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Many nations have been alerted to the need to improve their capacity to provide widespread online education during the COVID-19 pandemic. As a developing country, South Africa faced difficulties to resort in online education since most of its public higher education institutions have been for a long time conducted face to face lessons. During the hard lockdown which was experienced since March 2020, higher education institutions (HEIs) closed their campuses, ending decades of in-person instruction. To save the academic year, South African higher education institutions had to adopt the online learning system and digitally transform. Reputable universities such as the University of South Africa (UNISA) and the University of Cape Town (UCT) led this digital transformation as they were already accustomed to offering lessons online and strongly support distance learning. This paper applies a qualitative document analysis (QDA) whereby existing literature was used to collate existing data. The study finds that the transition from face-to-face learning to digital learning platforms brought some positive prospects in the world of the fourth industrial revolution (4IR). However, there have been challenges associated with this transition which in most were faced by African students coming from economically challenged backgrounds. Problems such as acquiring laptops, data for connectivity, and siblings and parents disturbing the time for online learning at home. It is concluded that the move to a blended learning form is vital for the educational landscape in South Africa. This would ensure that the HEIs in the country move with the digital transformation and embraces the notion of artificial intelligence in the 4IR era. [ABSTRACT FROM AUTHOR]

HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful. [ABSTRACT FROM AUTHOR]

The present study aims to analyze and compare the attitudes of the learners about the way of teaching and assessment in higher education institutions, created after the pandemic situation that had covered the whole world. The accompanying materials used, which are necessary for learning the material during the learning process, regardless of whether they are present or online, are also classified. The way of teaching and testing, the encouragement of learners to participate fully in the educational process at all times, and the use and implementation of digital resources to help and support the learning material are also analyzed. The group of learners was surveyed at an interval of 1 year about their preferences for face-to-face or online forms of teaching, learning, and assessment of acquired knowledge, skills, and competences using the same survey, with the first survey conducted during the pandemic and the second after its completion. The results obtained from the survey were analyzed using the one-parameter model of Georg Rasch, and for even greater credibility of the conducted survey, comparability of the results of the two control questions that are present in the survey itself is provided. [ABSTRACT FROM AUTHOR]

In this study, the effectiveness of blended learning on the learning of civil engineering students during the COVID-19 pandemic was evaluated at a rural university in the Eastern Cape Province of South Africa. The imposition of lockdown due to the global spread of COVID-19 left educational institutions with no choice but to find alternative methods of teaching and learning. Students were sent home in order to control the spread of the virus. Secondary data were used to examine the students' performance in 2019, prior to the COVID-19 pandemic, and in 2020, during the COVID-19 pandemic. Furthermore, primary data was obtained through questionnaires to assess the students' opinions on blended learning. The Mann-Whitney U test was used to determine the extent of the difference in students' performance before and during COVID-19. Descriptive analysis results indicated the superiority of blended learning over face-to-face teaching methods, with blended learning achieving a 67% success rate compared to the 33% achieved by face-to-face methods. Similarly, the Mann-Whitney U test also showed a significant difference between blended and face-to-face teaching methods. In contrast to the descriptive analysis and Mann-Whitney U test, students' sentiments indicated otherwise. 80% of students neither agreed nor disagreed with blended learning methods as a preference over face-to-face teaching methods. The results of this study demonstrated the effectiveness of the teaching methods used during the COVID-19 pandemic. Furthermore, it revealed and, further, showed the sentiments of students regarding the teaching methods employed during this period. [ABSTRACT FROM AUTHOR]

In recent years, simulations in education and teaching were done within simulation centers. They are a powerful tool for having a particular professional experience in a controlled and safe environment. Since the COVID-19 pandemic began, simulations have been conducted fully online. Therefore, the current study examined the effect of simulation training that is only online regarding its experience and learning as compared to online simulation training after face-to-face training. For this study, 138 students participated in online simulation after face-to-face training, and 299 students participated in online simulation only. Participants were asked to fill out a questionnaire constructed according to the Kirkpatrick model. Findings indicated that about 40% of the participants preferred online simulations and that about 60% of the participants preferred face-to-face simulation. There was no significant difference in learning outcomes for either. The participants' preference for an online workshop was related to the emotional components in the workshop, especially safety and well-being. While there was no effect for having prior preparation for the workshop, participants who participated with an actor gave higher scores in all parameters. The findings attest to the effectiveness of using an online, familiar, simple-to-operate, and relatively inexpensive platform, and allow for informed decisions about its continued use for the benefit of physically remote populations. [ABSTRACT FROM AUTHOR]

