Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool
Introduction: In-class engagement enhances learning and can be measured using observational tools. As the COVID-19 pandemic shifted teaching online, we modified a tool to measure the engagement of instructors and students, comparing in-person with online teaching and different class types. Methods:...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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National University of Singapore
2022-10-01
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| Series: | The Asia Pacific Scholar |
| Subjects: | |
| Online Access: | https://medicine.nus.edu.sg/taps/comparison-of-in-class-learning-engagement-of-pgy-1-interns-during-online-and-in-person-teachings-using-a-modified-classroom-observational-tool/ |
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| author | Yuan Kit Christopher Chua Kay Wei Ping Ng Eng Soo Yap Pei Shi Priscillia Lye Joy Vijayan Yee Cheun Chan |
| author_facet | Yuan Kit Christopher Chua Kay Wei Ping Ng Eng Soo Yap Pei Shi Priscillia Lye Joy Vijayan Yee Cheun Chan |
| author_sort | Yuan Kit Christopher Chua |
| collection | DOAJ |
| description | Introduction: In-class engagement enhances learning and can be measured using observational tools. As the COVID-19 pandemic shifted teaching online, we modified a tool to measure the engagement of instructors and students, comparing in-person with online teaching and different class types.
Methods: Video recordings of in-person and online teachings of six identical topics each were evaluated using our ‘In-class Engagement Measure’ (IEM). There were three topics each of case-based learning (CBL) and lecture-based instruction (LLC). Student IEM scores were: (1) no response, (2) answers when directly questioned, (3) answers spontaneously, (4) questions spontaneously, (5) initiates group discussions. Instructor IEM scores were: (1) addressing passive listeners, (2) asking ≥1 students, (3) initiates discussions, (4) monitors small group discussion, (5) monitoring whole class discussions.
Results: Twelve video recorded sessions were analysed. For instructors, there were no significant differences in percentage time of no engagement or IEM scores when comparing in-person with online teaching. For students, there was a significantly higher percentage time of no engagement for the online teaching of two topics. For class type, there was overall less percentage time of no engagement and higher IEM scores for CBL than LLC.
Conclusion: Our modified IEM tool demonstrated that instructors’ engagement remained similar, but students’ engagement reduced with online teaching. Additionally, more in-class engagement was observed in CBL. “Presenteeism”, where learners were online but disengaged was common. More effort is needed to engage students during online teaching.
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| first_indexed | 2024-04-11T14:22:10Z |
| format | Article |
| id | doaj.art-84387fbdd8df4201bc003edce3c16b21 |
| institution | Directory Open Access Journal |
| issn | 2424-9335 2424-9270 |
| language | English |
| last_indexed | 2024-04-11T14:22:10Z |
| publishDate | 2022-10-01 |
| publisher | National University of Singapore |
| record_format | Article |
| series | The Asia Pacific Scholar |
| spelling | doaj.art-84387fbdd8df4201bc003edce3c16b212022-12-22T04:19:01ZengNational University of SingaporeThe Asia Pacific Scholar2424-93352424-92702022-10-0174354910.29060/TAPS.2022-7-4/OA2699Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool Yuan Kit Christopher Chua0Kay Wei Ping Ng1Eng Soo Yap2Pei Shi Priscillia Lye3Joy Vijayan4Yee Cheun Chan5Department of Medicine, Division of Neurology, National University Hospital Singapore, SingaporeDepartment of Medicine, Division of Neurology, National University Hospital Singapore, SingaporeDepartment of Haematology-oncology, National University Cancer Institute Singapore, Singapore; Department of Laboratory Medicine, National University Hospital Singapore, SingaporeDepartment of Medicine, Division of Infectious Diseases, National University Hospital Singapore, SingaporeDepartment of Medicine, Division of Neurology, National University Hospital Singapore, SingaporeDepartment of Medicine, Division of Neurology, National University Hospital Singapore, SingaporeIntroduction: In-class engagement enhances learning and can be measured using observational tools. As the COVID-19 pandemic shifted teaching online, we modified a tool to measure the engagement of instructors and students, comparing in-person with online teaching and different class types. Methods: Video recordings of in-person and online teachings of six identical topics each were evaluated using our ‘In-class Engagement Measure’ (IEM). There were three topics each of case-based learning (CBL) and lecture-based instruction (LLC). Student IEM scores were: (1) no response, (2) answers when directly questioned, (3) answers spontaneously, (4) questions spontaneously, (5) initiates group discussions. Instructor IEM scores were: (1) addressing passive listeners, (2) asking ≥1 students, (3) initiates discussions, (4) monitors small group discussion, (5) monitoring whole class discussions. Results: Twelve video recorded sessions were analysed. For instructors, there were no significant differences in percentage time of no engagement or IEM scores when comparing in-person with online teaching. For students, there was a significantly higher percentage time of no engagement for the online teaching of two topics. For class type, there was overall less percentage time of no engagement and higher IEM scores for CBL than LLC. Conclusion: Our modified IEM tool demonstrated that instructors’ engagement remained similar, but students’ engagement reduced with online teaching. Additionally, more in-class engagement was observed in CBL. “Presenteeism”, where learners were online but disengaged was common. More effort is needed to engage students during online teaching. https://medicine.nus.edu.sg/taps/comparison-of-in-class-learning-engagement-of-pgy-1-interns-during-online-and-in-person-teachings-using-a-modified-classroom-observational-tool/engagementobservational toolonline learninge-learningcovid-19medical educationresearch |
| spellingShingle | Yuan Kit Christopher Chua Kay Wei Ping Ng Eng Soo Yap Pei Shi Priscillia Lye Joy Vijayan Yee Cheun Chan Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool The Asia Pacific Scholar engagement observational tool online learning e-learning covid-19 medical education research |
| title | Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool |
| title_full | Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool |
| title_fullStr | Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool |
| title_full_unstemmed | Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool |
| title_short | Comparison of in-class learning engagement of PGY-1 interns during online and in-person teachings using a modified classroom observational tool |
| title_sort | comparison of in class learning engagement of pgy 1 interns during online and in person teachings using a modified classroom observational tool |
| topic | engagement observational tool online learning e-learning covid-19 medical education research |
| url | https://medicine.nus.edu.sg/taps/comparison-of-in-class-learning-engagement-of-pgy-1-interns-during-online-and-in-person-teachings-using-a-modified-classroom-observational-tool/ |
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