Examining Self-Efficacy of FCS Teachers Following the COVID-19 Modality Switch

2021 ◽  
Vol 113 (3) ◽  
pp. 18-26
Author(s):  
Brittany A. Fish ◽  
Rachel L. Jumper
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Nationwide Survey ◽  
Family And Consumer Sciences ◽  
Online Interactions ◽  
Consumer Sciences ◽  
Teacher Reports

This paper presents the results of a nationwide survey of educators for grades 6–12 who specialize in family and consumer sciences education (N 380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.

scholarly journals Nutrition Curriculum Training for Indiana High School Family and Consumer Sciences Teachers: Short-term Improvements in Knowledge and Self-efficacy (P16-057-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Elizabeth Kaschalk ◽  
Alyce Fly ◽  
Elizabeth Foland
Keyword(s):  
High School ◽  
Self Efficacy ◽  
School Size ◽  
Intervention Group ◽  
Training Session ◽  
Food Service ◽  
Family And Consumer Sciences ◽  
Baseline Survey ◽  
Nutrition Curriculum ◽  
Consumer Sciences

Abstract Objectives To examine training outcomes in high school Family and Consumer Sciences (FACS) teachers utilizing a new nutrition curriculum: Forecasting Your Future: NUTRITION MATTERS created by Indiana Department of Education and Indiana University. To compare responses of untrained teacher controls (CON) with responses from teachers before curriculum training in an intervention group (INT) to prepare for a later randomized controlled intervention with students in Fall 2018. Methods FACS teacher volunteers were recruited for a curriculum training session prior to a state conference. Teachers were randomly assigned to INT (n = 40, spring 2018 training) or CON (n = 40, delayed training, spring 2019) after stratifying by school size. Teachers completed a 60-item Qualtrics baseline survey that assessed self-efficacy to teach nutrition, daily need for fruit (F) and vegetables (V), other knowledge from Dietary Guidelines for Americans (DGA), attitudes towards FV, and partnering with foodservice. Groups were compared at baseline with Independent t-tests and Chi-square, where α = 0.05. INT completed a second 22-item Qualtrics survey post-training. Changes in knowledge of DGA and self-efficacy to teach nutrition were determined by paired t tests. Frequency of teachers satisfied with training, and methods learned to partner with food service were recorded. Results Of 80 teachers recruited, 22 INT and 24 CON enrolled in the study. INT and CON were similar in age (P = 0.986), sex (P = 0.291), school size (P = 0.81), and, prior to training, overall knowledge of DGA (P = 0.076), nutrition teaching self-efficacy (P = 0.984), attitudes towards F (P = 0.056), V (P = 0.259), intentions to eat F (P = 0.894), V (P = 0.597), and estimated intake of F (P = 0.267), V (P = 0.543). Post-training (INT post vs INT pre), self-efficacy to teach nutrition (P = 0.026) and knowledge of DGA(P = 0.002) increased. Most INT (90.9%) were satisfied with training, 81.8% learned strategies to partner with food service and 95.5% felt confident teaching the curriculum. Conclusions Outcomes and satisfaction from training indicate this training may facilitate implementation of the curriculum. The lack of any significant differences between INT and CON suggests teacher groups are equivalent at baseline for student intervention. Funding Sources USDA TEAM Nutrition.

Didactic education in paediatric cardiology during the COVID-19 pandemic: a national fellow survey

2020 ◽  
pp. 1-4
Author(s):  
Madhusudan Ganigara ◽  
Chetan Sharma ◽  
Fernando Molina Berganza ◽  
Krittika Joshi ◽  
Andrew D. Blaufox ◽  
...  
Keyword(s):  
United States ◽  
Online Learning ◽  
United States Of America ◽  
Formal Education ◽  
Medical Training ◽  
Nationwide Survey ◽  
The United States ◽  
Negative Consequences ◽  
Paediatric Cardiology ◽  
The Impact

Abstract The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical educational curricula. We aimed to examine the impact of these unprecedented changes on the formal education of paediatric cardiology fellows through a nationwide survey. A REDCap™-based voluntary anonymous survey was sent to all current paediatric cardiology fellows in the United States of America in May, 2020. Of 143 respondents, 121 were categorical fellows, representing over one-fourth of all categorical paediatric cardiology fellows in the United States of America. Nearly all (140/143, 97.9%) respondents utilised online learning during the pandemic, with 134 (93.7%) reporting an increase in use compared to pre-pandemic. The percentage of respondents reporting curriculum supplementation with outside lectures increased from 11.9 to 88.8% during the pandemic. Respondents considered online learning to be “equally or more effective” than in-person lectures in convenience (133/142, 93.7%), improving fellow attendance (132/142, 93.0%), improving non-fellow attendance (126/143, 88.1%), and meeting individual learning needs (101/143, 70.6%). The pandemic positively affected the lecture curriculum of 83 respondents (58.0%), with 35 (24.5%) reporting no change and 25 (17.5%) reporting a negative effect. A positive effect was most noted by those whose programmes utilised supplemental outside lectures (62.2 versus 25.0%, p = 0.004) and those whose lecture frequency did not decrease (65.1 versus 5.9%, p < 0.001). Restrictions imposed by the COVID-19 pandemic have greatly increased utilisation of online learning platforms by medical training programmes. This survey reveals that an online lecture curriculum, despite inherent obstacles, offers advantages that may mitigate some negative consequences of the pandemic on fellowship education.

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

Students’ Perceptions of Institutional Services and Online Learning Self-Efficacy

2021 ◽  
pp. 1-15
Author(s):  
Jesús Trespalacios ◽  
Lida Uribe-Flórez ◽  
Patrick Lowenthal ◽  
Scott Lowe ◽  
Shawna Jensen
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Institutional Services

Integration of Video Games To Support the FCS Education Food Production Standards

2021 ◽  
Vol 113 (2) ◽  
pp. 46-49
Author(s):  
Ezequiel Aleman ◽  
Larysa Nadolny
Keyword(s):  
Food Production ◽  
Educational Games ◽  
Food Service ◽  
Digital Games ◽  
Family And Consumer Sciences ◽  
Digital Environment ◽  
Production Standard ◽  
State Administrators ◽  
Consumer Sciences ◽  
Multiple Games

Digital games can provide fun, motivating, and challenging experiences for students in the classroom. Recent research on educational games has shown that game play can positively influence academic achievement, engagement, and 21st century skills (Abdul Jabbar & Felicia, 2015; Qian & Clark, 2016). When playing games, students solve problems, collaborate with peers, and practice new skills—all within a digital environment. There are multiple games that simulate preparing and serving food. Generally, players are tasked to prepare food based on the requests of customers. Ingredients are processed on different tables or appliances, and final dishes are delivered to customers. Players who fail to complete recipes correctly or take too long during preparation may negatively influence customers' expectations. Although games vary in quality and applicability to the classroom, many address components of the Food Service and Production standard to "integrate knowledge, skills, and practices required for careers in food production and services" (National Association of State Administrators of Family and Consumer Sciences [NASAFACS], 2018, p.1).

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

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