I do not like using the concept of relationship. Too wide, too vague. Of course, I know that a relationship can be healing, and I also know that every psychopathology has been created by relationship. So, step by step, I try to explore some components of the therapeutic relationship, which could narrow our focus and contribute to unfolding and understanding what happens in this specific face to face encounter. Intimate is an interesting concept because it belongs to both the innermost and a special kind of close way of being together. Perhaps, encounter might be considered as an extension of our paradigm of contact, when contact rises and grows between two people. Love is often referred to, in our therapeutic context. Is it an appropriate reference? What about tenderness, which seems to designate better a therapeutic attitude that does not exclude confrontation or distance. A few tracks that need to be pursued. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Teacher Education (EJTE) is the property of Eurasian Journal of Teacher Education (EJTE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Faced with the Covid-19 pandemic worldwide, instructors and learners had to turn to online learning and teaching instead of the traditional physical mode. With this shift to online education, the innovative pedagogical approaches play a key role in facilitating effective communication and teaching approaches. The purpose of this review paper was to explore the merits and challenges of Collaborative Learning approach in online mode of teaching. Using a review protocol, the most recent and relevant studies were identified by searching the keywords from reliable databases, and descriptions were provided. Problems such as accessibility, learner motivation, technical issues, digital skills, time management, and cost-efficiency were identified as some of the challenges in most of the studies reviewed. It was concluded that Collaborative Learning in teaching Translation is an effective and dynamic approach that could contribute to the autonomous learning. A mix of both online and face to face modes of teaching, i.e., blended (hybrid) learning, was recommended as effective for Translation students. Finally, instructors were recommended to remind students about their responsibity regularly for more productive interaction, and effective engagement in the discussions and activities, as well as voicing out their opinions. This could make the learners become more crtitical and flexible learners who are constantly involved in teamwork and can accomplish Translation projects and assignments successfully.

Returning to the face-to-face learning system for physical education, the researchers got several responses and responses from the stakeholders, one of which was the teacher. The purpose of this study was to determine the perceptions of physical education teachers in carrying out face-to-face learning activities in the post-pandemic. The method used is descriptive quantitative research. Data collection was carried out using a list of main questions that were used to guide this research, one of which was, "How do teachers respond to the return of the face-to-face system after the pandemic, which requires students to return to school to attend physical education directly?" The data analysis technique used is data reduction, data presentation, and drawing conclusions. The results of this study found one point that represents the response of teachers' perceptions about the advantages and disadvantages of learning activities from their point of view in conceptualizing the offline physical education learning approach by paying attention to identical prevention patterns in the post-pandemic period. The conclusions of this study indicate that teachers have a variety of views that contain elements of strengths and weaknesses in carrying out physical education learning activities with a face-to-face system after spending a long time during the pandemic using an online system. Next, the researcher's suggestion for further research is that a special study can be carried out on how to design a learning approach that is relevant to the post-pandemic conditions of physical education in elementary schools.

The trend of transitioning back to face-to-face classes from an online, virtual, distance learning and other learning modality during the time of pandemic has started in the Philippines. This study aimed to determine the vaccination status, willingness of the students for the resumption of face-to-face classes as well as parental support or approval of the reopening of in-campus classes. Descriptive design is used in this study with the use of online survey as the primary data gathering method. Using a convenience sampling technique, it garnered 1137 responses at a local college in the Olongapo City, Philippines. Based on the survey result, 84.3% of the students are fully vaccinated with one booster shot while 9.4% are fully vaccinated as of the rollout of this survey. Exactly 50% of the students are willing for the resumption of face-to-face classes, 7.7% are willing with the intention to get vaccinated for the resumption of face-to-face classes. It may seem to have low willingness among the student but among respondents, of about 17.2%, are graduating students, will transfer to another school, and will stop for the next academic year. In terms of parental support and/or approval for the resumption of classes, 64.4% of the parents and guardians showed support to the resumption of incampus face-to-face classes. Lastly, the result of this survey will serve as an input and basis for the preparation of the academic year 2022-2023 for the blended learning modality with shifting schedule of face-to-face classes. [ABSTRACT FROM AUTHOR]

Introduction and Aims: Mindfulness has been shown to be an effective group intervention for adults and children living with a range of medical conditions. Recently, research has also explored the impact of mindfulness interventions offered to parents of children with health conditions. Few studies have examined whether the mode of delivery (face-to-face vs online) has an impact on outcomes. Methods: Four mindfulness based wellbeing courses for parents (MBWP) of children with a chronic medical condition were run (two face to face and two online). All parents (N =37) completed the WHO Well-being Questionnaire and Neff Self-Compassion Scale Questionnaire-Short Form at the beginning and end of each course. Parents' experience of the course was also explored using a semi-structured interview 6 weeks after completing the course, with their responses analysed using Thematic analysis. Results: The groups had a statistically significant positive impact on both parent well-being and self-compassion and were equally effective face-to-face or online. All parents reported incorporating informal mindfulness practices into their day-to-day lives 6 weeks post-course The qualitative analysis highlighted improvements in present moment focus, kindness to self, and family relationships. Discussion and Conclusion: Parents valued connecting with other parents of young people with both similar and different medical conditions, within both face-to-face and online groups, increasing the accessibility of MBWP. [ABSTRACT FROM AUTHOR]

