An Exploration of Online Teaching in Diagnostics Under COVID-19

Hong Chen; Xueqiang Xu; Anqi Yang; Yan Yang; Liling Chen

doi:doi:10.11648/j.her.20200506.12

| Peer-Reviewed

An Exploration of Online Teaching in Diagnostics Under COVID-19

Hong Chen, Xueqiang Xu, Anqi Yang, Yan Yang, Liling Chen

Published in Higher Education Research (Volume 5, Issue 6)

Received: 4 November 2020 Accepted: 16 November 2020 Published: 27 November 2020

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This paper introduces that the department of the Diagnostics of The First School of Clinical Medicine at Nanjing Medical University use network information technology to conduct online teaching during the novel coronavirus epidemic. Objectives: To share the experience of comprehensive online teaching, and to investigate students’ use of Fanya. Chaoxing online learning during the Diagnostics course under the COVID-19. Methods: We randomly selected Diagnostics as the course which we investigated and analyzed through using questionnaires. Results: 94.24% of students use smart phones to study online. 86% of students spend 1-6 hours per week studying Diagnostics. 79% of students have access to obtain the majority of online teaching resources. 86.3% of students expressed that they could achieve the learning objectives and meet the learning requirements of online learning content. The fluency score for watching instructional videos reached 87.13%. 92% of students believed course materials were helpful to them. There were many difficulties such as unclear assessment method, overwhelmed and unable to maintain learning progress, lack of learning resources. Conclusions: Chinese network can basically meet the needs of comprehensive online teaching. The materials for online teaching can basically meet the needs of teaching. Making a clear assessment method timely, assigning appropriate homework and preparing the learning materials as more as possible are necessary. Organizing student learning at different times and supporting by the National Information Network Department are important.

Published in	Higher Education Research (Volume 5, Issue 6)
DOI	10.11648/j.her.20200506.12
Page(s)	214-221
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

COVID-19, Online Teaching, Teaching Form, Diagnostics

References

[1]	Velavan TP, Meyer CG. (2020). The COVID-19 epidemic. Tropical medicine & international health: TM & IH, 25, 278-80.
[2]	Sun P, Lu X, Xu C, Sun W, Pan B. (2020). Understanding of COVID-19 based on current evidence. Journal of Medical Virology.
[3]	The Ministry of Education. (2020). Circular of the Ministry of Education of the people's Republic of China on the postponement of the opening of the spring semester 2020, http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202001/t20200127_416672. Html, 2020-01-27.
[4]	The Ministry of Education. (2020). Ministry of Education: using Internet platform, ''suspended class, ongoing learning." http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202001/t20200129_416993. Html, 2020-01-29.
[5]	Nathwani D, Guise T, Gilchrist M. (2017). e-learning for global antimicrobial stewardship. The Lancet Infectious diseases, 17, 579.
[6]	Li X, Lei J. (2018). Discussion of the Application of Micro-lecture in the Clinical Training of Thoracic Surgery. Chinese journal of lung cancer, 21, 252-5.
[7]	Heller RF. (2014). Learning by MOOC or by crook. The Medical journal of Australia, 200, 192-3.
[8]	The Ministry of Education. (2019). The Ministry of education makes great efforts to build the "Golden College" and "Golden course". http://www.moe.gov.cn/fbh/live/2019/50601/mtbd/201904/t20190430_380194.html,2019-04-29.
[9]	Macznik AK, Ribeiro DC, Baxter GD. (2015). Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions. BMC medical education, 15, 160.
[10]	Xiang C, Zhibin H. (2020). Guidelines on COVID-19 Prevention and Control in Higher Education Institutes. Beijing. People’s Medical Publishing House.
[11]	The Ministry of Education. (2020). The Ministry of Education organized national college students together attend a live class on ideological and political related to epidemic prevention and control. 2020-03-07.
[12]	Jiemodui. (2020). [Corporate donations]"suspend class, ongoing learning". https://www.jiemodui.com/N/113020.html?ft=detail&fid=94359, 2020-01-28.
[13]	Jiaoli L, Xiaoqing Z, Xuanze C. (2020). Case Analysis of the Online Instruction in the Context of “Classes Suspended but Learning Continues” for Plague Prevention, China Educational Technology, 106-13.
[14]	McKay FH, Cheng C, Wright A, Shill J, Stephens H, Uccellini M. (2018). Evaluating mobile phone applications for health behaviour change: A systematic review. Journal of telemedicine and telecare, 24, 22-30.
[15]	Xu Y, Deng G, Wang W, Xiong S, Xu X. (2019). Correlation between handheld digital device use and asthenopia in Chinese college students: a Shanghai study. Acta ophthalmologica, 97, e442-e7.
[16]	Sohrabi C, Alsafi Z, O'Neill N, Khan M, Kerwan A, Al-Jabir A, et al. (2020). World Health Organization declares global emergency: A review of the 2019 novel coronavirus (COVID-19). International journal of surgery (London, England), 76, 71-6.
[17]	Habibzadeh P, Stoneman EK. (2020). the Novel Coronavirus: A Bird's Eye View. The international journal of occupational and environmental medicine, 11, 65-71.
[18]	Skiba DJ. (2016). The State of Online Education. Nursing education perspectives, 37, 244-5.
[19]	Huang JJ, He XJ, Bai WW. (2018). Application of lecture based learning plus problem based learning method in instruction of cardiac physical examination in clinical diagnostics (in Chinese). Chin Heart J, 30, 248-50.
[20]	Dhaliwal N, Simpson F, Kim-Sing A. (2018). Self-paced online learning modules for pharmacy practice educators: Development and preliminary evaluation. Currents in pharmacy teaching & learning, 10, 964-974.

