Reconciling Virtual Classes with Genericity

2006 ◽  
pp. 57-72 ◽  
Author(s):  
Erik Ernst
Keyword(s):  
Virtual Classes

The Philosophic Import of Virtual Classes

1964 ◽  
Vol 61 (13) ◽  
pp. 377-387 ◽  
Author(s):  
Richard M. Martin ◽  
Keyword(s):  
Virtual Classes

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mike Rifino ◽  
Kushya Sugarman
Keyword(s):  
College Students ◽  
Online Learning ◽  
Black Feminist Thought ◽  
Pedagogical Practices ◽  
Black Feminist ◽  
Teaching Experiences ◽  
Content Type ◽  
Virtual Classes ◽  
Feminist Perspectives ◽  
Literature Base

Purpose Amid the COVID-19 pandemic, including contact restrictions and the switch to virtual classes, loneliness has become a pressing concern for college students and their learning. This study aims to interrogate current discussions about college student loneliness through the lens of Black feminist love-politics to reimagine online pedagogical practices. Design/methodology/approach Using a broad literature base and anecdotes from personal teaching experiences, the authors contend that Black Feminist perspectives on love, care and solidarity can illuminate the sociopolitical dimensions of loneliness in pedagogically productive ways. Findings The authors explore various pedagogical practices that are inspired by Black feminist approaches that aim to promote solidarity, love and care in either virtual or in-person classrooms. These pedagogical suggestions result from the authors’ teaching experiences amid online learning and current literature in education. Practical implications The authors seek to support educators’ understanding of the most pervasive yet misunderstood emotional experiences of student learning amid the COVID-19 pandemic. This paper explores strategies for addressing feelings of loneliness within online learning-related contexts in higher education. This discussion will be particularly relevant for educators and students from historically marginalized populations. Originality/value This work focuses on the plight of community college students, a demographic that has not garnered enough attention in the educational research concerning this pandemic. In addition, this paper offers an account of loneliness that aligns with the political and ideological crisis of today and places it in conversation with Black feminist thought.

Current Trends in Online Language Learning

2011 ◽  
Vol 31 ◽  
pp. 19-35 ◽  
Author(s):  
Robert J. Blake
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Language Instruction ◽  
Language Games ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Online Language Learning ◽  
Second Language Development ◽  
Computer Mediated ◽  
Virtual Classes

Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

scholarly journals Class Representatives and Students’ Behaviour: An Overview at the Post-Covid-19 Pandemic in the Perspective of the Community of Practice

2021 ◽  
Vol 4 (4) ◽  
pp. 137-143
Author(s):  
Ilane Frank Dias ◽  
Christane Bellucci
Keyword(s):  
Social Interactions ◽  
Community Of Practice ◽  
Learning Process ◽  
Online Classes ◽  
Virtual Classes ◽  
Relevant Role ◽  
Conceptual Paper ◽  
Multi Level ◽  
The Impact

Engagement of students and the learning process in the classroom has become one of the significant challenges that higher education (HE) institutions face in the era of the Covid-19 pandemic, with classes running in the virtual environment. One of the approaches that can be used to understand student behaviours and their social interactions is the community of practice (CoPs) as a construct that can be strategic to connect classes representatives, college's objectives and the student's behaviour. The class representatives can play a diverse role, from helping the tutors motivate the students on their learning process to acting as a central and essential communication channel between the students and the academic coordinators. Yet, little is known about the role of these students as a strategy to tackle such problems increased with online classes. This study investigates the impact of class representatives on students' behaviour in the sense of their engagement and learning in virtual classes context post the Covid-19 pandemic. This is a conceptual paper to bridge the mentioned theories, link work across disciplines, provide multi-level insights, and broaden the scope of thinking. The theoretical findings show that class representatives can play a relevant role by increasing engagement and facilitating the students' learning. The results can help HE institutions to develop policies and practices to be more competitive and move forward. This study advances the emergent research efforts to respond to the challenges arising from the Covid-19 pandemic.

scholarly journals Bringing the World to the Classroom: Teaching Statistics and Programming in a Project-Based Setting

2021 ◽  
pp. 1-5
Author(s):  
Cosima Meyer
Keyword(s):  
Data Management ◽  
Data Science ◽  
Classroom Teaching ◽  
Statistical Software ◽  
Inverted Classroom ◽  
Typical Data ◽  
The World ◽  
Virtual Classes ◽  
Teaching Statistics ◽  
Introductory Class

ABSTRACT This article introduces how to teach an interactive, one-semester-long statistics and programming class. The setting also can be applied to shorter and longer classes as well as introductory and advanced courses. I propose a project-based seminar that also encompasses elements of an inverted classroom. As a result of this combination, the seminar supports students’ learning progress and also creates engaging virtual classes. To demonstrate how to apply a project-based seminar setting to teaching statistics and programming classes, I use an introductory class to data wrangling and management with the statistical software program R. Students are guided through a typical data science workflow that requires data management and data wrangling and concludes with visualizing and presenting first research results during a simulated mini-conference.

