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Students’ Opinions on the Instructional Mode of Attendance at Medical English Classes during COVID-19 Measures

Year 2023, Volume: 2 Issue: 1, 175 - 195, 30.07.2023
https://doi.org/10.58650/educatione.1277405

Abstract

This study aimed to investigate undergraduate nursing students’ opinions on the instructional mode of attendance at Medical English classes during novel coronavirus (COVID-19) measures in the 2021-2022 academic term. Convenience sampling was utilized to obtain data. The data were collected using an online interview with three open-ended questions and highly structured observation accompanied by field notes (n=49). Thematic analysis was used to analyse the data. The findings showed that during COVID-19, the main reasons undergraduate nursing students preferred face-to-face education included being more effective and productive. During online learning, most of the nursing students’ conditions did not allow joining online classes, such as limited internet access, problems with the internet connection, and also their departmental programme that included face-to-face classes after online Medical English classes. The interview findings were consistent with the data obtained using observation in this study. The findings suggest that students’ opinions should be considered while making formal decisions. Hybrid education, synchronous (live) and asynchronous (recorded) sessions together, seems to be the best option. Each stakeholder, like teachers and managers, should be hand in hand with students when making decisions, especially in unexpected processes like COVID-19.

Thanks

Acknowledgement I thanked all the nursing students who participated in this study.