Cite This Article

Plain Text BibTeX RIS

APA Style

Hong Chen, Xueqiang Xu, Anqi Yang, Yan Yang, Liling Chen. (2020). An Exploration of Online Teaching in Diagnostics Under COVID-19. Higher Education Research, 5(6), 214-221. https://doi.org/10.11648/j.her.20200506.12

Copy | Download

ACS Style

Hong Chen; Xueqiang Xu; Anqi Yang; Yan Yang; Liling Chen. An Exploration of Online Teaching in Diagnostics Under COVID-19. High. Educ. Res. 2020, 5(6), 214-221. doi: 10.11648/j.her.20200506.12

Copy | Download

AMA Style

Hong Chen, Xueqiang Xu, Anqi Yang, Yan Yang, Liling Chen. An Exploration of Online Teaching in Diagnostics Under COVID-19. High Educ Res. 2020;5(6):214-221. doi: 10.11648/j.her.20200506.12

Copy | Download

@article{10.11648/j.her.20200506.12,
  author = {Hong Chen and Xueqiang Xu and Anqi Yang and Yan Yang and Liling Chen},
  title = {An Exploration of Online Teaching in Diagnostics Under COVID-19},
  journal = {Higher Education Research},
  volume = {5},
  number = {6},
  pages = {214-221},
  doi = {10.11648/j.her.20200506.12},
  url = {https://doi.org/10.11648/j.her.20200506.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200506.12},
  abstract = {This paper introduces that the department of the Diagnostics of The First School of Clinical Medicine at Nanjing Medical University use network information technology to conduct online teaching during the novel coronavirus epidemic. Objectives: To share the experience of comprehensive online teaching, and to investigate students’ use of Fanya. Chaoxing online learning during the Diagnostics course under the COVID-19. Methods: We randomly selected Diagnostics as the course which we investigated and analyzed through using questionnaires. Results: 94.24% of students use smart phones to study online. 86% of students spend 1-6 hours per week studying Diagnostics. 79% of students have access to obtain the majority of online teaching resources. 86.3% of students expressed that they could achieve the learning objectives and meet the learning requirements of online learning content. The fluency score for watching instructional videos reached 87.13%. 92% of students believed course materials were helpful to them. There were many difficulties such as unclear assessment method, overwhelmed and unable to maintain learning progress, lack of learning resources. Conclusions: Chinese network can basically meet the needs of comprehensive online teaching. The materials for online teaching can basically meet the needs of teaching. Making a clear assessment method timely, assigning appropriate homework and preparing the learning materials as more as possible are necessary. Organizing student learning at different times and supporting by the National Information Network Department are important.},
 year = {2020}
}

