scholarly journals Pandemic and Education

2021 ◽  
Vol 3 (3) ◽  
pp. 1-10
Author(s):  
András Buda ◽  
Balázs Czékman
Keyword(s):  
Learning Process ◽  
Important Change ◽  
Lessons Learned ◽  
Sporting Events ◽  
Shopping Malls ◽  
Remote Education ◽  
Face To Face ◽  
Short Notice ◽  
Rapid Spread ◽  
Teaching Learning

The emergence and rapid spread of the Coronavirus in the spring of 2020 has fundamentally changed our lives. The most important change has been the attempt to minimise face–to–face contacts everywhere in order to keep the epidemic under control. Public gatherings were banned, shopping malls were closed, and sporting events were also cancelled. As COVID–19 spread as easily among children as among adults, schools could not escape the restrictions. During the first wave of the epidemic, institutions had to switch to emergency remote education (ERE) at very short notice, which presented a number of problems for all participants. These problems and experiences of the switch should be collected at all levels of education, as they not only help to prepare for similar situations, but may also lead to conclusions that can be used to make the methods and solutions of classroom–based teaching more motivating, more effective or even more efficient. In this paper, we review both the challenges of the transition and the possible implications for the future teaching–learning process by reflecting on the lessons learned.

scholarly journals LESSONS LEARNED FROM REMOTE EDUCATION

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 74-86
Author(s):  
Květoslava Šimková ◽  
Jitka Ramadanová
Keyword(s):  
Learning Process ◽  
Best Practice ◽  
Lessons Learned ◽  
Business English ◽  
Remote Education ◽  
Face To Face ◽  
Language Studies ◽  
West Bohemia ◽  
Teaching Learning ◽  
The University

This paper focuses on some aspects of remote education that can be implemented in face-to-face classes in order to improve and enhance the teaching/learning process. The authors present the results of the questionnaire survey conducted among the teachers of the Institute of Applied Language Studies of the University of West Bohemia in Pilsen (hereinafter referred to as ‘UWB’) and also among the students of the Faculty of Economics at the same university in the spring term of 2021, evaluating two semesters of remote education. Having analyzed the results of the questionnaires, the authors of the paper aim to share their experience and introduce the best practice that the Business English (hereinafter referred to as ‘BE’) teachers at the UWB have decided to apply to their future BE courses.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals EDUCATION IN TIMES OF PANDEMIC: Lessons learned and shared

2020 ◽  
Vol 6 (2) ◽  
pp. a16en
Author(s):  
Elaine Jesus Alves ◽  
Denilda Caetano de Faria
Keyword(s):  
Online Education ◽  
Daily Life ◽  
Lessons Learned ◽  
The Internet ◽  
Face To Face ◽  
The Social ◽  
Rapid Spread ◽  
The World ◽  
Educational Field ◽  
Education In Brazil

In 2020, the world was plagued by a pandemic that demanded the social isolation of people from all over the planet to prevent the rapid spread and overcrowding of hospitals. In the educational field, face-to-face classes have been suspended in more than 150 countries. Some institutions started to use technological resources to offer remote education. The pandemic highlighted issues such as the unpreparedness of education systems and teachers, inequalities in access to the internet and students' computers, among others. Considering that technologies have been part of the daily life of schools for more than 30 years, in this atypical moment there is a strangeness among teachers in their improvised use with their students. This article aims to reflect what this pandemic situation has taught us about online education in Brazil and the perspectives that we can see in this field in the post-pandemic scenario.

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III

2021 ◽  
Author(s):  
Hercules Guimarães Honorato
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Research Question ◽  
Methodological Approach ◽  
Physical Distance ◽  
Lessons Learned ◽  
Exploratory Research ◽  
Online Questionnaire ◽  
Remote Education ◽  
Teaching Learning

This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

Model for an Interaction Assessment Strategy in Hybrid Learning Including Web 2.0 Resources

2010 ◽  
pp. 450-465
Author(s):  
Raquel Hijón-Neira ◽  
Angel Velázquez-Iturbide ◽  
Jonay Rodríguez-Martín
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Data Model ◽  
Hybrid Learning ◽  
Face To Face ◽  
Assessment Strategy ◽  
Teaching Learning ◽  
The Web ◽  
The Way

