![]() Following the lockdown, online learning for the continuation of academic activities and the prevention of dropouts from study programmes in higher education were given the highest priority. Traditional teaching methods dominated on both programs during winter 2020. PHN is defined as ‘the application of nutrition and public health principles to design programs, systems, policies, and environments that aims to improve or maintain the optimal health of populations and targeted groups’. īachelor’s and master’s in Public Health Nutrition (PHN) represents two small-sized programmes at Oslo Metropolitan University (OsloMet). Due to the COVID-19 lockdown, most educators had to change their approaches to most aspects of their work overnight: teaching, assessment, supervision, research, service and engagement. Traditional educator-centered pedagogies dominated higher education in Norway prior to the lockdown, and only 30% of academic teachers from higher institutions reported having any previous experience with online teaching. However, the implementation of this insight was lagging behind. At the time of the COVID-19 outbreak, the decision to boost the use of active student-centered learning methods and digitalisation had already been made at both the governmental and institutional levels because student-active learning (such as use of student response systems and flipping the classroom) increase motivation and improve learning outcomes. Education is better implemented through active, student-centered learning strategies, as opposed to traditional educator-centered pedagogies. In Norway, the move to online teaching and learning methods accelerated as a consequence of the physical closure of universities and university colleges on 12 March 2020. Most countries temporarily closed educational institutions in an attempt to contain the spread of the virus and reduce infections. The Coronavirus 2019 (COVID-19) pandemic has caused extraordinary challenges in the global education sector. The dropout rate remained unchanged compared to previous years. The preference for written home exams over online versions of previous on-campus exams was likely influenced by student’s familiarity with the former. ![]() Most students agreed that pre-recorded and streamed lectures, frequent virtual meetings and student response systems could improve learning outcomes in future digital courses. The students collaborated well in digital groups but wanted smaller groups with students they knew rather than being randomly assigned to groups. The most pressing concerns among students were a lack of social interaction, housing situations that were unfit for home office purposes, including insufficient data bandwidth, and an overall sense of reduced motivation and effort. Twelve weeks into the lockdown, the corresponding numbers were 57% and 71%, respectively. Two weeks into the lockdown, 75% of students reported that their life had become more difficult and 50% felt that learning outcomes would be harder to achieve due to the sudden shift to online education. ![]()
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