Abstract Background The COVID-19 pandemic has impacted all spheres of society including medical education and healthcare systems. In response to the pandemic, there has been a transition in medical education practice from traditional forms of teaching to online instruction delivery and virtual learning. Effective clinical microbiology education involves a combination of 'hands-on' practical learning and instructional delivery of scientific knowledge. Microbiology practical laboratories are critical learning environments offering 'hands-on' learning experiences that cannot be replicated through online learning. We conducted a mixed-methods study to understand the perception of online and face-to-face microbiology laboratory sessions among the medical students and microbiology faculty at Arabian Gulf University (AGU). Methods The study participants were third and fourth-year undergraduate medical students and faculty involved in delivering microbiology labs at AGU. The questionnaire consisted of questions ranging from perceived learning style to attitude towards online delivery of microbiology curriculum. After the questionnaire administration (google form), focus group discussion (FGD) was conducted for students and microbiology faculty separately. Results Among 168 students, 50.6% preferred face-to-face lab sessions as compared to 30.4% who preferred online labs, and 51.8% considered online labs to be an essential addition to face-to-face labs. Among the faculty, 85.7% preferred the face-to-face mode of teaching. All the faculty (100%) disagreed that all the microbiology labs teaching should be online. 57.2% considered online labs to be an essential addition to traditional face-to-face labs. Both faculty and students hold that a blended mode of instructional delivery is vital and indispensable for the transfer of skills and knowledge for microbiology students. Conclusion The blended mode of delivering microbiology laboratory sessions in medical school is successful and well-received by both students and faculty. Students take the responsibility for furthering their own learning and understanding of concepts. Instructors have also noticed that blending learning strategies also successfully enhances the development of cognitive skills and problem-solving abilities in students. A review of the microbiology lab curriculum is necessary to identify content areas that can be delivered effectively through online, face-to-face lab sessions, or both, supported with appropriate tools and infrastructure.

Phacoemulsification is routinely performed with the patient lying supine on the surgical table with his or her head flat and facing the overhead microscope. This routine technique can be a challenge in medical conditions such as kyphosis, scoliosis, orthopnea, Meniere's disease, and CNS abnormality. Some cardiovascular and respiratory conditions make the patients breathless when they lie down, whereas other neurological and spinal problem patients are also equally uncomfortable. The only reasonable solution to conduct surgery on a patient who cannot lie down flat on the operating table is to position them face to face in a sitting position. We describe an innovative phacoemulsification technique in a sitting position called “phacosit” in an 80-year-old wheelchair-bound female patient who was denied cataract surgery by other eye surgeons owing to her medical condition.

This study aims to understand the management of learning in schools at SD Negeri Caturtunggal 3, Depok, Sleman, Yogyakarta Special Region, during the Limited Face-to-Face Learning (PTMT) was carried out during the Covid-19 pandemic. The method used in this research is qualitative. The results showed that the limited face-to-face learning carried out after the previous learning was done online, there were several obstacles that the students strongly dominated at the beginning of the learning implementation. Limited face-to-face learning has obstacles. Namely, many students are confused when invited to icebreaking. Students are still adjusting to the learning, and the reality of student understanding seen from the assessment during online learning and then implemented in a limited manner is very different. Although at the beginning of the implementation of limited face-to-face learning, there were still obstacles, SD Negeri Caturtunggal 3 was able to prepare and develop sound strategies to manage limited face-to-face learning to anticipate unwanted things.

This study has been conducted with the design of a quasi-experimental research method. This study aimed to determine what effect ‘health promotion and education’ has on the perception of the health, which has been conducted face-to-face and with brochure during house visits. In this quasi-experimental study between 20 July and 20 September 2020 of the Dikmen Region in North Cyprus. The sample size of the study was evaluated with G*Power and a total of n = 80 people (face-to-face verbal group = 40; brochure group = 40) were included in the study. The data were collected using the ‘Socio-Demographic Question Form’ and ‘Perception of Health Scale’. A post-test was applied 2 weeks after the education. SPSS 21.0 software was used for the statistical analysis of the data obtained. The necessary permissions were obtained in order to carry out the study. The mean age for face-to-face verbal group was 55.28 (SD = 16.53), and for brochure technique group was 46.28 (SD = 16.01). At the beginning of the study, it was found that the groups were similar in terms of socio-demographic variables and the mean health perception scale score, and there was no statistically significant difference between them (p > 0.05). After the Perception of Health education, a statistically significant difference was seen between the pre-test and post-test health perception score mean in both groups (p < 0.05); however, a statistically significant difference was not found between the different methods (p > 0.05). In this study, it was determined that face-to-face verbal and brochure techniques were effective in increasing the health perception of the health education given. [ABSTRACT FROM AUTHOR]

Faced with the Covid-19 pandemic worldwide, instructors and learners had to turn to online learning and teaching instead of the traditional physical mode. With this shift to online education, the innovative pedagogical approaches play a key role in facilitating effective communication and teaching approaches. The purpose of this review paper was to explore the merits and challenges of Collaborative Learning approach in online mode of teaching. Using a review protocol, the most recent and relevant studies were identified by searching the keywords from reliable databases, and descriptions were provided. Problems such as accessibility, learner motivation, technical issues, digital skills, time management, and costefficiency were identified as some of the challenges in most of the studies reviewed. It was concluded that Collaborative Learning in teaching Translation is an effective and dynamic approach that could contribute to the autonomous learning. A mix of both online and face to face modes of teaching, i.e., blended (hybrid) learning, was recommended as effective for Translation students. Finally, instructors were recommended to remind students about their responsibity regularly for more productive interaction, and effective engagement in the discussions and activities, as well as voicing out their opinions. This could make the learners become more crtitical and flexible learners who are constantly involved in teamwork and can accomplish Translation projects and assignments successfully. [ABSTRACT FROM AUTHOR]

