Jacob:

Good morning, I am Jacob Niguidula, and I am accompanied by my research group mates Vitto Matias and
Curtis Lopez.

We hope to present a short, brief, highlight of 3 articles we’ve found to be adequate background references
for our topic on what teachers think about having online classes during a health break.

WE also hope to dive deeper into the contents of the research articles in a paper for this but this is not
that.
:)

Vitto:
Article 1: Impact of the COVID-19 pandemic on teaching and learning in health professional education: a
mixed methods study protocol

The study aimed to evaluate the impact of the COVID-19 pandemic on teaching and learning in health
professional education, particularly the transition to online education.
It used a mixed methods convergent design and a framework developed at the university using
Contribution Analysis to guide the evaluation.
The study involved students and teachers from various health professional courses at a major Australian
university.
The research collected both quantitative and qualitative data to assess the short-term and long-term
impact of online education on teaching and learning approaches.

The study included initial interviews and focus groups, followed by follow-up interviews at the conclusion of
the year and in 2021.
The purpose of the follow-up was to explore longer-term impacts on teachers and students, particularly
examining permanent changes to teaching practice and students' preparedness for practice.
The study also aimed to capture the impact of COVID-19 on graduates' employability and work-readiness.
Here is a summary of the major parts of the article:

Data from focus groups and interviews were transcribed and analyzed using Ritchie and Spencer's
five-stage framework analysis.
The study also included quantitative data analysis related to student performance, student evaluation of
units, and quantity of teaching activities.
(incase sir asks a question abt Ritchie and Spencers Framework analysis)

The article evaluates the impact of online education on health science and health professions education in
Australia, encompassing the key teaching and learning initiatives introduced in health professions
education at the university.
It also aimed to evaluate the longitudinal outcome of student learning attributes and the impact on
graduate outcomes.

How does this relate to our topic? The study helmed by Arnaz Kumar and 6 others displays a
comprehensive evaluation of the impact of online education on health professional education, offering
valuable insights into how teachers and students perceive and experience online classes during a health
break.
It addressed the challenges and benefits of online education, as well as the adaptation of students and
teachers to the new learning pedagogies, which are directly relevant to understanding teachers'
perspectives on online classes during a health break.
The study's focus on the long-term impact of the pandemic on teaching and learning approaches also
provided insights into how teachers and students have adapted to the new learning environment.

Curtis:
Article 2: Full article: Lessons from teaching health research to undergraduates: An Australian experience

The study run by Joanne Marcucci and Scott Ruddock focuses on the challenges of teaching health research
to undergraduate students and the strategies used to improve the subject quality over a five-year period.
It highlights the absence of an established pedagogy in teaching research, the complexity of research
concepts, and mixed levels of student engagement. The study used a mixed-methods approach to
retrospectively analyze student and staff feedback, identifying four effective teaching strategies and
developing a conceptual model to guide teaching approaches.

The article's introduction emphasizes the challenges of teaching research methods to university students,
including the complexity of research concepts and activities, and varying interest among students.
It also outlines the purpose of the study, which is to share experiences in developing an effective approach
to teaching applied health research to undergraduate students.

The study’s background discussed the challenges faced in teaching research methods, the absence of an
established pedagogy, and the need to address poor student feedback and engagement.
It also mentions the development of a conceptual model to guide teaching academics facing similar issues.

The results of the study includes the identification of effective teaching strategies, such as promoting
reflection, embedding feedback and support, creating purpose-designed tools, and designing
student-focused culture-building activities.
It also discusses the impact of these strategies on student performance and feedback, as well as the
development of a conceptual model to guide teaching approaches.

The conclusion emphasizes the importance of the conceptual model, which involves building a respectful
culture, ensuring purposeful assessment design, and focusing on feedback.
It suggests that the model can be used to inform evaluation processes and the design of research and other
skill-based subjects.

While the article does not directly address the specific research topic of teachers' perceptions of online
classes during a health break, it provides valuable insights into effective teaching strategies and the
development of a conceptual model to guide teaching approaches.
These insights could be relevant to understanding how teachers adapt their teaching methods during
challenging circumstances, such as transitioning to online classes during a health break.
The study's focus on addressing challenges in teaching research methods and improving student
engagement may offer valuable perspectives for understanding how teachers navigate and adapt to
changes in the educational environment.

Jacob:
Article 3: Psychological Impacts of Students on Online Learning During the Pandemic COVID-19 | Irawan |
KONSELI : Jurnal Bimbingan dan Konseling (E-Journal)

The abstract provides an overview of the study, which aims to identify the psychological impacts of
students on online learning during the COVID-19 pandemic. It outlines the research method, which is
qualitative phenomenology, and the use of 30 students from Mulawarman University as research subjects.
The abstract summarizes the key findings, including students' boredom with online learning, anxiety
related to low-income parents, and emotional disturbances due to excessive assignments. It concludes with
recommendations for providing psychological support to students through counselors and psychologists.

The introduction highlights the impact of the COVID-19 pandemic on various aspects of life, including
education.
It emphasizes the psychological stress experienced by individuals during the pandemic and the need for
research to understand the psychological effects of online learning on students.
It also mentions the qualitative phenomenology research method used in the study and the specific focus
on the psychological impacts of students during the pandemic.
The study’s background discussed the broader implications of the COVID-19 pandemic on mental health,
emphasizing the psychological stress experienced by individuals globally.
It also references previous research on the psychological effects of public health emergencies and the need
for psychological support during such crises.
The section highlights the specific challenges faced by students in adapting to online learning and the
potential impact on their mental well-being.

The findings of the study presents the students' boredom with online learning, anxiety related to
low-income parents, and emotional disturbances due to excessive assignments.
It also references previous research findings related to social support and psychological distress during
epidemics.
The section provides insights into the psychological dynamics experienced by students during the
pandemic and the implications for their mental health.

The study concludes by summarizing the key findings of the study which emphasizes the need for
psychological support for students during the pandemic.
It recommends the involvement of counselors and psychologists to address the psychological well-being of
students.
It concludes by also highlighting the importance of social support and collaborative efforts between the
government and educational institutions to provide psychological services for students.

The study's findings provide valuable insights into the challenges and stressors faced by students in an
online learning environment.
Understanding these psychological impacts can help inform the research topic "What do teachers think
about having online classes during a Health Break?" by shedding light on the potential psychological
challenges that students may face during online classes.
This information can help teachers and educators better understand and address the mental well-being of
students during online learning, leading to more effective and supportive teaching practices.

Thank you for listening to our presentation.

Works Cited

“\/.” YouTube, 16 June 2023, https://www.tandfonline.com/doi/full/10.1080/2331186X.2022.2132635.

Accessed 7 December 2023.

Morphet, Julia. “Impact of the COVID-19 pandemic on teaching and learning in health professional

education: a mixed methods study protocol - BMC Medical Education.” BMC Medical Education, 19

August 2021, https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02871-w.

Accessed 7 December 2023.

“Psychological Impacts of Students on Online Learning During the Pandemic COVID-19 | Irawan | KONSELI :

Jurnal Bimbingan dan Konseling (E-Journal).” Open Journal Systems UIN Raden Intan Lampung,

http://ejournal.radenintan.ac.id/index.php/konseli/article/view/6389/3564. Accessed 7 December

2023.