References

  • Aji, W. K., Ardin, H., & Arifin, M. A. (2020). Blended learning during pandemic corona virus: Teachers’ and students’ perceptions. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(2), 632-646. http://dx.doi.org/10.24256/ideas.v8i2.1696
  • Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and opportunities for Russian higher education amid COVID-19: Teachers’ perspective. Education Sciences, 10(12), 368. https://doi.org/10.3390/educsci10120368
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
  • Bardus, I., Herasymenko, Y., Nalyvaiko, O., Rozumna, T., Vaseiko, Y., & Pozdniakova, V. (2021). Organization of foreign languages blended learning in COVID-19 conditions by means of mobile applications. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 268-287. https://doi.org/10.18662/rrem/13.2/421
  • Batac, K. I. T., Baquiran, J. A., & Agaton, C. B. (2021). Qualitative content analysis of teachers’ perceptions and experiences in using blended learning during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(6), 225-243. https://doi.org/10.26803/ijlter.20.6.12
  • Bdair, I. A. (2021). Nursing students' and faculty members' perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3), 220-226. https://doi.org/10.1016/j.teln.2021.02.008
  • Bogdan, R.G. & Biklen, S.K. (1992). Qualitative research for education. (2nd ed). Allyn & Bacon.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Cengiz, Z., Gurdap, Z., & Işik, K. (2022). Challenges experienced by nursing students during the COVID-19 pandemic. Perspectives in Psychiatric Care, 58(1), 47-53. https://doi.org/10.1111/ppc.12923
  • Chiolero, A. (2020). Covid-19: a digital epidemic. British Medical Journal, 368, https://doi.org/10.1136/bmj.m764
  • Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
  • Creswell, (2009). Research design: Qualitative, quantitative, and mixed method approaches. Sage Publications.
  • Denzin, N. K. (1970). The research act in sociology: A theoretical introduction to sociological methods. Butterworth.
  • De, S. (2020). Impacts of the Covid-19 pandemic on global education. Accessed on 14 October 2022 from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1027&context=cnso_bio_facbooks
  • Durand, E., Kerr, A., Kavanagh, O., Crowley, E., Buchanan, B., & Bermingham, M. (2023). Pharmacy students' experience of technology-enhanced learning during the COVID-19 pandemic. Exploratory Research in Clinical and Social Pharmacy, 9, 100206. https://doi.org/10.1016%2Fj.rcsop.2022.100206
  • Gibbs, G. R. (2007). Analysing qualitative data. In U. Flick (Ed.), The Sage qualitative research kit (pp. 38-55). Sage.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Eleventh Printing.
  • Hammersley, M. & Gomm, R. (2008). Assessing the critique of interviews. In M. Hammersley, M. (Ed.), Questioning qualitative inquiry: Critical essays (pp. 89-100). Sage.
  • Hwang, C., Ghalachyan, A., & Song, S. (2023). Exploring student experiences with a virtual learning environment in an apparel and textiles curriculum during the COVID-19 pandemic. International Journal of Fashion Design, Technology and Education, 1-10. http://dx.doi.org/10.1080/17543266.2022.2158237
  • Hoic-Bozic, N., Mornar, V., & Boticki, I. (2009). A blended learning approach to course design and implementation. IEEE Transactions on Education, 52(1), 19–30. https://doi.org/10.1109/TE.2007.914945
  • Karaaslan, M. M., Çelik, İ., Kurt, Ş., Yavuz, A. Y., & Bektaş, M. (2022). Undergraduate nursing students' experiences of distance education during the COVID-19 pandemic. Journal of Professional Nursing, 38, 74-82. https://doi.org/10.1016/j.profnurs.2021.11.010
  • Karma, I., Darma, I. K., & Santiana, I. M. M. A. (2021). Blended learning is an educational innovation and solution during the COVID-19 pandemic. International Research Journal of Engineering, IT & Scientific Research, 1-9. https://dx.doi.org/10.2139/ssrn.3774907
  • Kunaviktikul, W., Ang, E., Baridwan, N. S., Bernal, A. B., Dones, L. B. P., Flores, J. L., & Shorey, S. (2022). Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study. Nurse Education Today, 111, 105307. https://doi.org/10.1016%2Fj.nedt.2022.105307
  • Kawasaki, H., Yamasaki, S., & Rahman, M. M. (2021). Developing a hybrid platform for emergency remote education of nursing students in the context of COVID-19. International Journal of Environmental Research and Public Health, 18(24), 12908. https://doi.org/10.3390/ijerph182412908
  • Li, Q., Guan, X., Wu, P., Wang, X., Zhou, L., Tong, Y., (2020). Early transmission dynamics in Wuhan, China, of novel coronavirus–infected pneumonia. New England Journal of Medicine, 382, 1199-1207. https://doi.org/10.1056/NEJMoa2001316
  • Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Sage Publications.
  • Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. https://doi.org/10.1017/S0261444820000488
  • Lovrić, R., Farčić, N., Mikšić, Š., & Včev, A. (2020). Studying during the COVID-19 pandemic: A qualitative inductive content analysis of nursing students’ perceptions and experiences. Education Sciences, 10(7), 188. https://doi.org/10.3390/educsci10070188
  • Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
  • Morrison, K.R.B. (1993) Planning and accomplishing school-centred evaluation. Peter Francis Publishers.
  • Orlikowski, W. J. (1993). CASE tools as organizational change: Investigating incremental and radical changes in systems development. MIS Quarterly, 309-340. https://doi.org/10.2307/249774
  • Patton, M.Q. (1990). Qualitative evaluation and research methods. (2nd ed). Sage Publications
  • Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.
  • Richards, K. (2009). Interviews. In J. Heigham, & R. A. Croker. (Eds.), Qualitative research in applied linguistics: a practical introduction (pp. 182-199). Palgrave Macmillan.
  • Serhan, D. (2020). Transitioning from face-to-face to remote learning: students' attitudes and perceptions of using zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. https://doi.org/10.46328/ijtes.v4i4.148
  • Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2023). Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions. Teaching Public Administration, 41(1), 13-22. https://doi.org/10.1177%2F0144739420977900
  • Shenoy, V., Mahendra, S., & Vijay, N. (2020). COVID 19 lockdown technology adaption, teaching, learning, students engagement and faculty experience. Mukt Shabd Journal, 9(4), 698-702.
  • Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
  • Silverman, D. (1993). Interpreting qualitative data. Sage Publications.
  • Spradley, J.P. (1980) Participant observation. Holt, Rinehart & Winston.
  • Tajzad, M., & Ostovar-Namaghi, S. A. (2014). Exploring EFL learners' perceptions of integrated skills approach: A grounded theory. English Language Teaching, 7(11), 92-98. http://dx.doi.org/10.5539/elt.v7n11p92
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage Publications.
  • Wargadinata, W., Maimunah, I., Eva, D., & Rofiq, Z. (2020). Student’s responses on learning in the early COVID-19 pandemic. Tadris: Journal of Education and Teacher Training, 5(1), 141-153. https://doi.org/10.24042/tadris.v5i1.6153
  • Wæraas, A. (2022). Thematic analysis: Making values emerge from texts. In G. Espedal, B. Jelstad Løvaas, S.
  • Sirris, & A. Wæraas (Eds.), Researching values (pp. 153-170). Palgrave Macmillan, Cham.
  • Wu, J., & Liu, W. (2013). An empirical investigation of the critical factors affecting students' satisfaction in EFL blended learning. Journal of Language Teaching and Research, 4(1), 176-185.

