scholarly journals Perceptions and experiences of students on the use of interactive online learning technologies in Mauritius

2020 ◽  
Vol 9 (4) ◽  
pp. 833
Author(s):  
Parmeswar Ramkissoon ◽  
Louis Jinot Belle ◽  
Trishnee Bhurosy
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Technologies ◽  
Approaches To Teaching ◽  
Group Discussions ◽  
Online Teaching And Learning ◽  
Mixed Methods Approach ◽  
Learning Platform ◽  
E Learning

<p>With the advent of e-learning, advocates use the term interactivity instead of interaction among students, and between the teacher and the students. Many universities use Moodle for online teaching and learning. This paper explores the perceptions and experiences of students in three Higher Education Institutions (HEIs) in Mauritius. A mixed-methods approach was used, with an online survey questionnaire administered to 600 students and focus group discussions were conducted with 15 students from these institutions. It was found that 68.4% of respondents used WhatsApp compared to only 23.6% of them who used the e-learning platform, Moodle. There were no associations between the use or frequency of using WhatsApp or Facebook and the types of HEI to which the students belonged. Students preferred WhatsApp due to its facility for knowledge sharing and construction, its interactivity, its usability, respect for privacy and instant communication. From the findings, it is recommended that HEIs bring a shift in their approaches to teaching and learning from cognitivism to socio-constructivism, connectivism and heutagogy.</p>

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

scholarly journals Assessing Students’ Acceptance and Challenges in using Google Classroom as an E-learning Platform at Shari Higher Secondary School, Paro

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Tshering Lham ◽  
Pema Jurmey
Keyword(s):  
Secondary School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Ministry Of Education ◽  
Learning Platform ◽  
Teachers And Students ◽  
E Learning ◽  
Teaching Learning

COVID-19 pandemic had affected Education system around the world. Bhutan also closed down its academic institutions for around 4 months after detection of the first COVID-19 patient. Ministry of Education rolled up the idea of using online forum as an instructional tool to ensure the continuity of education. Besides many available platform, Shari Higher Secondary School decided to use Google Classroom as an instrument for online teaching learning process. Hand-on training were given to both the teachers and students on the usage of G-suite Moodle focusing on Google Classroom. This study attempted to assess students’ perception on the acceptance and challenges of using Google Classroom tool. An online survey based on 5-point Likert scale saw 219 students responding. The survey included statements of agreement on acceptance and challenges dimension. A follow up interview was also sought from few participants. SPSS was used to compute both descriptive and inferential statistics that include mean scores, one sample t-test, and correlation. It was found that students were ready to accept the Google Classroom based online teaching and learning notwithstanding the few challenges that they face.

scholarly journals Impelementasi Media Daring Dalam Mendukung Pembelajaran di Masa Pendemi

2021 ◽  
Vol 1 (03) ◽  
pp. 110-115
Author(s):  
Ubaidillah Kamal Faseh ◽  
Septi Gumiandari
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Minimum Data ◽  
Library Research ◽  
E Learning

The Covid-19 pandemic has caused many activities to stop, including activities teaching and learning conventionally. Until a solver or deep solution is needed respond to these problems. Teaching and learning activities carried out online is a way to overcome that problem. Destination The research was to determine the use of online learning e-learning media for students at a university in Indramayu. The research instrument carried out on the collection of information and data is by means of questionnaires and library research. As a result of this research shows that online learning has been implemented well, and takes advantage of various learning media such as WhatsApp, Google Classroom, Zoom and Google Meet so learning becomes more varied and makes students not bored quickly and understand faster material delivered. There are several obstacles faced in implementation of online teaching and learning activities, namely the internet network that is not stable, lacking maximum availability of physical references and minimum data quota Internet. Online learning needs to be used as best as possible in activities learning and teaching because it is an innovation in learning so that students and lecturers can conduct lectures efficiently and effectively.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

scholarly journals Lecturers’ Attitudes towards Online Teaching in the Learning Process

2020 ◽  
Vol 13 (1) ◽  
pp. 77-98
Author(s):  
Harisa Mardiana
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
City Area ◽  
E Learning ◽  
Face To Face Learning

The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process

Embracing educational disruption: a case study in making the shift to a remote learning environment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ida Fatimawati Adi Badiozaman ◽  
Hugh John Leong ◽  
Wallace Wong
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Technological Support ◽  
Self Reports ◽  
E Learning ◽  
Professional Development Needs ◽  
The Impact

