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

Hiromi Kawasaki, Satoko Yamasaki, Yuko Masuoka, Mika Iwasa, Susumu Fukita and Ryota Matsuyama
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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

IJERPH, 2021, vol. 18, issue 5, 1-16

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.

Keywords: COVID-19; emergency remote teaching; nursing students; face-to-face classes (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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