scholarly journals Distance learning during the pandemic: managing the challenges

2020 ◽  
Vol 210 ◽  
pp. 18038
Author(s):  
Elena Rudenko ◽  
Rupiya Bachieva ◽  
Alfiya Aligadzhieva ◽  
Zarema Temirhanova ◽  
Atikat Archilaeva
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Teaching Online ◽  
Educational Challenges ◽  
Analysis And Synthesis ◽  
Language Courses ◽  
Information And Communication ◽  
Learning Platforms

This study examined educational challenges related to teaching online at universities that have surfaced during the COVID-19 outbreak. The authors explicate the main issues pertaining to online teaching and learning in general and foreign languages teaching in particular. The article sets out to address the following challenges for educators using information and communication technology: handling a wide variety of online learning platforms and learning apps, adapting courses to a fully online environment and increasing students’ engagement. Finally, the article identifies strategies and techniques for reducing or eliminating these issues for students and academic staff. The objectives set have been achieved by means of general methods of scientific knowledge (observation, analysis and synthesis) and reflective methods. The authors conclude that there should be a strong emphasis on a comprehensive approach to support students and academic staff in online learning environment. The results and implications of this study are critical for educators developing and delivering online language courses.

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 MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

Effectiveness of ‘Pocket Mandarin’ for Online Learning among Mandarin as a Foreign Language Basic Learners

2021 ◽  
Vol 5 (3) ◽  
pp. 122-137
Author(s):  
Hie Ling Ting ◽  
◽  
Kum Yoke Soo ◽  
Lay Choo Siang ◽  
Sing Ee Ooi ◽  
...  
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning System ◽  
Survey Method ◽  
Teaching Online ◽  
Mandarin Language ◽  
The Face ◽  
The Impact

In the face of difficulties of teaching and learning due to the impact of Covid-19, online lessons have become vital. This has also affected the teaching of Mandarin as a foreign language at universities. Since Mandarin is considered as a difficult language to learn especially to non-native learners, teaching online has posted an even greater challenge to Mandarin language instructors. This study thus examines the use of a combination of platforms and applications online, customised to create an online learning system called ‘Pocket Mandarin’ to facilitate online Mandarin learning at the beginner level. The purpose is primarily to enable learning to take place in a fun and interactive manner by means of online flashcards, pronunciation, games and quizzes placed in an LMS platform called Padlet. To better understand how ‘Pocket Mandarin’ can effectively facilitate online teaching and learning among EFL basic learners at the tertiary level, a survey method was applied and it consisted of 5 parts which are students’ motivation, students’ attitude, cognitive development, design and interface as well as expectations. The results show that ‘Pocket Mandarin’ was positively accepted by the students who found the lessons motivating, upbuilding, cognitively applicable, with exceptional design and interface and was better than their initial expectations. Thus, there is great potential for the ‘Pocket Mandarin’ to be widely used at a greater scale.

scholarly journals Moving learning online and the COVID-19 pandemic: a university response

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aleksandra Webb ◽  
Ronald William McQuaid ◽  
C. William R. Webster
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Age Groups ◽  
Unintended Consequences ◽  
Digital Learning ◽  
Skill Levels ◽  
Content Type ◽  
Teaching Online

PurposeThis article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic.Design/methodology/approachThe article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland.FindingsFor most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically focused, effective inclusive digital interventions. A range of initiatives that have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups. Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses.Research limitations/implicationsMore research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights.Practical implicationsInsights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.Originality/valueThis article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term.

scholarly journals Exploring the Students’ Perceived Academic Value in an Exclusive Online Learning Environment

2021 ◽  
Vol 13 (4) ◽  
pp. 01-16
Author(s):  
Vincentas Lamanauskas ◽  
Rita Makarskaitė-Petkevičienė ◽  
Gabriel Gorghiu ◽  
Elena-Ancuţa Santi ◽  
Costin Pribeanu
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Process ◽  
Quality Education ◽  
Social Emotional ◽  
Face To Face ◽  
Learning Platforms ◽  
Online Distance ◽  
Life Education

The pandemic generated by the COVID-19 challenged the education system to face the constraints of exclusively online teaching and learning. Like many other areas of life, education required rapid adaptation and finding the best solutions to continue the instructional-educational process. Teachers and researchers, educational policymakers, the community, students, and even parents, have made efforts to minimize social, emotional, cognitive losses so that the current generation is not deprived of quality education and to benefits from the optimal conditions that influence their development as autonomous, creative, physically and mentally healthy personalities. In this context, unexpected challenges arose, which teachers had to face: how to achieve a quality education in an exclusively online environment (deprived of face-to-face interaction), how to communicate effectively and transmit not only words but attitudes, examples of conduct, principles, and values, how to motivate students and how to keep in touch with each of them. The research aims to explore the students’ perceived academic value of online/distance lectures using online learning platforms (Microsoft Teams and Zoom). A model has been developed and tested on a sample of 298 university students from Lithuania and Romania. The results show that perceived enjoyment and perceived learning effectiveness are the main antecedents of the perceived academic value.

scholarly journals "A website for my subject": The experiences of some academics' engagement with educational designers in a team based approach to developing online learning materials

