College, Bronx, New York, USA
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Mukasa J, Otim M, Monaco B, Al Marzouqi A, Breitener P, Jawahar L. Nursing Students' Perspectives and Readiness to Transition to E-Learning During COVID-19 in the UAE: A Cross-Sectional Study. Adv Med Educ Pract 2021; 12:1505-1512. [PMID: 35221744 PMCID: PMC8866987 DOI: 10.2147/amep.s335578] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 12/08/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The 2020 COVID-19 crisis affected all sectors, including education. This study explored the experiences and challenges faced by tertiary students in the United Arab Emirates when they were suddenly required to transition from traditional classroom learning to E-learning following the outbreak of COVID-19. METHODS This cross-sectional study used mixed methods to collect and analyse qualitative and quantitative data. The participants were Nursing students involved in clinical training. RESULTS Most students (87%) reported inexperience with studying via E-learning. Challenges encountered included the lack of privacy, Internet connection issues, problems with the teaching platform and communication difficulties. Some students also reported that instructors were slow at responding to their needs. The lack of robust internet coverage was a major overarching issue that affected communication, students' engagement, preparedness for E-learning, and other challenges. DISCUSSION This study is significant because it highlights the challenges experienced by Nursing Students during the rapid transition from traditional education to e-learning. It enables the faculty to understand and support students during the time of crisis. Communication with students needs to be streamlined for successful E-learning. Authorities should provide more essential infrastructure such as reliable and stable Internet connectivity to strengthen the E-learning approach.
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Affiliation(s)
- Jean Mukasa
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
| | - Michael Otim
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Beatrice Monaco
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
| | - Amina Al Marzouqi
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Priya Breitener
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
| | - Lalitha Jawahar
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
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Al-shargabi B, Sabri O, Aljawarneh S. The adoption of an e-learning system using information systems success model: a case study of Jazan University. PeerJ Comput Sci 2021; 7:e723. [PMID: 34712797 PMCID: PMC8507483 DOI: 10.7717/peerj-cs.723] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 08/30/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The e-learning system has gained a phenomenal significance than ever before in the present COVID-19 crisis. The E-learning delivery mechanisms have evolved to enhanced levels facilitating the education delivery with greater penetration and access to mass student population worldwide. Nevertheless, there is still scope to conduct further research in order to innovate and improve higher quality delivery mechanism using the state-of-the-art information and communication technologies (ICT) available today. In the present pandemic crisis all the stakeholders in the higher education system, i.e., the governments, institutions, and the students expect seamless and efficient content delivery via e-learning platforms. This study proposes the adoption of the e-learning system by the integration of the model proposed by Delon and Mcclean "Information System Success Model" in Jazan University, Kingdom of Saudi Arabia (KSA) and further attempts to identify the factors affecting E-learning applications' success among the students. METHODS The data were gathered from 568 respondents. The Statistical Package for the Social Sciences version 26 (SPSS v.26.0) was used for the data analysis and one-way ANOVA is applied to test the hypothesis. RESULT The overall results of this study allude to the fact that there is a significant relationship between Information system Success Model factors and the adoption of e-learning systems. The research results indicated that the information system success model has a strong associating cost-benefit value towards the adoption of e-learning systems across the Jazan University that may be further expanded to the other Saudi universities.
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Affiliation(s)
| | - Omar Sabri
- Management Information System, Jazan University, Jazan, Saudi Arabia
| | - Shadi Aljawarneh
- Faculty of IT, Jordan University of Science and Technology, Irbid, Jordan
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Enyama D, Balti EV, Simeni Njonnou SR, Ngongang Ouankou C, Kemta Lekpa F, Noukeu Njinkui D, Fouogue JT, Mayouego Kouam J, Njateng GSS, Kenfack B, Watcho P, Choukem SP. Use of WhatsApp®, for distance teaching during COVID-19 pandemic: Experience and perception from a sub-Saharan African setting. BMC Med Educ 2021; 21:517. [PMID: 34598681 PMCID: PMC8486629 DOI: 10.1186/s12909-021-02953-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/20/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In the midst of the COVID-19 pandemic, to palliate to the lockdown and cover academic programs, the faculty of medicine and pharmaceutical sciences (FMPS) of the university of Dschang (UDs) in Cameroon has implemented e-learning using WhatsApp®. AIM Describe the opinion of students and lecturers after its implementation of e-learning at the FMPS of UDs. METHODS We designed a uniform teaching scheme using WhatsApp® during the university lockdown. Students and members of the teaching staff of the FMPS of UDs were enrolled after receiving clear information on the study implementation. At the end of the online-teaching period of two and a half months, we surveyed our students and teaching staff. Sociodemographic characteristics and opinions about e-learning were collected using a standard questionnaire. RESULTS We enrolled 229 students and 40 lecturers of the FMPS. Students reported a decremented quality of internet connection (p < 0.001, p-homogeneity < 0.001) despite an increased expenditure related to internet use. Electronic devices were broadly used before the implementation of mobile learning. The use of course materials was significantly more challenging among students because of the size/format of lecture notes and internet connection/cost (all p < 0.05). Perception of discipline compared to classroom-based lessons was not significantly different among students compared to lecturers (all p > 0.05). While lecturers were mainly more comfortable conveying the contents of their lectures, students tended to be less prone to actively participate. The motivation and satisfaction of the latter group toward e-learning were modest compared to classroom-based lectures while their feedback about the organization was positive. CONCLUSIONS E-learning using WhatsApp® could be an effective alternative to conventional classroom-based lessons in the context of COVID-19 pandemic. The use of a blended-learning program including classroom-based sessions could help improve its limitations.
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Affiliation(s)
- Dominique Enyama
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- Department of Paediatrics, Douala Gynaeco-Obstetric and Paediatric Hospital, Douala, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
| | - Eric Vounsia Balti
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
- Department of Internal Medicine, Universiteit Ziekenhuis Brussel, Vrije Universiteit Brussel, Brussels, Belgium
| | - Sylvain Raoul Simeni Njonnou
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
| | - Christian Ngongang Ouankou
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
- Yaoundé University Teaching Hospital, Yaoundé, Cameroon
| | - Fernando Kemta Lekpa
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
- Department of Internal Medicine, Douala General Hospital, Douala, Cameroon
| | - Diomede Noukeu Njinkui
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- Department of Paediatrics, Douala Gynaeco-Obstetric and Paediatric Hospital, Douala, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
| | - Jovanny Tsuala Fouogue
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
- Department of Obstetrics and Gynaecology, Bafoussam Regional Hospital, Bafoussam, Cameroon
| | - Jeanne Mayouego Kouam
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
| | - Guy Sedar Singor Njateng
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
- Department of Biochemistry, Faculty of Sciences, University of Dschang, Dschang, Cameroon
| | - Bruno Kenfack
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
| | - Pierre Watcho
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon
| | - Simeon Pierre Choukem
- Faculty of Medicine and Pharmaceutical Sciences, University of Dschang, Dschang, Cameroon.
- The University of Dschang Taskforce for the Elimination of COVID, Dschang, Cameroon.
- Health and Human Development (2HD) Research Network, Douala, Cameroon.
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