Abstract Background The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to face and audio or video recordings). Studies on OSCE feedback are uncommon, especially involving Asian medical students. Methods We compared two methods of OSCE feedback delivered to fourth year medical students in Malaysia: (i) Face to face (FTF) immediate feedback (semester one) (ii) Individualised enhanced written (EW) feedback containing detailed scores in each domain, examiners’ free text comments and the marking rubric (semester two). Both methods were evaluated by students and staff examiners, and students’ responses were compared against their OSCE performance. Results Of the 116 students who sat for both formative OSCEs, 82.8% (n=96) and 86.2% (n=100) responded to the first and second survey respectively. Most students were comfortable to receive feedback (91.3% in FTF, 96% in EW) with EW feedback associated with higher comfort levels (p=0.022). Distress affected a small number with no differences between either method (13.5% in FTF, 10% in EW, p=0.316). Most students perceived both types of feedback improved their performance (89.6% in FTF, 95% in EW); this perception was significantly stronger for EW feedback (p=0.008). Students who preferred EW feedback had lower OSCE scores compared to those preferring FTF feedback (mean scores ± SD: 43.8 ± 5.3 in EW, 47.2 ± 6.5 in FTF, p=0.049). Students ranked the “marking rubric” to be the most valuable aspect of the EW feedback. Tutors felt both methods of feedback were equally beneficial. Few examiners felt they needed training (21.4% in FTF, 15% in EW) but students perceived this need for tutors’ training differently (53.1% in FTF, 46% in EW) Conclusion Whilst both methods of OSCE feedback were highly valued, students preferred to receive EW feedback and felt it was more beneficial. Learning cultures of Malaysian students may have influenced this view. Information provided in EW feedback should be tailored accordingly to provide meaningful feedback in OSCE exams.

Background: The COVID-19 pandemic has impacted all spheres of society including medical education and healthcare systems. In response to the pandemic, there has been a transition in medical education practice from traditional forms of teaching to online instruction delivery and virtual learning. Effective clinical microbiology education involves a combination of 'hands-on' practical learning and instructional delivery of scientific knowledge. Microbiology practical laboratories are critical learning environments offering 'hands-on' learning experiences that cannot be replicated through online learning. We conducted a mixed-methods study to understand the perception of online and face-to-face microbiology laboratory sessions among the medical students and microbiology faculty at Arabian Gulf University (AGU). Methods: The study participants were third and fourth-year undergraduate medical students and faculty involved in delivering microbiology labs at AGU. The questionnaire consisted of questions ranging from perceived learning style to attitude towards online delivery of microbiology curriculum. After the questionnaire administration (google form), focus group discussion (FGD) was conducted for students and microbiology faculty separately. Results: Among 168 students, 50.6% preferred face-to-face lab sessions as compared to 30.4% who preferred online labs, and 51.8% considered online labs to be an essential addition to face-to-face labs. Among the faculty, 85.7% preferred the face-to-face mode of teaching. All the faculty (100%) disagreed that all the microbiology labs teaching should be online. 57.2% considered online labs to be an essential addition to traditional face-to-face labs. Both faculty and students hold that a blended mode of instructional delivery is vital and indispensable for the transfer of skills and knowledge for microbiology students. Conclusion: The blended mode of delivering microbiology laboratory sessions in medical school is successful and well-received by both students and faculty. Students take the responsibility for furthering their own learning and understanding of concepts. Instructors have also noticed that blending learning strategies also successfully enhances the development of cognitive skills and problem-solving abilities in students. A review of the microbiology lab curriculum is necessary to identify content areas that can be delivered effectively through online, face-to-face lab sessions, or both, supported with appropriate tools and infrastructure. [ABSTRACT FROM AUTHOR]

Phacoemulsification is routinely performed with the patient lying supine on the surgical table with his or her head flat and facing the overhead microscope. This routine technique can be a challenge in medical conditions such as kyphosis, scoliosis, orthopnea, Meniere's disease, and CNS abnormality. Some cardiovascular and respiratory conditions make the patients breathless when they lie down, whereas other neurological and spinal problem patients are also equally uncomfortable. The only reasonable solution to conduct surgery on a patient who cannot lie down flat on the operating table is to position them face to face in a sitting position. We describe an innovative phacoemulsification technique in a sitting position called "phacosit" in an 80-year-old wheelchair-bound female patient who was denied cataract surgery by other eye surgeons owing to her medical condition. [ABSTRACT FROM AUTHOR]

Introduction: Successful sex is one of the greatest behavioral needs of couples, especially those who marry at an early age. The best way to access information is education and learning. Face to face training is one of the most common methods, with the advancement of technology, multimedia training can be a good alternative method to sex education. This study was designed to comparison between two educational method Multimedia and Face to face on sexual function of Afghan Migrant Adolescent Women. Methods: The study was a quasi-experimental educational intervention conducted in selected charity centers in Mashhad. The selected centers were randomly chosen as face to face intervention (n = 36), multimedia intervention (n = 36) and control (n = 36) groups. Our method of sampling was convenient at each center. Intervention groups received four one-hour sessions of sex education using various face to face and multimedia methods. Sexual function were measured using female sexual function index (FSFI) before, immediately and 8 weeks after the intervention. Data were analyzed with SPSS version 16. Results: The level of sexual function did not show a significant difference in groups before the intervention, but these increased significantly immediately (P = 0.005) and 8 weeks later (P < 0.001). Conclusion: Because of the taboo of sexual issues and the lack of difference between the two methods in improving sexual function, multimedia method is a good alternative educational method.