COVID-19 Tedbirleri Sürecinde Öğrencilerin Tıbbi İngilizce Dersine Katılımı ile ilgili Düşünceleri

Year 2023, Volume: 2 Issue: 1, 175 - 195, 30.07.2023
https://doi.org/10.58650/educatione.1277405

Abstract

2021-2022 akademik yılında, dünya genelinde bazı üniversiteler yüz yüze eğitime devam etti, bazıları COVID-19 ile başlayan çevrimiçi eğitimine devam edip ve bazıları hibrit eğitime başlamayı seçti. Bu çalışma, hemşirelik bölümü lisans öğrencilerinin 2021-2022 akademik döneminde yeni koronavirüs (COVID-19) önlemleri sırasında Tıbbi İngilizce dersliklerine nasıl katılacaklarına ilişkin görüşlerini araştırmayı amaçlamıştır. Uygun örnekleme yöntemi kullanılarak veriler toplanmıştır. Veriler, üç açık uçlu sorudan oluşan çevrimiçi görüşme ve alan notları eşliğinde yüksek düzeyde yapılandırılmış gözlem (n=49) kullanılarak toplanmıştır ve tematik analiz yöntemi ile analiz edilmiştir. Bulgular, COVID-19 sürecinde hemşirelik öğrencilerinin yüz yüze eğitimi tercih etmelerinin temel nedeninin daha etkili ve verimli olmak olduğunu göstermiştir. Çevrimiçi öğrenmeyle ilgili sorunlar, hemşirelik öğrencilerinin çoğunun koşullarının, sınırlı internet erişimi, internet bağlantısıyla ilgili sorunlar ve ayrıca çevrimiçi derslerden sonra yüz yüze dersleri içeren bölüm programı gibi çevrimiçi derslere katılmaya izin vermemesi olduğu ortaya çıkmıştır. Görüşme bulguları, bu çalışmada gözlem kullanılarak elde edilen bulgularla tutarlıdır. Bu bulgular, resmi kararlar alınırken öğrencilerin görüşlerinin dikkate alınması gerektiğini ve senkron (canlı) ve asenkron (kayıtlı) oturumların bir arada olduğu hibrit eğitimin en iyi seçenek olduğunu göstermektedir. Özellikle COVID-19 gibi beklenmedik süreçlerde, eğitimciler ve yöneticiler gibi her paydaş, ani kararlar alırken öğrencilerin de fikirlerini göz önünde bulundurabilirler.

