Article Figures & Data
Figures
- FIGURE 1.
Lecture format in first semester of 2020: aggregation (A) and number of students per class (B). Other = combination of face-to-face, remote, and video-on-demand lectures (1 institution) and face-to-face and video-on-demand lectures (1 institution).
- FIGURE 2.
Regular examinations in first semester of 2020 (assessment method for assigning grades): aggregation (A) and categorization by lecture format (B). CBT = computer-based testing.
- FIGURE 3.
Lecture format in second semester of 2020: aggregation (A) and categorization by number of students per class (B). Other = combination of face-to-face and video-on-demand lectures (1 institution).
- FIGURE 4.
Regular examination in second semester of 2020 (assessment method for assigning grades): aggregation (A) and categorization by lecture format (B). Other = combination of face-to-face and video-on-demand lectures.
- FIGURE 5.
Optimal lecture format during COVID-19.
Tables
Face-to-face lectures Remote lectures Hybrid lectures Video-on-demand lectures Distribute COVID-19–related information all at once so that students, faculty, and staff can keep up with latest information on COVID-19. Strengthen infection control.
Distribute health observation cards, and require students to measure their temperature and check their symptoms every morning. Stagger start time of lectures in each major so that student traffic will not be dense.
Give lectures in classrooms that can accommodate more than twice actual number of participants. Maintain distance between students, and secure social distance. Always open window.
Install acrylic dividers, students always wear masks, disinfect microphones, disinfect hands before entering room, disinfect desks after lectures, and always ventilate.
Always administer quizzes online (e-learning system). Remote lectures provided more assignments than face-to-face lectures assignments, giving more time to review.
Post videos and lesson materials online, and distribute all slides in PDF format. Provide increased explanations and figures in handouts.
Take questions in real time using chat. Communicate with students via chat or email to eliminate points of confusion.
Remote lectures eliminate time it takes to travel to school, allowing more time for studying.
Video distribution of board-style lectures with Keynote presentation software. Record lecture for day, and distribute it on YouTube.
For small classrooms, capacity of classroom is set to 50%, and lectures are given in 2 classrooms (teachers move between 2 classrooms). For large classrooms, capacity will be 50%, and lectures are given in classroom.
Limit school days by study year. Reduce school days. Divide class in half and alternate between face-to-face and remote lectures every other week.
For students who do not have remote study environment, we have established a style that allows students to attend school by setting up listening area on campus.
Two videos of 40-min recorded lectures are screened in 90-min lecture. At end of each video, 10 review questions are prepared, and answers are submitted.
Recorded video can be reviewed many times later.