This paper revisits a performance titled Falling in Love Again - and Again which was first performed in 2014 as part of a series of works I created questioning relational intimacy and proximity in public space. During Falling in Love Again - and Again participants were invited to explore public space with the intention of anonymously falling in love with strangers. The details of these encounters were shared with me as the leader of the piece via mobile phone text messages, but never with the subjects of the participants' desires. Understanding the dynamics of intimacy and proximity in 2014 was a very different experience to how I understand them in 2021. The Covid-19 pandemic, social distancing, and two periods of lockdown has drastically influenced how relationality and physically being in the world with others is performed. This paper is concerned both with the intimate and proximate dynamics of relational bodies during that performance as I understood it then, and, as a consequence, how we might understand relational proximity and intimacy now.Critical points of departure for the paper include art historian Grant Kester's writing on conversational art practices and his framing of dialogic encounters through the use of Jeffrey T. Nealon's Alterity Politics: Ethics and Performative Subjectivity (1998). Models of 'dialogical' experience and 'responsibility', as situated by Mikhail Bakhtin and Emmanuel Levinas respectively (Nealon, 1998, cited in Kester, 2004, 118) are used in this article to frame a rethinking of the dynamics and ethics of face to face contact and physical proximity, as bodies in space maintain distance from one another, connected only by our digital devices and our imaginations. The voyeuristic practices of Sophie Calle and Vito Acconci converge with theatre makers Forced Entertainment's 'writing over' of place (Kaye, 2000) to explore imaginary relational connectivity. The writing of geographer Doreen Massey supports this framing through the use of Massey's thoughts on the fictional poetics of social interactions and 'stories so far' (Massey, 2005). Ultimately the paper asks what happens when we are required to imagine being with others in physically distant and imaginary ways with only our mobile devices as depositories for our fictional desires.

Online learning is very effective and efficient during the current Covid-19 pandemic. Through this online learning, students can still carry out lectures without having to face to face with the lecturer. The purpose of this study was to determine the effect of online learning on the interest and learning outcomes of Basic Chemistry students of the Civil Engineering Study Program. The research samples were first semester students of the Civil Engineering Study Program, Graha Nusantara University, Padangsidimpuan, Academic Year 2020/2021 who took online learning during the Covid-19 pandemic, with a total of 40 respondents. The research method used to determine the effect of online learning on students' interest and learning outcomes was carried out using qualitative and quantitative research methods. Based on the Pearson Product Moment Correlation test, rcount> rtable or 4.401 > 0.2573 which means that H1 is accepted and Ho is rejected. So that online learning has an effect on interest in learning Basic Chemistry for first semester students of Civil Engineering Study Program, Graha Nusantara University, Padangsidimpuan, Academic Year 2020/2021. Based on the t-test conducted, it is found that tcount ≥ ttable is 6.22 ≥ 2.023, which means Ho is rejected or H1 is accepted. Thus, online learning also affects the learning outcomes of Basic Chemistry of first semester students of Civil Engineering Study Program, Graha Nusantara University, Padangsidimpuan, Academic Year 2020/2021.

Research problem: when the pandemic emerges and the threatens people's lives; social distance becomes one of the most important requirements to ensure the public safety. The social distance reaches the learning pillars, the instructor and the student, that’s why the new methods should be appeared, to solve the learning problem especially when the all-traditional ways cannot meet the pandemic safety criteria which requires social distance. The architectural studies especially the undergraduate have different learning courses; theoretical, practical and studio learning classes. That’s why the research problem is the “need the future learning method for the future and during the pandemic. The research aims to find a method of learning that takes into account the current conditions in light of the Corona pandemic, suitable for lecturers and students. Research methodology: The research will use the theoretical analytic for the learning methods to find the research concepts which will build the new learning method concept. The research relied on the descriptive approach in analyzing the results of the questionnaire by comparing the learning approaches for the purpose of reaching varied learning. The questionnaire was analyzed using SPSS to reach the results. The main conclusions are varied learning gives flexibility to students and instructors in temporal and spatial dimensions, allowing students and instructors to interact better, and a system that can be applied in critical times that requires the integration of a face-to-face learning system with various electronic learning.

Despite the popularity of the term impression management (IM) in the literature, there is no consensus as how different types of IM (direct vs. indirect) and modes of interaction (face-to-face vs. online) promote career-related outcomes. While most empirical studies focus on direct IM, individuals engage in both types of IM and interaction modes, particularly indirect IM in the online context. Indeed, recent developments suggest that online interactions now prevail over face-to-face interactions, especially during the COVID-19 pandemic. Accordingly, this study presents the first systematic literature review that differentiates between types of IM (direct vs. indirect) and modes of interaction (face-to-face vs. online) in a career development perspective. The review shows that direct IM is more widely studied in the face-to-face than online interaction mode, while indirect IM is neglected in both interaction modes. This study thus provides evidence of the need to investigate and differentiate between the different types of IM and interaction modes for career-related outcomes, highlighting some research gaps and directions for future inquiry.