scholarly journals The Presence of Learner Identity in Online Classes in UTAS-Rustaq

2021 ◽  
Vol 7 (1) ◽  
pp. 53-69
Author(s):  
Munira Said Al Siyabi ◽  
Dalal Abdullah Al Shekaili
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Virtual World ◽  
English Language ◽  
Virtual Classroom ◽  
Learning Context ◽  
Learner Identity ◽  
University Of Technology ◽  
Virtual Classes ◽  
Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

scholarly journals Students' Perceptions of Learning Using Powtoon Based on Gender in SMP/MTS

2021 ◽  
Vol 2 (1) ◽  
pp. 76-83
Author(s):  
Fajriana Fajriana ◽  
Safriana Safriana ◽  
Nurdin Nurdin
Keyword(s):  
Data Analysis ◽  
Student Perceptions ◽  
Primary Data ◽  
Secondary Sources ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Virtual Classes ◽  
Gender Based ◽  
Secondary Information ◽  
Perception Survey

Perception is an individual observation or process giving meaning as a result of observations about an object, event, and so on through his five senses, which is obtained by inferring information and interpretation of messages so that someone can provide feedback about the good or bad or the positive and negative of it. The use of animation media in learning other than providing many conveniences, there are also obstacles, causing various student perceptions. Students' perceptions of the use of learning media can be seen by gender. This study aims to determine students' perceptions of learning using animation/powton in SMP/MTs based on gender. Based on the data collected, this research is descriptive with a qualitative approach. The data collection method in this study used a questionnaire in collecting data from primary and secondary sources. In this study, the primary data was the result of a perception survey through a questionnaire conducted to SMP/MTs students. In contrast, secondary information is obtained from a literature review regarding online learning systems and virtual classes. The data analysis technique uses percentages. The results of data analysis are presented descriptively in the following subchapter. Based on the results of research and discussion, it has been known that students' perceptions of learning mathematics using Powton media are perfect. Both male and female students positively perceive learning mathematics by using Powton-based learning media in SMP/MTs. Students get an average student answer of 100% and fall into the "Very Good" category. it explains that animation media is beneficial for students in understanding the lesson.

scholarly journals Gambaran Kompetensi Pendidik dalam Pengelolaan Pembelajaran Ekonomi di Era Pandemi Covid-19

2021 ◽  
Vol 11 (1) ◽  
pp. 53
Author(s):  
Anindita Trinura Novitasari ◽  
Ruski Ruski ◽  
Ika Lis Mariatun
Keyword(s):  
Education Program ◽  
Economics Education ◽  
Learning Patterns ◽  
Pedagogical Techniques ◽  
Virtual Class ◽  
Virtual Classes ◽  
Quantitative Descriptive ◽  
Descriptive Method

This research is conducted to understand the pedagogical techniques used in the learning of economics in STKIP PGRI Bangkalan. It applies quantitative descriptive method to recognize the percentage of respondents’ responses to each learning pedagogical variable indicator. This research found that during pandemic the learning pedagogy implemented by each lecturer of economics education program is categorized as very good. This is indicated by the percentage each indicator gained. The learning patterns of virtual classes have been in compliance with pedagogical techniques where students are given freedom to seek and get insights through guidance, direction and assistance the lecturers have provided. They function as motivator, facilitator and advisor in order to make students’ more confident to take decisions in understanding the materials given during the interactive virtual class. These pedagogical techniques have given students chances to understand cognitive, affective and psychomotor aspects simultaneously so that the learning becomes more effective.

scholarly journals Using Massive Open Online Course (MOOC) on Pancasila Education Increasing Students’ Score

2020 ◽  
Vol 14 (12) ◽  
pp. 138
Author(s):  
Didik Sukriono ◽  
Sudirman Sudirman
Keyword(s):  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online ◽  
Development Education ◽  
Two Samples ◽  
Significant Difference ◽  
Virtual Class ◽  
Learning Capabilities ◽  
Virtual Classes ◽  
Education Platform

This article analyzes the development of virtual learning capabilities through massive open online courses (MOOC) on Pancasila Education. The Pancasila Education course has only been delivered in traditionally managed classes by relying on face-to-face meetings. Therefore there needs to be a new approach in Pancasila education to deal with 21st century learning. This research was designed as a research and development education (R&D). Starts with developingthe MOOC Pancasila education platform and conducting tests on students.  The research instrument used in this study was the learning outcomes (scores) of students taking Pancasila education courses. The data analysis used is the independent sample t test, which is a statistical test to find out the differences between two samples that are not interconnected. The result of the development is known that virtual learning through the MOOC platform can increasing students’ score. That are known from the average of virtual class score than traditional classes, but the level of equality is lower values than virtual classes. This average that not all students in one membership can receive virtual classes equally. The traditional and virtual classes of the Pancasila education has a significant difference

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