Copy | Download

TY - JOUR
T1 - An Exploration of Online Teaching in Diagnostics Under COVID-19
AU - Hong Chen
AU - Xueqiang Xu
AU - Anqi Yang
AU - Yan Yang
AU - Liling Chen
Y1 - 2020/11/27
PY - 2020
N1 - https://doi.org/10.11648/j.her.20200506.12
DO - 10.11648/j.her.20200506.12
T2 - Higher Education Research
JF - Higher Education Research
JO - Higher Education Research
SP - 214
EP - 221
PB - Science Publishing Group
SN - 2578-935X
UR - https://doi.org/10.11648/j.her.20200506.12
AB - This paper introduces that the department of the Diagnostics of The First School of Clinical Medicine at Nanjing Medical University use network information technology to conduct online teaching during the novel coronavirus epidemic. Objectives: To share the experience of comprehensive online teaching, and to investigate students’ use of Fanya. Chaoxing online learning during the Diagnostics course under the COVID-19. Methods: We randomly selected Diagnostics as the course which we investigated and analyzed through using questionnaires. Results: 94.24% of students use smart phones to study online. 86% of students spend 1-6 hours per week studying Diagnostics. 79% of students have access to obtain the majority of online teaching resources. 86.3% of students expressed that they could achieve the learning objectives and meet the learning requirements of online learning content. The fluency score for watching instructional videos reached 87.13%. 92% of students believed course materials were helpful to them. There were many difficulties such as unclear assessment method, overwhelmed and unable to maintain learning progress, lack of learning resources. Conclusions: Chinese network can basically meet the needs of comprehensive online teaching. The materials for online teaching can basically meet the needs of teaching. Making a clear assessment method timely, assigning appropriate homework and preparing the learning materials as more as possible are necessary. Organizing student learning at different times and supporting by the National Information Network Department are important.
VL - 5
IS - 6
ER -

Copy | Download

Author Information

Hong Chen

The Department of Diagnostics of The First school of Clinical Medicine, Nanjing Medical University, Nanjing, China
Xueqiang Xu

The Department of Diagnostics of The First school of Clinical Medicine, Nanjing Medical University, Nanjing, China
Anqi Yang

The Academic Affairs Office of The First school of Clinical Medicine, Nanjing Medical University, Nanjing, China
Yan Yang

The Department of Diagnostics of The First school of Clinical Medicine, Nanjing Medical University, Nanjing, China
Liling Chen

The Academic Affairs Office of The First school of Clinical Medicine, Nanjing Medical University, Nanjing, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Hong Chen, Xueqiang Xu, Anqi Yang, Yan Yang, Liling Chen. (2020). An Exploration of Online Teaching in Diagnostics Under COVID-19. Higher Education Research, 5(6), 214-221. https://doi.org/10.11648/j.her.20200506.12

Copy | Download

ACS Style

Hong Chen; Xueqiang Xu; Anqi Yang; Yan Yang; Liling Chen. An Exploration of Online Teaching in Diagnostics Under COVID-19. High. Educ. Res. 2020, 5(6), 214-221. doi: 10.11648/j.her.20200506.12

Copy | Download

AMA Style

Hong Chen, Xueqiang Xu, Anqi Yang, Yan Yang, Liling Chen. An Exploration of Online Teaching in Diagnostics Under COVID-19. High Educ Res. 2020;5(6):214-221. doi: 10.11648/j.her.20200506.12

Copy | Download

@article{10.11648/j.her.20200506.12,
  author = {Hong Chen and Xueqiang Xu and Anqi Yang and Yan Yang and Liling Chen},
  title = {An Exploration of Online Teaching in Diagnostics Under COVID-19},
  journal = {Higher Education Research},
  volume = {5},
  number = {6},
  pages = {214-221},
  doi = {10.11648/j.her.20200506.12},
  url = {https://doi.org/10.11648/j.her.20200506.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200506.12},
  abstract = {This paper introduces that the department of the Diagnostics of The First School of Clinical Medicine at Nanjing Medical University use network information technology to conduct online teaching during the novel coronavirus epidemic. Objectives: To share the experience of comprehensive online teaching, and to investigate students’ use of Fanya. Chaoxing online learning during the Diagnostics course under the COVID-19. Methods: We randomly selected Diagnostics as the course which we investigated and analyzed through using questionnaires. Results: 94.24% of students use smart phones to study online. 86% of students spend 1-6 hours per week studying Diagnostics. 79% of students have access to obtain the majority of online teaching resources. 86.3% of students expressed that they could achieve the learning objectives and meet the learning requirements of online learning content. The fluency score for watching instructional videos reached 87.13%. 92% of students believed course materials were helpful to them. There were many difficulties such as unclear assessment method, overwhelmed and unable to maintain learning progress, lack of learning resources. Conclusions: Chinese network can basically meet the needs of comprehensive online teaching. The materials for online teaching can basically meet the needs of teaching. Making a clear assessment method timely, assigning appropriate homework and preparing the learning materials as more as possible are necessary. Organizing student learning at different times and supporting by the National Information Network Department are important.},
 year = {2020}
}

Copy | Download