Despite the popularity of the term impression management (IM) in the literature, there is no consensus as how different types of IM (direct vs. indirect) and modes of interaction (face-to-face vs. online) promote career-related outcomes. While most empirical studies focus on direct IM, individuals engage in both types of IM and interaction modes, particularly indirect IM in the online context. Indeed, recent developments suggest that online interactions now prevail over face-to-face interactions, especially during the COVID-19 pandemic. Accordingly, this study presents the first systematic literature review that differentiates between types of IM (direct vs. indirect) and modes of interaction (face-to-face vs. online) in a career development perspective. The review shows that direct IM is more widely studied in the face-to-face than online interaction mode, while indirect IM is neglected in both interaction modes. This study thus provides evidence of the need to investigate and differentiate between the different types of IM and interaction modes for career-related outcomes, highlighting some research gaps and directions for future inquiry. [ABSTRACT FROM AUTHOR]

Objective: Interactive methods are applied in Anatomy theoretical education in addition to face-to-face education (FFE). Interactive methods applied at Atılım University Faculty of Medicine; flipped class (FC), team-based learning (TBL), problem-based learning, case discussion. The student is expected to study according to resources given prior to the application and be prepared for quiz to be held during class time in FC. After quiz, questions are discussed with students and topic is briefly reviewed. Students are provided resources enriched with visuals in advance so they can work in TBL. First, a quiz is administered. Then, they are randomly divided into groups of 10 and questions are discussed with groups, lecturer summarizes topic and case presentation. We aimed to evaluate effectiveness of FC, TBL and FFE models in Anatomy education for students. Methods: Term 2 students of 2023-2024 academic year were included in the study. Three surveys, each consisting of 9 questions, were administered to students about FC, TBL and FFE theoretical lessons, applied in anatomy courses during Neuroscience Committee. In addition, students' anatomy marks in relevant exams was evaluated. Results: The success averages of quizzes held in FC, TBL and FFE is evaluated are 90.72%, 60.38%, 53.4%, respectively. As survey results were examined, it was stated that interactive education was more interesting, effective in terms of making the subjects more memorable for students than FFE. Conclusion: Being restrictive factors in the study, we believe that integration of interactive learning models with FFE in Anatomy education, particular attention to topic selection, would make lessons more effective. [ABSTRACT FROM AUTHOR]

This research is to reveal the politeness strategies and intonation used by Desi and Dalai Lama. It is a qualitative research from the recorded interview of the TV program then transcribed into a text. The data triangulation and peer review are used. First, wants to invite Dalai Lama to search for an interpretation of the possible relevance through her hints. She delivers the information in a focus and it is based on context in the issues of a religious harmony. The utterances are supported by not only a manner expression such as raised eyebrow, puckered brow and shoulder bent forward, but also the intonation in a falling-rising tone. Second, Dalai Lama wants to be optimistic and centers his wants of creating a religious harmony to be unimpeded. The utterances are supported by not only a manner expression such as having a deep breathy voice and shaking his body, showing his finger up and down, but also the intonation in a falling tone. The findings imply that to achieve a mutual understanding in communication, someone should avoid the great mismatch in communication in addition to meet the purposes of communication, have a sense of awareness, and etiquette in the arena of language usage.

The film Face to face (1963) has been directed by Branko Bauer and is often regarded to be the first political and critical film in Yugoslavia. The plot is set on a workers’ council, after a worker has been fired and his colleague (Milun Koprivica) stands up for him and openly confront the director. This act leads to the punishment of Koprivica - his exclusion from the Communist Party. The whole film is a complex psychological drama that includes all who are present, opening many questions that belong to the domain of anthropology, such as the attitude of the collective towards the individual, the dynamics of the collective that is disciplined, hierarchy, mechanisms of the belonging to (and rejection from) the collective, taking (political) responsibility etc. The film was produced during the period of selfmanaging socialism in Yugoslavia with the attempt to decrease the power of the newly established class of political elite. In that sense, the film has also didactical component. Its thematic and socio-temporal perspective resembles the famous film Twelve angry people (1957). The film Face to face (1963) has been directed by Branko Bauer and is often regarded to be the first political and critical film in Yugoslavia. The plot is set on a workers’ council, after a worker has been fired and his colleague (Milun Koprivica) stands up for him and openly confront the director. This act leads to the punishment of Koprivica – his exclusion from the Communist Party. The whole film is a complex psychological drama that includes all who are present, opening many questions that belong to the domain of anthropology, such as the attitude of the collective towards the individual, the dynamics of the collective that is disciplined, hierarchy, mechanisms of the belonging to (and rejection from) the collective, taking (political) responsibility etc. The film was produced during the period of self-managing socialism in Yugoslavia characteristic for the attempt to decrease the power of the newly established class of political elite. In that sense, the film has also didactical component. Its thematic and socio-temporal perspective resembles the famous film Twelve angry people (1957). [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 177026: Kulturno nasleđe i identitet]