References

  • Aji, W. K., Ardin, H., & Arifin, M. A. (2020). Blended learning during pandemic corona virus: Teachers’ and students’ perceptions. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(2), 632-646. http://dx.doi.org/10.24256/ideas.v8i2.1696
  • Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and opportunities for Russian higher education amid COVID-19: Teachers’ perspective. Education Sciences, 10(12), 368. https://doi.org/10.3390/educsci10120368
  • Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
  • Bardus, I., Herasymenko, Y., Nalyvaiko, O., Rozumna, T., Vaseiko, Y., & Pozdniakova, V. (2021). Organization of foreign languages blended learning in COVID-19 conditions by means of mobile applications. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 268-287. https://doi.org/10.18662/rrem/13.2/421
  • Batac, K. I. T., Baquiran, J. A., & Agaton, C. B. (2021). Qualitative content analysis of teachers’ perceptions and experiences in using blended learning during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(6), 225-243. https://doi.org/10.26803/ijlter.20.6.12
  • Bdair, I. A. (2021). Nursing students' and faculty members' perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3), 220-226. https://doi.org/10.1016/j.teln.2021.02.008
  • Bogdan, R.G. & Biklen, S.K. (1992). Qualitative research for education. (2nd ed). Allyn & Bacon.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Cengiz, Z., Gurdap, Z., & Işik, K. (2022). Challenges experienced by nursing students during the COVID-19 pandemic. Perspectives in Psychiatric Care, 58(1), 47-53. https://doi.org/10.1111/ppc.12923
  • Chiolero, A. (2020). Covid-19: a digital epidemic. British Medical Journal, 368, https://doi.org/10.1136/bmj.m764
  • Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
  • Creswell, (2009). Research design: Qualitative, quantitative, and mixed method approaches. Sage Publications.
  • Denzin, N. K. (1970). The research act in sociology: A theoretical introduction to sociological methods. Butterworth.
  • De, S. (2020). Impacts of the Covid-19 pandemic on global education. Accessed on 14 October 2022 from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1027&context=cnso_bio_facbooks
  • Durand, E., Kerr, A., Kavanagh, O., Crowley, E., Buchanan, B., & Bermingham, M. (2023). Pharmacy students' experience of technology-enhanced learning during the COVID-19 pandemic. Exploratory Research in Clinical and Social Pharmacy, 9, 100206. https://doi.org/10.1016%2Fj.rcsop.2022.100206
  • Gibbs, G. R. (2007). Analysing qualitative data. In U. Flick (Ed.), The Sage qualitative research kit (pp. 38-55). Sage.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Eleventh Printing.
  • Hammersley, M. & Gomm, R. (2008). Assessing the critique of interviews. In M. Hammersley, M. (Ed.), Questioning qualitative inquiry: Critical essays (pp. 89-100). Sage.
  • Hwang, C., Ghalachyan, A., & Song, S. (2023). Exploring student experiences with a virtual learning environment in an apparel and textiles curriculum during the COVID-19 pandemic. International Journal of Fashion Design, Technology and Education, 1-10. http://dx.doi.org/10.1080/17543266.2022.2158237
  • Hoic-Bozic, N., Mornar, V., & Boticki, I. (2009). A blended learning approach to course design and implementation. IEEE Transactions on Education, 52(1), 19–30. https://doi.org/10.1109/TE.2007.914945
  • Karaaslan, M. M., Çelik, İ., Kurt, Ş., Yavuz, A. Y., & Bektaş, M. (2022). Undergraduate nursing students' experiences of distance education during the COVID-19 pandemic. Journal of Professional Nursing, 38, 74-82. https://doi.org/10.1016/j.profnurs.2021.11.010
  • Karma, I., Darma, I. K., & Santiana, I. M. M. A. (2021). Blended learning is an educational innovation and solution during the COVID-19 pandemic. International Research Journal of Engineering, IT & Scientific Research, 1-9. https://dx.doi.org/10.2139/ssrn.3774907