2000 ◽  
Vol 16 (3) ◽  
Author(s):  
Geraldine Torrisi-Steele ◽  
Glenda Davis
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Materials ◽  
Development Teams ◽  
Multimedia Development

<span>In recent years Australian universities have increased their focus on flexible delivery and online learning. Successful development of online teaching materials requires both knowledge of pedagogy as it applies to multimedia technologies as well as knowledge of the capabilities of current software and hardware. While academics are familiar with the skills and approaches required to operate in traditional environments they are often not equipped to meet the new demands of web authoring and online course design. Consequently, the potential of the online learning environment to improve the quality of the learning experience often remains unrealised.</span><p>To address this issue Griffith University, as part of its focus on flexible learning, has established campus based production centres. The centre offers academics the services of multimedia development teams. An educational designer is allocated to work collaboratively with the academic to assist with the design of the online materials and the integration of the online resources into courses.</p><p>This paper explores the expectations, experiences and perceptions taken from the perspective of ten lecturers within Griffith University, as they engage with the educational designer to develop online learning materials. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of teaching and learning, this paper seeks to raise some of the issues and concerns which educational designers, as staff developers, need to consider in order to guide interactions with academic staff toward a more fruitful end.</p>

The Difficulty Level of Online Learning Content According to the Students' Perspective towards Arabic Language Course

2021 ◽  
pp. 14-28
Author(s):  
Hairun Najuwah Jamali ◽  
Ku Fatahiyah Ku Azizan ◽  
Awatif Abdul Rahman ◽  
Wazzainab Ismail
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Educational Institutions ◽  
Difficulty Level ◽  
Listening Skills ◽  
Learning Content ◽  
Language Courses

Online teaching and learning is no longer an option as a result of the corona virus pandemic, also known as COVID-19. Since March 2020, teaching and learning activities in all educational institutions at various levels are implemented online. Therefore, this paper discusses the findings of a study that has been conducted quantitatively on 295 undergraduate students at Kolej Universiti Islam Antarabangsa Selangor (KUIS). This study aims to discover the difficulty level of online learning content according to the students' perspective towards Arabic language courses NBWU1062 Al Arabiah Al A’liyah Li Dirasat Islamiyyah II and NBWU2102 Al Arabiah Al A’liyah Li Dirasat Islamiyyah III. The learning content consists of listening, speaking, reading and writing skills as well as grammar learning. The findings of the study shows that the most difficult level of learning content is listening skills and the easiest level is reading skills. The study aims to help the lecturers involved in teaching this course to further improve the quality of teaching and learning in the future.

Theories and models of and for online learning

First Monday ◽  
2007 ◽  
Author(s):  
Caroline Haythornthwaite ◽  
Richard Andrews ◽  
Michelle M. Kazmer ◽  
Bertram C. Bruce ◽  
Rae-Anne Montague ◽  
...  
Keyword(s):  
Online Learning ◽  
Information And Communication Technologies ◽  
Technology Use ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Theoretical Models ◽  
Teaching Online ◽  
Theoretical Perspectives ◽  
Information And Communication ◽  
E Learning

For many years, discussion of online learning, or e-learning, has been pre-occupied with the practice of teaching online and the debate about whether being online is 'as good as' being offline. The authors contributing to this paper see this past as an incubation period for the emergence of new teaching and learning practices. We see changes in teaching and learning emerging from the nexus of a changing landscape of information and communication technologies, an active and motivated teaching corps that has worked to derive new approaches to teaching, an equally active and motivated learning corps that has contributed as much to how to teach online as they have to how to learn while online, with others, and away from a campus setting. We see the need for, and the emergence of, new theories and models of and for the online learning environment, addressing learning in its ICT context, considering both formal and informal learning, individual and community learning, and new practices arising from technology use in the service of learning. This paper presents six theoretical perspectives on learning in ICT contexts, and is an invitation to others to bring theoretical models to the fore to enhance our understanding of new learning contexts.

scholarly journals The Students Perception of The Full Online Learning Quality During The Corona Pandemic

2020 ◽  
Vol 4 (1) ◽  
pp. 37-47
Author(s):  
Irra Wahidiyati
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Education ◽  
Learning Activities ◽  
Slow Speed ◽  
Learning Platforms ◽  
Integrate Technology ◽  
Teaching Learning

Due to the Pandemic of Covid-19, teachers or lecturers must hold a full online teaching-learning process, so they should integrate technology into the teaching learning activities. To engage students in full online learning, Google Classroom, Edmodo, Kahoot, and Quizziz are some online learning platforms that are widely used by English teachers in teaching and learning. There are some video conference applications for doing video calls in the teaching-learning process, they are Zoom and Google Meet. This study focuses on students’ perceptions of the full online learning quality during the corona pandemic. The research involved 50 participants consist of students of the English Education program in the second semester of IAIN Purwokerto.  The data were collected through questionnaires, interviews, and observation and were analyzed using the qualitative methods approach. The results of the study indicated that the  majority of participants considered did not enjoy the full online learning in English teaching and learning is not effective and efficient in terms of time and phone credit. One of the reasons is the slow-speed internet is one of the difficulties in operating those applications. So, they feel they could not get maximum knowledge and information from their lecturers in full online teaching-learning activities.  

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

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