Pandemi Covid-19 membawa banyak perubahan dalam kehidupan termasuklah dunia pendidikan yaitu perguruan tinggi. UTHM sebagai salah satu universitas negri yang terdapat di Johor Malaysia dituntut untuk mengikuti perubahan metode pembelajaran sebagai impak daripada Covid-19 ini. Mahasiswa mahasiwi yang beragam latar belakang kehidupan baik yang tinggal di perkotaan maupun di pedesaan ikut merasakan perubahan proses PnP yang ditetapkan oleh Universitas meskipun mereka memiliki hampir 100% perangkat untuk menjalani proses PnP online. Kajian ini bertujuan untuk mengetahui pandangan students UTHM Johor terhadap perbandingan antara PnP secara face to face dan PJJ Online serta mengetahui impaknya semasa Covid-19 ini. Metode yang digunakan dalam kajian ini adalah metode kualitatif dengan analisis deskriptif. Jumlah responden dalam kajian ini 388 students UTHM Johor Malaysia. Hasil penelitian mendapati hampir 60% students UTHM setuju bahwa PnP secara face to face masih dianggap baik berbanding PJJ online, karena lebih mudah memahami materi yang diajarkan dosen, mudah melakukan interaksi antara dua hala, PJJ online masih sukar untuk dipantau perkembangannya apatah lagi jika dilakukan full online. Namun walaupun begitu terdapat 27% yang mengatakan pengajaran secara online memiliki kelebihan jika dibandingkan dengan face to face misalnya dari segi fleksibel waktu kulyah karena boleh diakses dimana saja, kemudahan untuk submit tugasan dan sbeagainya.

Background: The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to face and audio or video recordings). Studies on OSCE feedback are uncommon, especially involving Asian medical students. Methods: We compared two methods of OSCE feedback delivered to fourth year medical students in Malaysia: (i) Face to face (FTF) immediate feedback (semester one) (ii) Individualised enhanced written (EW) feedback containing detailed scores in each domain, examiners' free text comments and the marking rubric (semester two). Both methods were evaluated by students and staff examiners, and students' responses were compared against their OSCE performance. Results: Of the 116 students who sat for both formative OSCEs, 82.8% (n=96) and 86.2% (n=100) responded to the first and second survey respectively. Most students were comfortable to receive feedback (91.3% in FTF, 96% in EW) with EW feedback associated with higher comfort levels (p=0.022). Distress affected a small number with no differences between either method (13.5% in FTF, 10% in EW, p=0.316). Most students perceived both types of feedback improved their performance (89.6% in FTF, 95% in EW); this perception was significantly stronger for EW feedback (p=0.008). Students who preferred EW feedback had lower OSCE scores compared to those preferring FTF feedback (mean scores ± SD: 43.8 ± 5.3 in EW, 47.2 ± 6.5 in FTF, p=0.049). Students ranked the "marking rubric" to be the most valuable aspect of the EW feedback. Tutors felt both methods of feedback were equally beneficial. Few examiners felt they needed training (21.4% in FTF, 15% in EW) but students perceived this need for tutors' training differently (53.1% in FTF, 46% in EW) Conclusion: Whilst both methods of OSCE feedback were highly valued, students preferred to receive EW feedback and felt it was more beneficial. Learning cultures of Malaysian students may have influenced this view. Information provided in EW feedback should be tailored accordingly to provide meaningful feedback in OSCE exams. [ABSTRACT FROM AUTHOR]

It is necessary to ensure that the combination of blended learning forms is suitable for the type of learning style. Experiments conducted with a 3 × 4 design, online-face-to-face composition (25–75, 50–50, 75–25) implemented into four groups of learning style types (Diverger, Assimilator, Converger, Accommodator). We took a total of seven participants randomly and placed them in each group. The data collected was analyzed by 2-Way Anova, Sig.05. Both the variety of compositions and the types of learning styles differed significantly in their competence. Based on the test of the average difference in the type of learning style group, some are not considerably different, but providing essential instructions to be considered in choosing the form of blended learning in the student group based on the type of learning style. [ABSTRACT FROM AUTHOR]

Introduction: Successful sex is one of the greatest behavioral needs of couples, especially those who marry at an early age. The best way to access information is education and learning. Face to face training is one of the most common methods, with the advancement of technology, multimedia training can be a good alternative method to sex education. This study was designed to comparison between two educational method Multimedia and Face to face on sexual function of Afghan Migrant Adolescent Women. Methods: The study was a quasi-experimental educational intervention conducted in selected charity centers in Mashhad. The selected centers were randomly chosen as face to face intervention (n = 36), multimedia intervention (n = 36) and control (n = 36) groups. Our method of sampling was convenient at each center. Intervention groups received four one-hour sessions of sex education using various face to face and multimedia methods. Sexual function were measured using female sexual function index (FSFI) before, immediately and 8 weeks after the intervention. Data were analyzed with SPSS version 16. Results: The level of sexual function did not show a significant difference in groups before the intervention, but these increased significantly immediately (P = 0.005) and 8 weeks later (P < 0.001). Conclusion: Because of the taboo of sexual issues and the lack of difference between the two methods in improving sexual function, multimedia method is a good alternative educational method. [ABSTRACT FROM AUTHOR]

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Abstract: The trend of technological development has an impact on the digitization of human life. The field of education is also affected by the development of information technology that influences of instructional delivery strategy. The change of delivery strategy of face-to-face to online learning needs to get intensive research to see its impact on student learning. This study aims to determine several learning experiences of students which the first time learn with online. This case study research finds some things that should be designed in online learning to fit the conditions and needs of students. Abstrak: Tren perkembangan teknologi berdampak pada digitalisasi kehidupan manusia. Bidang pendidikan juga mengalami dampak akibat perkembangan teknologi informasi yang berpengaruh pada strategi penyampaian pembelajaran (instructional delivery strategy). Adanya perubahan strategi penyampaian isi pembelajaran dari cara tradisional tatap muka menjadi format online perlu mendapat penelitian yang intensif untuk melihat dampaknya pada pembelajaran mahasiswa yang belum pernah belajar dengan format online atau pengalaman pertama. Penelitian ini bertujuan untuk mengumpulkan pengamaman belajar mahasiswa yang baru pertama belajar dengan format online. Penelitian studi kasus ini menemukan beberapa hal yang harus dirancang dalam pembelajaran online learning agar sesuai dengan kondisi dan kebutuhan mahasiswa.