Who being a Hybrid Learning teacher in the Web 2.0 era has not made him/herself ask this question: “Are students working effectively while they are not in face to face class?” Sometimes the questions are asked but he/she does not have the knowledge to create an Interaction Assessment Strategy that could provide this information. The authors present in this chapter a Model that provides the steps and data that should result in a much better teaching/learning process. Thus, the Model presents the questions that should be made, the data model that should be worked on, the visualizations that should better fit each type of data and the process of analysis teachers could make to improve different features, such as: the way of presenting information to the students through the year, prevent students’ dropping outs and failures, and generally improve the pace of teaching.

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

2021 ◽  
Vol 20 ◽  
pp. e3133
Author(s):  
Daniela Carine Schmitt ◽  
Diones Kleinibing Bugalho ◽  
Silvana Dalmutt Kruger
Keyword(s):  
Learning Strategies ◽  
Social Isolation ◽  
Teaching Strategies ◽  
Learning Process ◽  
Face To Face ◽  
The Social ◽  
Teaching Cases ◽  
Teaching Learning ◽  
Isolation Period

The purpose of this text is to identify the main strategies of the teaching-learning process, as well as the perceptions of professors during the period of social isolation in the context of the pandemic generated by Covid-19. The study sample consists of 52 professors from the Administration, Accounting, and Economic Sciences courses, working in four higher education institutions in the southern region of Brazil. The survey carried out through a questionnaire comprising 32 questions, collected the respondents' identification, the perceptions of the teaching process, and the teaching-learning strategies used from the insertion of classes remotely as an alternative in the social isolation period. As data treatment, descriptive statistics, and the Mann-Whitney statistical test were used, the analysis is quantitative. The results show that, for 96% of those surveyed, the disciplines took place remotely; 92% indicate pedagogical adaptations, and 76% responded that the institution offered training. The main teaching strategies used in the period of social isolation are: expository classes with the presentation of content on slides (98%); exercises with resolution (90%); case study (69%); and content-oriented research/reading (52%). The statistical analysis shows that professors who used problematization/teaching cases, debates, and games believe they have achieved the teaching-learning objectives. In the perception of 54% of professors, classes held remotely do not represent losses in students' teaching-learning process and have achieved their objectives. In general, the results demonstrate adaptation of face-to-face classes to the remote format. The findings suggest the importance of inserting technologies as teaching strategies, regardless of whether the model is face-to-face or not.

Islamic Religious Education Teacher of Learning Strategy in Implementing Religious Values Through Whatsapp

2021 ◽  
Vol 4 (3) ◽  
pp. 700-711
Author(s):  
Ashif Az Zafi ◽  
Maulida Tsalis Maroh ◽  
Siswanto Siswanto ◽  
Irwan Fathurrochman
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Learning System ◽  
Religious Values ◽  
Education Teacher ◽  
Face To Face ◽  
Rapid Spread ◽  
The World

This article aims to describe the strategies used by Islamic Religious Education teachers in instilling religious values ​​when teaching students in the midst of a pandemic that is currently sweeping the world.  This causes the learning system that is usually done directly or face-to-face to become online.  This study uses a qualitative method, which describes the facts and phenomena that occur in the field.  The Covid-19 virus, which originated in Wuhan, China, has a very rapid spread and has an impact on the whole world, one of which is Indonesia.  The State Civil Apparatus (ASN) as well as strata of society feel the consequences themselves, especially in the field of education, which causes schools to carry out the learning process at home or online.  PAI teachers as educators must rack their brains about strategies in teaching students which are usually carried out face-to-face to online or online.  In order to respond to this, there is a solution to what teachers can do, namely by using the WhatsApp media.  With WhatsApp that is easy to access, it is hoped that teachers in delivering learning can be accepted and understood and do not reduce in terms of instilling religious values ​​of students.

Instructional Design in the Face of COVID-19: Learned Lessons and Pending Tasks

2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Lessons Learned ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Addie Model ◽  
Teaching Learning

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.

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