PurposeAs an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered.Design/methodology/approachApproximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching.FindingsThe findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching,Research limitations/implicationsLike other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training.Practical implicationsAlthough the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset.Originality/valueIn light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

scholarly journals E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Francis Gachanja ◽  
Nyawira Mwangi ◽  
Wagaki Gicheru
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Medical Training ◽  
Course Evaluation ◽  
Learning Technologies ◽  
Learning Activities ◽  
Online Research ◽  
Resource Constrained ◽  
Learning Platform ◽  
E Learning

Abstract Background E-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions. Methods This was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers. Results We enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning. Conclusion Our results suggest that e-learning can be used to teach complex courses, such as research in resource-constrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.

scholarly journals Analysis of E-Learning Acceptance During Distance Learning Using Unified Theory Of Acceptance and Use of Technology (UTAUT)

2021 ◽  
Vol 8 (2) ◽  
pp. 465-479
Author(s):  
Rifqi Ramadhan Tussardi ◽  
Berlian Maulidya Izzati ◽  
Muhardi Saputra
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
User Acceptance ◽  
Unified Theory ◽  
Utaut Model ◽  
Organizational Infrastructure ◽  
Learning Platform ◽  
Use Of Technology ◽  
E Learning ◽  
The Impact

The new coronavirus disease that was first identified in Wuhan, China, is referred to as the 2019 coronavirus disease pandemic (COVID-19). The impact of this pandemic has affected various fields, one of which is education, and one of the consequences is the implementation of online teaching and learning processes. In this digital era, Telkom University is implementing CeLOE LMS as an E-Learning medium. CeLOE Learning Management System (LMS) is an online learning platform for regular and distance education study programs at Telkom University. For the application of CeLOE LMS, there has been no report that contains user acceptance of the use of CeLOE LMS that tested with an integrated model. Therefore, the solution offered by this research was to conduct an analysis to determine user acceptance of the application of the CeLOE LMS system by using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model at Telkom University to produce report that can be used as a basis for further decision making by Telkom University in managing its services as the UTAUT Model attempts to clarify the intentions of students to use an information system and the usage actions of students. From this research, it was found that the CeLOE LMS has been accepted and used by Telkom University students with all hypotheses accepted, Performance Expectancy as the variable with the greatest influence, and it needs improvements related to technical infrastructure, organizational infrastructure, and socialization of CeLOE LMS due to the influence of Facilitating Conditions variable was the lowest.

scholarly journals Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Dian Yurista Ningsih
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Assessment ◽  
Learning Situation ◽  
Online Teaching And Learning ◽  
Learning Platform ◽  
Effective Teaching And Learning ◽  
11Th Grade

Implementing an effective teaching and learning process with the integration of online learning platform is important for the teachers, in order to maximize the online teaching and learning situation. In this case, this study aimed at investigating the constraints found in SMA Negeri 1 Kediri in preparing lesson plan through Google Classroom. The researcher chosen SMA Negeri 1 Kediri in Tabanan Regency, Bali. In SMA Negeri 1 Kediri, Google Classroom is one of the most frequently used platforms based on the result of the pre-observation stage. Based on the pre-observation, it was found that a lot of the student have used smartphone, especially 11th grade students, which is related to the current situation (online learning). This study uses qualitative design as the design of the study, with the qualitative data as the results. The data of teachers’ constraints in preparing lesson plan are collected by using questionnaire consisted of 20 items, in which the questionnaire related to the 5 aspects of lesson plan, such as: 1) constraints in the aspect of learning objectives, 2) constraints in the aspect of learning materials, 3) constraints in the aspect of learning activities, 4) constraints in the aspect of learning media and sources, and 5) constraints in the aspect of learning assessment. As the result, it was found that there are some constraints found, such as: 1) the online learning media is only an intermediary for students in collecting their work, 2) the online learning media that only used to submit assignments, 3) the difficulties in judging the actual work of students from these activities, 4) the online learning platform which is only used to convey material, and 5) the assessment types and techniques cannot be clearly assessed from these activities. Thus, the observable problems found has to be solved by the teacher through mastering the five aspects of lesson plan, in order to be adapted with the dynamic teaching and learning situation.

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