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Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues

Author

Listed:
  • Hiromi Kawasaki

    (Department of Public and School Health Nursing, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima 734-8553, Japan)

  • Satoko Yamasaki

    (Department of Public and School Health Nursing, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima 734-8553, Japan)

  • Yuko Masuoka

    (Department of Public and School Health Nursing, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima 734-8553, Japan)

  • Mika Iwasa

    (Department of Public and School Health Nursing, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima 734-8553, Japan)

  • Susumu Fukita

    (Department of Public and School Health Nursing, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima 734-8553, Japan)

  • Ryota Matsuyama

    (Department of Health Informatics, Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima 734-8553, Japan)

Abstract

Universities have quickly shifted to remote learning due to the COVID-19 pandemic. This study compared two versions—emergency remote teaching (ERT) and conventional face-to-face class (FFC)—of a course design based on the instructional design ARCS model for effectiveness and issues. The current study comprised 46 third-year nursing students who attended an FFC course in 2019, and 56 third-year students who took the ERT version in 2020. Students’ self-rated goal attainment and knowledge of genetics scores were compared before and after taking the courses. Scores between the two class types were compared using the Wilcoxon rank sum test. The students’ worksheets were evaluated using keyword frequency and content analyses. Both classes achieved their goals satisfactorily, and this study confirmed that for this course, ERT was as effective as FFC. A comparison of the increase in domain goal attainment scores per student showed that only the psychomotor domain item, “I can fully explain human diversity using genomic information”, was significantly different, as it was significantly higher for ERT ( p = 0.003). This higher item in the ERT group suggests that ERT can pose a lack of practice caution in acquiring nursing skills.

Suggested Citation

  • Hiromi Kawasaki & Satoko Yamasaki & Yuko Masuoka & Mika Iwasa & Susumu Fukita & Ryota Matsuyama, 2021. "Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues," IJERPH, MDPI, vol. 18(5), pages 1-16, March.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:5:p:2672-:d:512015
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    References listed on IDEAS

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    1. Maria-Crina Radu & Carol Schnakovszky & Eugen Herghelegiu & Vlad-Andrei Ciubotariu & Ion Cristea, 2020. "The Impact of the COVID-19 Pandemic on the Quality of Educational Process: A Student Survey," IJERPH, MDPI, vol. 17(21), pages 1-15, October.
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    Cited by:

    1. Irdina Farzana Ahmad Shazli & Noor Hidayah Che Lah & Mashitoh Hashim & Ramlah Mailok & Aslina Saad & Suraya Hamid, 2023. "A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review," SAGE Open, , vol. 13(4), pages 21582440231, December.
    2. Hiromi Kawasaki & Satoko Yamasaki & Md Moshiur Rahman, 2021. "Developing a Hybrid Platform for Emergency Remote Education of Nursing Students in the Context of COVID-19," IJERPH, MDPI, vol. 18(24), pages 1-14, December.
    3. Hiromi Kawasaki & Satoko Yamasaki & Susumu Fukita & Mika Iwasa & Tomoko Iki, 2022. "Nursing Students’ Retention of Knowledge by Basic Knowledge Type: An Exploratory Study," IJERPH, MDPI, vol. 19(9), pages 1-13, April.

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