EFFECTS OF THE COVID-19 PANDEMIC ON UNIVERSITY PEDAGOGY: STUDENTS' EXPERIENCES AND CONSIDERATIONS

Due to the coronavirus crisis, universities worldwide have faced sudden pressure to change from face-to-face delivery of courses to digitally enhanced teaching for distance learning. We present a small case study of 75 students from the Department of Molecular Biology and Genetics of the Democritus University of Thrace, Greece on their experiences of the transition from face-to-face to distance learning during this crisis. We used a questionnaire with closed-ended and open-ended questions to record the students’ “fresh” experience of their new educational reality. Students consider distance learning to be interesting, modern, adequate, and convenient, but not able to replace their experience of social interaction with fellow students and teachers. They continue to express worries about lessons, examinations, and laboratory work, which may be due to the specific and high demands of the biosciences. This crisis is an opportunity for universities to improve the use of digital tools for an enhanced learning and teaching experience. This should be supported by investment in digital infrastructure for improving distance learning in higher education.  Article visualizations

TRAINING HIGHER EDUCATION BIOSCIENCE STUDENTS WITH VIRTUAL REALITY SIMULATOR

Laboratory training is the cornerstone of science education in higher education. However, in several cases hands-on experimental procedures are not possible, and therefore technology provide alternative educational methods. One of the rapidly evolving technologies, namely Virtual Reality (VR) can offer multiple benefits in laboratory training through the development of simulations and virtual laboratories that support, facilitate, and promote an effective their learning experience. We present an empirical research carried out at the Department of Molecular Biology and Genetics of the Democritus University of Thrace during the winter semester of the academic year 2020-2021. 51 undergraduate students carried out a Virtual Reality activity aiming to train them to the use of a Class II Biosafety Cabinet (BSC) in an immersive virtual environment. Our results show that VR approach was highly and enthusiastically accepted by the students; they reported that they had an authentic learning experience which enabled them to better achieve the learning objectives. However, in some cases symptoms like dizziness and blurry image were reported most likely due to equipment, showing that improvement of the equipment used in VR is needed. Article visualizations

Considerations for University Pedagogy: Distance Learning One Year After the Covid-19 Pandemic Outbreak

Due to the recent outbreak of the COVID-19 pandemic, the institutions of higher education had to transform their educational function from face-to-face to e-learning. The purpose of this study is to examine the effects of e-learning and the consequent disruption of the traditional educational function in higher education in Greece with special reference to the views of undergraduates compared to those of their peers collected via the same method and tool one year earlier in two regional Greek Universities, the University of Patras and the Democritus University of Thrace. The present research was conducted in May 2021 in order to explore students’ views and feelings one year after the sudden and total transition to online teaching during the pandemic. The results suggest that students seem to prefer face-to-face courses, but they provide interesting aspects regarding e-teaching and learning -thus valuable guidelines for higher educational institutions in developing didactic approaches, to motivate students on their academic pathway, emphasizing the necessity of University Pedagogy

Innovative educational approaches in biosciences: evaluation of learning experience through virtual reality applications

