Bringing the laboratory learning experience online in an emerging global education environment

The rapid development of science and advances in advanced technology have implications for the rhythms of human communication. A very striking implication is that people are increasingly free and easy (easy access) in obtaining information and knowledge, including in the field of education. The global education environment is seen in several ways to provide solutions to other gaps and problems through the soaring distributed learning opportunities. Learning process activities with the help of information and communication technology take place not only applied limited by space, location or level of education such as at school or college, but can be done in many different places and involve a lot of people. Learning methods from learners that are not limited to time and place are called information and communication technology based learning. Learning media that can be used in distance learning are: computers, television, radio, internet, voice recordings, and VCD tapes.

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Online language teaching and learning: Anglistics students' perspectives on the new educational environment imposed by the COVID 19 outbreak

Зборник радова Филозофског факултета у Приштини ◽

10.5937/zrffp50-27873 ◽

2020 ◽

Vol 50 (3) ◽

pp. 231-248

Author(s):

Marijana Prodanović ◽

Valentina Gavranović

Keyword(s):

Online Education ◽

Undergraduate Students ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Experience ◽

Common Denominator ◽

Education Policies ◽

Online Delivery ◽

Education Environment

This paper focuses on students' perspectives on the quality of online teaching and learning environment, created, and organized as a response to the COVID-19 outbreak, which unexpectedly interrupted the traditional face-to-face education context and changed the delivery and mode of classes overnight. The aim of this research is to gather information pertaining to students' learning experience in an online education environment, and to gain a deeper insight into the nature of online delivery of classes as perceived by students who had not had any similar learning experience prior to this newly created educational context. The theoretical framework of the paper states the latest EU education policies passed as an immediate and urgent response to the pandemic and its aftermath. This pilot study relies on a qualitative research which includes the analysis of a corpus of questionnaires taken by a group of 52 undergraduate students majoring in English. The main part of the questionnaire is composed of open-ended questions, and the respondents were asked to write their own answers, thus providing a valuable resource for the analysis; the other part relies on one Likert-scale question measuring the overall attitude of the respondents to the online learning. The students' answers are analyzed and classified into several categories according to their common denominator. Not only do the results show the students' opinions related to the benefits and drawbacks of online delivery of classes, the comparison of online and traditional form of teaching and learning, types of courses which are more suitable to be delivered in one of these modes, and the students' suggestions how to improve the quality of online classes, but they also shed light on different aspects of online teaching and its complexities enhanced by social and psychological factors involved.

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Glocalism

Advances in Media, Entertainment, and the Arts - Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement ◽

10.4018/978-1-5225-1665-1.ch009 ◽

2017 ◽

pp. 151-169

Author(s):

Jennifer D. Hartman

Keyword(s):

Public School ◽

Service Learning ◽

Art Education ◽

Global Education ◽

Local Context ◽

Civic Learning ◽

Education Environment ◽

Local Environments ◽

Neoliberal Ideology ◽

The Face

The interconnectedness of nations and peoples worldwide is changing the face of art education. While some scholars aspire to global education that will encourage students to become engaged in creating a more just and peaceful world, others warn that global education is tied to a neoliberal ideology and must be approached with caution. This chapter will provide a discussion of the promises and challenges of infusing global civic learning into a public school art education environment and address how global civic learning might be situated in a local context in order to avoid some of the possible pitfalls. Then, through a review art education literature, the chapter will make suggestions for the types of curricular endeavors (service learning, ethnography, ecology, and public art) that have successfully been able to situate global civic learning in local environments.

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Foreign Language Learning

Handbook of Research on Technology-Centric Strategies for Higher Education Administration - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-2548-6.ch009 ◽

2017 ◽

pp. 137-158

Author(s):

Kijpokin Kasemsap

Keyword(s):

Social Media ◽

Foreign Language ◽

Language Learning ◽

Global Education ◽

Learning Experience ◽

Foreign Language Learning ◽

Learning Material ◽

Mobile Assisted Language Learning ◽

Language Class ◽

Media Applications

This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

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