E-learning in postgraduate urology training: a Covid-19 pandemic experience

Since the declaration of a COVID-19 pandemic in March 2020 teaching institutions started the process of adjusting to the new challenge. Medical education could not be imparted the way it used to be and some new methods had to be taken to adapt to the pandemic. At our institute, each week two lectures were recorded and later uploaded on the Youtube Channel and shared with students. This was followed by an MCQs based test using Google forms. Ten lectures were delivered in 5 weeks to 55 participants. Majority of residents agreed that this activity increased their knowledge of the subject and opted to continue it in future. With help of short online lectures (< 30 mins) and short online tests (5 MCQs), the learning experience of residents can be enhanced. In future, more online resources can be used to incorporate this method of teaching.

Academic Work and Life of Public Administration Students During the COVID-19 Pandemic in Slovenia

The COVID-19 pandemic has radically transformed the lives of people, including higher education students. Thus, the main aim of the chapter is to present the effects of the COVID-19 pandemic on academic work and life of public administration students in Slovenia compared with their counterparts from other fields of study. The analysis is based on 1,049 Slovenian respondents, covering 211 students from public administration and 838 students from other fields of study. The results show that at the time of the lockdown public administration students were the most satisfied with real-time online lectures, followed by asynchronous forms of lectures. Compared with the students from other fields of study, they were in general more satisfied with provided course assignments and feedback on performance but less satisfied with lecturers' response, openness, and information. They also found it more difficult to focus, adapt, and achieve better performance in the online environment and were in general less confident in computer skills compared to their counterparts from other fields of study.

Proposition for LMS Integration for Share, Exchange, and Spread of Online Lectures under Covid-19 Environment

There has been a movement to share and spread online lectures through OCW and MOOC systems. This movement would have been spread widely and adopted widely if those courses could be easily exchangeable with other platforms or services. If this function is available, learning activities, resources, learning outcomes can be accessed between different platforms and services. With this function, the credit exchange between different platforms or services will be easier. It also facilitates course sharing and circulation. Because the LMS is the basic platform for online classes, providing sharable and reusable learning activities, resources, and learning outcomes across the different LMSs is very demanding for online education. Analyzing LMS use in Korean universities, Moodle, Canvas, and domestic LMSs are founded to be the significant three kinds that are widely used in Korea. In this paper, a method of integrating Moodle, Canvas, and domestic LMS services is proposed. A central Moodle server is installed as the main LMS server, and the method to connect or complement with a central Moodle server is proposed for each different kind of LMS. LMS users can easily access a different kind of LMS as a form of imported course, tightly connected service, or log in as SSO. This proposition can be applied to various service fields such as KMOOC, KOCW, credit exchange, lecture exchange between universities, regional unification of online educational centers as a practical problem-solver.

Distance Learning With STEAM Approaches: Is Effect on the Cognitive Domain?

<p class="abstrak">This study uses a STEAM approach to learning outcomes of biological innovation, using a quantitative approach with a quasi-experimental method with a posttest-only design with a nonequivalent group design. The population in this study were the fourth-semester students of Biology Tadris UIN Sulthan Thaha Saifuddin Jambi class IVA, IVB, IVC, and VI D totaling 36 people. Samples were taken using class IVA and IV D with the purposive sampling technique. The instrument in this study was in the form of 5 essay test questions. Data analysis used t-test and correlation test (phi (Φ)). Analysis of t-test data From the calculation results, it is concluded that the use of the STEAM approach is proven to be better than online lectures without using the STEAM approach. The results of the study were continued with a correlation test (phi test (Φ)), from the results of the calculations, it was concluded that the STEAM approach had a significant effect on the learning outcomes of students' cognitive domains in the biology learning innovation course.</p><p class="abstrak"><em>Penelitian ini menggunakan pendekatan STEAM terhadap hasil belajar inovasi biologi, menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dengan desain posttest only dengan nonequivalent group design. Populasi dalam penelitian ini adalah mahasiswa semester IV Biologi Tadris UIN Sulthan Thaha Saifuddin Jambi kelas IVA, IVB, IVC, dan VI D yang berjumlah 36 orang. Sampel yang digunakan adalah kelas VIA dan IV D diambil dengan menggunakan teknik purposive sampling. Instrumen dalam penelitian ini berupa 5 soal tes essay. Analisis data menggunakan uji-t dan uji korelasi (phi (Φ)). Analisis data uji t Dari hasil perhitungan diperoleh kesimpulan bahwa penggunaan pendekatan STEAM terbukti lebih baik daripada perkuliahahan online tanpa menggunakan pendekatan STEAM. Hasil penelitian dilanjutkan dengan uji korelasi (uji phi (Φ)), dari hasil perhitungan diperoleh kesimpulan bahwa pendekatan STEAM berpengaruh signifikan terhadap hasil belajar ranah kognitif mahasiswa pada mata kuliah inovasi pembelajaran biologi.</em></p>

OPTIMALISASI PENGEMBANGAN PERENCANAAN PERKULIAHAN DARING MATA KULIAH BAHASA INDONESIA UNIVERSITAS TJUT NYAK DHIEN MEDAN

The purpose of this research is to optimize it by developing recovery planning starting from Lecture Contracts, SAP and RPS, Evaluation and Digital Book Teaching Materials in Indonesian Language courses. This type of research is research and development. The research and development steps are guided by the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The results of the Validator Review of Learning Planning Experts for Online Lectures for Indonesian Language Courses at Tjut Nyak Dhien University stage 1, for lecture contracts, SAP & RPS and Evaluation, the number is 33 with a percentage of 76.7% and the category is feasible. Review of the Validator of Learning Planning Online Lectures for Indonesian Language Course at Tjut Nyak Dhien University phase 2, for lecture control, SAP, RPS and Evaluation the total is 43 with a percentage of 100% and the category is very feasible. Digital book validation research on Optimizing the Development of Online Lecture Learning Planning for Indonesian Language Courses at Tjut Nyak Dhien University is 80.5%. The results obtained on the results of student lectures from several meetings obtained an increase in UTS scores with a percentage of 94%. The conclusion of the research results obtained are the results of expert validation of Lecture Contracts, SAP, RPS, Evaluation and Digital Book Teaching Materials that are suitable for use in Optimizing the Development of Learning Planning for Online Lectures for Indonesian Language Courses at Tjut Nyak Dhien University. Keywords: Optimization, Development, Planning, Online, Indonesian

Dental Education During Pandemic – Cross-Sectional Lecturer-Side Evaluation For The Use of Digital Teaching Concepts In German Universities

Background: The Covid-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. Methods: All German dental faculties were invited from January to April 2021 to the online survey by an anonymous voluntary questionnaire. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05).Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic, more than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format.The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.

Time Management and Procrastination During Online Learning

This study aimed to determine the relationship between students’ time management and delays in doing academic assignments while learning online at the Faculty for Teacher Training and Education. This was a quantitative study. The population was students of FKIP UPI YPTK Padang, the Department of Informatics Engineering and of English Education. Purposive sampling was used, with a focus on students who are accustomed to doing online lectures with the Learning Management System (LMS) application in the form of Edmodo and Schoology applications. Data were collected through a questionnaire distributed online via Google Forms. The results showed that the correlation between time management and postponement of academic assignments was 0.6546, which meant that time management had a moderate correlation with academic procrastination. Thus, it can be concluded that students learning online may experience conditions that are less stable for managing their time to work on academic assignments. Keywords: online learning, time management, academic procrastination