Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2021 ◽  
pp. 1557-1579
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2018 ◽  
pp. 154-176
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

A Participação de Licenciandos de Pedagogia em um Fórum de Discussão Acerca de Conhecimentos Matemáticos

2018 ◽  
Vol 19 (1) ◽  
pp. 30
Author(s):  
Helenara Regina Sampaio Figueiredo ◽  
Rui Marcos de Oliveira Barros
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Content Learning ◽  
Research Participants ◽  
Doctoral Research ◽  
Mathematical Abilities

Este artigo apresenta uma análise acerca da participação dos licenciandos nos fóruns de duas disciplinas do curso de Licenciatura em Pedagogia, na modalidade de Educação a Distância, ofertado pela Universidade Estadual de Maringá - UEM. A pesquisa de doutorado concluída teve como objetivo geral investigar as habilidades matemáticas dos temas matemáticos “Espaço e Forma” e “Grandezas e Medidas”. Para responder aos problemas da pesquisa, foram analisados os materiais disponibilizados no Ambiente Virtual de Aprendizagem - AVA do curso, identifcando a frequência dos licenciandos quanto à participação nos fóruns das disciplinas observadas e a análise dos registros escritos dos licenciados ao resolverem questões de conhecimentos matemáticos semelhantes à Prova Brasil. Nos relatos das entrevistas respondidas por doze licenciandos voluntários, foi questionado sobre a baixa participação deles no fórum. Os resultados apontam para as difculdades sentidas pelos estudantes o que, provavelmente, afeta a aprendizagem dos conteúdos. Discutem-se as funções do fórum e a teoria que propicia suporte ao uso dessaferramenta, que favorece plenamente a interação na EaD.Palavras-chave: Educação a Distância. Formação Inicial. Ambiente Virtual de Aprendizagem. AbstractThis article aims to present an analysis about the participation of undergraduates in forums of two Pedagogy Degree course’s subjects, distance learning modality, offered by Universidade Estadual de Maringá - UEM. The doctoral research had as general objective to investigate the mathematical abilities of these students about the mathematical subjects “Space and Shape” and “Quantities and Measures”. In order to address the problems of the research, the material contents were analyzed available in the virtual learning environment (called AVA) of the course, identifying thus the undergraduates´ frequency regarding their participation in the forums of the disciplines which were observed, also the interactions of the research participants and the analysis of the written records of these undergraduate degree students in solving math questions similar to Prova Brasil. At the interviews reports answered by twelve volunteers , it was also questioned about their low participation in the forum. The results point out to the difculties experienced by the students in using the forums, which probably affects the content learning. It was discussed the forum functions and the theory that supports the use of this tool, which fully favors the interaction in distance learning.Keywords: Distance Education. Initial education. Virtual Learning Environment.

Qualitative Findings on the Dynamics of Online Facilitation in Distance Education

2016 ◽  
Vol 6 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Ooi Li Hsien ◽  
Arathai Din Eak ◽  
S. Vighnarajah ◽  
Goh Lay Huah ◽  
Ong Cheng Teik
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Proper Understanding ◽  
Quality Assurance Process ◽  
Working Together ◽  
Assurance Process ◽  
Learning Institutions ◽  
Online Facilitation

Online facilitation has taken on a new facade especially with the evolving virtual learning environments in distance education. The dynamics of online facilitation is an intricate quality assurance process that involves the participation of learners and instructors working together to achieve the stipulated learning outcomes of the course. In view of this, this study attempted to examine the dynamics of online facilitation from the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that proper understanding on the dynamics of online facilitation among relevant stakeholders is critical to avoid issues of student isolation which is evidently a growing concern in distance learning institutions.

scholarly journals Creation of a virtual learning environment to support presential discipline in a technological course

2021 ◽  
Vol 10 (2) ◽  
pp. e41110212727
Author(s):  
Carlos Gomes Fontinelle ◽  
Laura Michaella Batista Ribeiro ◽  
Vitor Bremgartner da Frota ◽  
Daniel Nascimento-e-Silva
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Technological Education ◽  
Mobile Cellular ◽  
Cellular Telephony ◽  
Almost All

This study developed a virtual learning environment to support face-to-face teaching of the subject of Mobile Cellular Telephony of a federal institution of professional and technological education that operates in Northern Brazil. The methodology used consisted of quantitative-qualitative research, of a technological nature, developed in seven stages: 1) installation of the XAMPP and Moodle software, 2) configuration of the teaching environment, 3) allocation of the Moodle platform, 4) use of virtual resources interactive, 5) production of learning objects, 6) measurement of environmental performance indicators and 7) analysis and generation of results. The results showed that a) this was the first virtual learning experience for almost all participating students and teachers interviewed, b) teachers and students were motivated to use virtual environments in their teaching and learning activities, since c) the environment proved to be highly efficient and effective in generating effective learning and d) almost all students carried out the evaluation questions without much difficulty, as usually happens with traditional classes. The conclusion was that a discipline planned from the Moodle platform's perspective has several advantages, such as optimizing study time and the dynamics of classes.

scholarly journals Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 118-126
Author(s):  
Rimantas Kontvainas ◽  
Marina Radčenko
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Motivation For Learning ◽  
Information And Communication ◽  
E Learning ◽  
Teachers Attitudes ◽  
Almost All

XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools. We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education. In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.

scholarly journals The Use of Wikis within the Virtual Learning Environment to Support Collaborative Working and their Influence on Students’ Learning Experience

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Maren Viol
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
First Year ◽  
Event Management ◽  
Constructivist Learning Environments ◽  
Collaborative Working ◽  
Management Students

Wikis are collaborative websites and are increasingly used by organisations for working in groups and sharing knowledge. Furthermore, universities have recently started to implement wikis for teaching and learning purposes. The academic literature suggests that wikis are a suitable tool to enhance constructivist learning environments as well as to develop students’ employability skills. Furthermore, wikis can help mitigate some of the common challenges of group work at university. This paper explores students’ experiences with the informal use of wikis that are embedded in the university’s virtual learning environment (VLE) and provides suggestions for the implementation of similar wikis in other situations. It is based on data that were gathered in a module for first year undergraduate Festival and Event Management students at a UK University. Findings suggest some negative experiences with VLE wikis on this module due to the layout of the wiki software, combined with readily available means of online collaboration such as Facebook that students were more familiar with. The findings constitute the basis for advice on using wikis in the future. Most importantly, the wiki software should possess as many of the key characteristics of a wiki as possible. Furthermore, the research confirms several findings from other studies: Students should be given guidance on how they can use and benefit from the wiki and how it is used by the teaching team for monitoring and marking. For high levels of student engagement, a mandatory use of the wiki should be considered, or, alternatively, a thorough embedding of the wiki in the curriculum combined with high levels of staff engagement needs to be in place. 

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

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