Manou Evangelia, Lazari Evgenia-Charikleia, Thomopoulou Georgia-Eleni, Agrogiannis Georgios, Kavantzas Nikolaos, Lazaris Andreas C
First Department of Pathology, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece.
Department of Cytopathology, Attikon University General Hospital, School of Medicine, National and Kapodistrian Univerity of Athens, Athens, Greece.
Adv Med Educ Pract. 2021 Sep 21;12:1081-1091. doi: 10.2147/AMEP.S317854. eCollection 2021.
Due to the COVID-19 outbreak, educational institutions had to utilize online platform solutions to deliver their curriculum. We conducted this study to explore participation and interactivity in a synchronous e-learning non-mandatory participation course in pathology at a medical school in Greece. The knowledge acquired is expected to be instrumental in the development of educational practices.
The data for this study were gathered through the recorded video archives of the synchronous e-lessons. We observed online participation at seven time points during each of the assessed e-lessons. Moreover, we identified and categorized the professor's/students' interactivity patterns according to content.
The maximum number of students participating in the first e-lesson was N = 196. We recorded a reduction of N = 91 students, approximately 46%, in maximum student participants from the second observed e-lesson, and an additional decrease of N = 28 students, approximately 27%, from the third observation. Participation numbers continued to lessen. Even though there was a statistically significant difference in the mean percentage of students participating between the seven time points of each e-lesson, the difference in the mean percentage of students' online participation between the seven e-lessons assessed was not statistically significant. This indicates a consistent e-audience. Evidence of interactivity was summarized in a table, and each professor-students interaction was classified according to its content. We found that the professor posed questions to his students every 2-5 minutes during every synchronous e-lesson and e-tutorial observed, and students wrote 3-6 answers in chat in response to each question. Students asked more questions as more synchronous e-learning classes took place, with limited exceptions.
From our perspective, our observations set the basis for further research to enhance our understanding of the aspects of the e-learning environment towards the formulation of policies for higher-quality education.
Our pathology department places high value on the quality of education that the medical students receive. Due to the COVID-19 pandemic, our department had to deploy e-learning modalities for curriculum delivery. Thus, we conducted this research to evaluate a pathology e-learning class in terms of students' participation and the interactivity dynamics between them and the professor. We used statistics to measure participation during each e-lesson and identified recurring patterns of interactivity. We avoided imposing our predetermined interpretations of the data in this study so as to present an accurate depiction of the aspects of the e-learning environment. We were very pleased to identify a steady e-audience despite the drop-out rate from one e-lesson to the next, as well as strong, increasing interactivity patterns between the students and the professor, as students posed more and more questions from one e-lesson to the next. We are looking forward to future studies that address the e-learning procedure's challenges and provide evidence of its effectiveness and quality.
由于新冠疫情爆发，教育机构不得不利用在线平台解决方案来开展课程。我们进行这项研究，以探索希腊一所医学院病理学同步电子学习非强制参与课程中的参与度和互动性。所获得的知识有望对教育实践的发展起到推动作用。
本研究的数据通过同步电子课程的录像存档收集。我们在每节评估的电子课程的七个时间点观察在线参与情况。此外，我们根据内容对教授/学生的互动模式进行了识别和分类。
第一节电子课程参与的学生最多，为N = 196人。从第二节观察到的电子课程开始，我们记录到参与的学生人数减少了N = 91人，约46%，从第三次观察开始又额外减少了N = 28人，约27%。参与人数持续减少。尽管每节电子课程的七个时间点之间学生参与的平均百分比存在统计学上的显著差异，但在评估的七节电子课程之间，学生在线参与的平均百分比差异没有统计学意义。这表明有一个稳定的电子受众群体。互动性的证据总结在一个表格中，并且根据内容对每一次教授与学生的互动进行了分类。我们发现，在每节同步电子课程和电子辅导课中，教授每隔2 - 5分钟就会向学生提问，学生每次会在聊天中写出3 - 6个答案。随着同步电子学习课程的增多，学生提出的问题也更多，仅有少数例外情况。
从我们的角度来看，我们的观察为进一步研究奠定了基础，以加深我们对电子学习环境各方面的理解，从而制定更高质量教育的政策。
我们病理科非常重视医学生所接受教育的质量。由于新冠疫情，我们科室不得不采用电子学习模式来授课。因此，我们进行了这项研究，以评估一门病理学电子学习课程中学生的参与度以及他们与教授之间的互动动态。我们使用统计数据来衡量每节电子课程中的参与度，并识别出反复出现的互动模式。在本研究中，我们避免对数据强加预先设定的解释，以便准确描述电子学习环境的各个方面。尽管每节电子课程的辍学率有所下降，但我们很高兴地发现有一个稳定的电子受众群体，并且学生与教授之间的互动模式很强且不断增加，因为随着电子课程的增多，学生提出的问题越来越多。我们期待未来的研究能够解决电子学习过程中的挑战，并提供其有效性和质量的证据。
