ArticleInternational journal of environmental research and public health2021
Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues.
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
8 citing papers in PubMed.
- Text embedding models yield detailed conceptual knowledge maps derived from short multiple-choice quizzes.Nature communications · 2026Article
- Article
- The Impact of the COVID-19 Pandemic on Clinical Practice Education in South Korea: A Cross-Sectional Study.International journal of environmental research and public health · 2025Article
- Assessment of the digital competencies of university instructors through use of the machine learning method.SN social sciences · 2023Article
- Restructuring education activities for full online learning: findings from a qualitative study with Malaysian nursing students during Covid-19 pandemic.BMC medical education · 2022Article
- Nursing Students' Retention of Knowledge by Basic Knowledge Type: An Exploratory Study.International journal of environmental research and public health · 2022Article
- Google Colab and Virtual Simulations: Practical e-Learning Tools to Support the Teaching of Thermodynamics and to Introduce Coding to Students.ACS omega · 2022Article
- 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 · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
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 (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.