The use of technology in Education is a common practice, which is gaining a role as new methods and tools appear and technology evolves. At the same time, Health Sciences and especially Biology is a field where understanding biological mechanisms are not always easy for learners. In recent years, the development in the field of virtual reality and in the use of simulation models, help to better understand biological mechanisms. The aim of this dissertation is to explore and evaluate the learning experience that emerges using virtual reality applications and the differences that exist with the traditional methods. For this purpose, an empirical research of mixed methods was carried out on 51 students of the Department of Molecular Biology and Genetics of the Democritus University of Thrace, utilizing Virtual Reality in the teaching of the course Molecular Biology Methods. The needs and reactions of students in the use of virtual reality applications were investigated and in addition, the emotions experienced during the use of virtual reality software and their general attitude towards similar technological proposals were recorded. Of course, the use of new technology in education, contains various benefits, obstacles, and risks that should be considered in the context of the use of virtual reality in the field of Biology. In addition, the assistance of faculty members in relevant scientific subjects was requested to investigate the dimension of teachers and to use their experience.The results of the research showed that there is great enthusiasm and pleasure on the part of the participants and that the use of technology in this way increases their motivation for participation and learning. Teaching staff, recognize the benefits of this teaching method and believe that with the right support in equipment and laboratory staff it could be an effective method for laboratory training of students.Η χρήση της τεχνολογίας στην Εκπαίδευση αποτελεί μια συνηθισμένη πρακτική που αποκτά ολοένα και μεγαλύτερο ρόλο καθώς εμφανίζονται νέες μέθοδοι και εργαλεία και η τεχνολογία εξελίσσεται. Ταυτόχρονα, οι Φυσικές Επιστήμες και ιδιαίτερα η Βιολογία, αποτελεί ένα πεδίο όπου η κατανόηση των βιολογικών μηχανισμών δεν είναι πάντοτε εύκολη για τους εκπαιδευόμενους. Τα τελευταία χρόνια παρουσιάζεται ιδιαίτερη ανάπτυξη στον τομέα της εικονικής πραγματικότητας και ειδικότερα στη χρησιμοποίηση μοντέλων εξομοίωσης, καθώς εκτιμάται ότι βοηθούν στην καλύτερη κατανόηση των βιολογικών μηχανισμών. Η παρούσα διατριβή έχει ως σκοπό να καταγράψει και να αξιολογήσει τη μαθησιακή εμπειρία που αναδύεται μέσα από τη χρήση εφαρμογών εικονικής πραγματικότητας και τις διαφορές που υπάρχουν με τις παραδοσιακές μεθόδους. Για το σκοπό αυτό πραγματοποιήθηκε μια εμπειρική έρευνα μεικτών μεθόδων σε 51 φοιτητές και φοιτήτριες του Τμήματος Μοριακής Βιολογίας και Γενετικής του Δημοκριτείου Πανεπιστημίου Θράκης αξιοποιώντας την Εικονική Πραγματικότητα στη διδασκαλία του μαθήματος Μέθοδοι Μοριακής Βιολογίας. Καταγράφηκαν οι ανάγκες και οι αντιδράσεις των φοιτητών στη χρήση εφαρμογών εικονικής πραγματικότητας και επιπλέον, λόγω της βιωματικής εμπειρίας αυτής της τεχνολογίας, καταγράφηκαν τα συναισθήματα τα οποία βιώνουν κατά τη διάρκεια της χρήσης λογισμικών εικονικής πραγματικότητας αλλά και η εν γένει στάση τους απέναντι σε παρόμοιες τεχνολογικές προτάσεις. Φυσικά, η αξιοποίηση μιας νέας τεχνολογίας στην εκπαίδευση εμπεριέχει διάφορα οφέλη, εμπόδια και κινδύνους τα οποία θα πρέπει να ληφθούν υπόψη στο πλαίσιο της αξιοποίησης της εικονικής πραγματικότητας στο πεδίο της Βιολογίας. Επιπλέον, ζητήθηκε η συνδρομή μελών ΔΕΠ σε σχετικά επιστημονικά αντικείμενα ώστε να διερευνηθεί η διάσταση των διδασκόντων και να αξιοποιηθεί η εμπειρία τους.Τα αποτελέσματα της έρευνας έδειξαν ότι υπάρχει μεγάλος ενθουσιασμός και ευχαρίστηση από την πλευρά των συμμετεχόντων και ότι η αξιοποίηση της τεχνολογίας με αυτό τον τρόπο αυξάνει το κίνητρό τους για συμμετοχή και μάθηση. Οι διδάσκοντες από την πλευρά τους αναγνωρίζουν τα οφέλη που προσφέρει η συγκεκριμένη μέθοδος διδασκαλίας και θεωρούν ότι με την κατάλληλη υποστήριξη σε εξοπλισμό και εργαστηριακό προσωπικό θα μπορούσε να αποτελέσει μια αποτελεσματική μέθοδος για την εργαστηριακή εκπαίδευση των φοιτητών