  • Kunaviktikul, W., Ang, E., Baridwan, N. S., Bernal, A. B., Dones, L. B. P., Flores, J. L., & Shorey, S. (2022). Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study. Nurse Education Today, 111, 105307. https://doi.org/10.1016%2Fj.nedt.2022.105307
  • Kawasaki, H., Yamasaki, S., & Rahman, M. M. (2021). Developing a hybrid platform for emergency remote education of nursing students in the context of COVID-19. International Journal of Environmental Research and Public Health, 18(24), 12908. https://doi.org/10.3390/ijerph182412908
  • Li, Q., Guan, X., Wu, P., Wang, X., Zhou, L., Tong, Y., (2020). Early transmission dynamics in Wuhan, China, of novel coronavirus–infected pneumonia. New England Journal of Medicine, 382, 1199-1207. https://doi.org/10.1056/NEJMoa2001316
  • Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Sage Publications.
  • Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. https://doi.org/10.1017/S0261444820000488
  • Lovrić, R., Farčić, N., Mikšić, Š., & Včev, A. (2020). Studying during the COVID-19 pandemic: A qualitative inductive content analysis of nursing students’ perceptions and experiences. Education Sciences, 10(7), 188. https://doi.org/10.3390/educsci10070188
  • Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
  • Morrison, K.R.B. (1993) Planning and accomplishing school-centred evaluation. Peter Francis Publishers.
  • Orlikowski, W. J. (1993). CASE tools as organizational change: Investigating incremental and radical changes in systems development. MIS Quarterly, 309-340. https://doi.org/10.2307/249774
  • Patton, M.Q. (1990). Qualitative evaluation and research methods. (2nd ed). Sage Publications
  • Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.
  • Richards, K. (2009). Interviews. In J. Heigham, & R. A. Croker. (Eds.), Qualitative research in applied linguistics: a practical introduction (pp. 182-199). Palgrave Macmillan.
  • Serhan, D. (2020). Transitioning from face-to-face to remote learning: students' attitudes and perceptions of using zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. https://doi.org/10.46328/ijtes.v4i4.148
  • Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2023). Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions. Teaching Public Administration, 41(1), 13-22. https://doi.org/10.1177%2F0144739420977900
  • Shenoy, V., Mahendra, S., & Vijay, N. (2020). COVID 19 lockdown technology adaption, teaching, learning, students engagement and faculty experience. Mukt Shabd Journal, 9(4), 698-702.
  • Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
  • Silverman, D. (1993). Interpreting qualitative data. Sage Publications.
  • Spradley, J.P. (1980) Participant observation. Holt, Rinehart & Winston.
  • Tajzad, M., & Ostovar-Namaghi, S. A. (2014). Exploring EFL learners' perceptions of integrated skills approach: A grounded theory. English Language Teaching, 7(11), 92-98. http://dx.doi.org/10.5539/elt.v7n11p92
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage Publications.
  • Wargadinata, W., Maimunah, I., Eva, D., & Rofiq, Z. (2020). Student’s responses on learning in the early COVID-19 pandemic. Tadris: Journal of Education and Teacher Training, 5(1), 141-153. https://doi.org/10.24042/tadris.v5i1.6153
  • Wæraas, A. (2022). Thematic analysis: Making values emerge from texts. In G. Espedal, B. Jelstad Løvaas, S.
  • Sirris, & A. Wæraas (Eds.), Researching values (pp. 153-170). Palgrave Macmillan, Cham.
  • Wu, J., & Liu, W. (2013). An empirical investigation of the critical factors affecting students' satisfaction in EFL blended learning. Journal of Language Teaching and Research, 4(1), 176-185.
There are 46 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Neslihan Onder-ozdemır 0000-0001-7010-9050

Early Pub Date July 30, 2023
Publication Date July 30, 2023
Submission Date April 6, 2023
Published in Issue Year 2023 Volume: 2 Issue: 1

Cite

APA Onder-ozdemır, N. (2023). Students’ Opinions on the Instructional Mode of Attendance at Medical English Classes during COVID-19 Measures. EDUCATIONE, 2(1), 175-195. https://doi.org/10.58650/educatione.1277405