ABSTRACT The current study aims to explore the students’ preferences on face to face corrective feedback vs online corrective feedback in ESP class. It is an attempt to investigate if they prefer to be corrected directly face to face by teachers or they like to be provided online corrective feedback by the teachers. To do so, a questionnaire was distributed to a group of students who are taking English for Specific Purposes and also focus group discussion was used in order to find out their beliefs toward their corrective feedback preferences. Totally, 50 students who were taking ESP courses at State Polytechnic of Subang participated in this study. The results from the questionnaire analysis revealed that the students preferred their teachers to use face to face corrective feedback, with an overall mean (x̄ = 3,95) in learning effectiveness, (x̄ = 4,12) in learning accuracies, and (x̄ = 4,02) in learning experiences. The focus group discussion revealed the students’ beliefs in their corrective feedback preferences, they believed that the teachers should be able to guide their learning, use communicative ways, and encourage them by using their learning preferences. The study suggested that taking these preferences into consideration could help students to increase their confidence in learning English. Keywords: Corrective Feedback, Face to face, Online, English Learning

BACKGROUND: In the COVID-19 outbreak, women with a history of miscarriage need more mental health. Anxiety and meta-worry as consequences of miscarriage, besides concerns due to pregnancy during coronavirus, show the necessity of appropriate online and face-to-face educational counseling. This study aimed to evaluate the effectiveness of online metacognitive educational counseling versus face-to-face method on anxiety and meta-worry in these women. MATERIALS AND METHODS: In this randomized clinical trial, 80 women with a history of miscarriage, anxiety, and meta-worry referred to Imam Jafar Sadegh hospital (labor, women ward and women clinic), Meybod, Iran, were selected conveniently and randomly assigned into two groups (n = 20/each). The participants received 8-session metacognitive educational counseling package online or face-to-face. Data were collected by Beck Anxiety Inventory, Wellz meta-worry questionnaire at baseline, week eight, and follow up as primary outcomes and analyzed via SPSS software (Anova and Repeated measure statistic tests). RESULTS: Anxiety in the 12th week (online group 13.75 ± 3.59 vs. face to face 18.25 ± 5.91, P = 0.04) was statistical significantly less than baseline (respectively 22.15 ± 5.67 vs. 22.35 ± 4.93, P = 0.56); with fewer anxiety scores in the online group. Meta-worry in the 12th week (online group 11.90 ± 2.59 vs. face to face 15.70 ± 4.06, P = 0.03) was statistically significant compared to baseline (respectively 17.15 ± 2.70 vs. 18.50 ± 3.47, P = 0.36); with fewer meta-worry scores in the online group. Belief about worry in 12th week (online group 66.50 ± 14.60 vs. face to face 78.45 ± 9.27, P = 0.01) was statistical significantly less than baseline (respectively 85.50 ± 8.87 vs. 86.05 ± 8.85, P = 0.96); with less score of belief about worry in the online group. CONCLUSION: Online and face-to-face metacognitive educational counseling methods decreased anxiety, meta-worry, and belief about worry in women with miscarriage. But online educational counseling was more effective. Distance online counseling in COVID-19 can help the mental health of women with miscarriage.

Blended learning is a form of learning that is the current trend, but it still needs to be explored several factors that play a role when implementing it. Learning style is a critical factor in learning, which is divided into four types, while blended learning (a combination of online and face-to-face) is possible in a variety of forms. This experiment was formed in three different combinations so that the experiment with a 4x3 design (12 groups). Seven group members based on the type of learning style learn in the three online and face-to-face integration forms. Data were collected at the end of the experiment and analyzed using 2-Way ANAVA at the .05 significance level through IBM SPSS 25. The competencies of participants found were significantly different based on the different types of learning styles and the variety of online and face-to-face integration. The average difference test results show that it turns out that the competency of participants with certain types of learning styles, is better in a particular form of learning integration than other types. So, obtaining maximum results in blended learning should first be traced to the type of student learning style and place on the most appropriate blend of learning. [ABSTRACT FROM AUTHOR]

In this unprecedented situation of COVID-19 era, the educational institutions have to attune not only the teaching strategies but also the assessment. Similarly, just as COVID precautions have become the "new normal" practice, hence implementation changes during face-to-face examinations may become standard practice in the Post-COVID era. The Objective structured clinical exams (OSCEs) which usually require a face-to-face assessment of skills, posed a special challenge to health professionals in COVID-19. This commentary paper is written on shared experiences of the examination cell principal resource faculty for OSCE and exam coordinators. It addresses how to plan and implement objective, valid, feasible and reliable clinical skills examinations (OSCEs) keeping in place COVID precautions to ensure the utmost wellbeing of all stakeholders involved. [ABSTRACT FROM AUTHOR]