scholarly journals Promoting Quality E-Learning During the COVID-19 Pandemic via an Award-Winning Webinar Series for Faculty Transitioning to Teaching Online

2020 ◽  
Author(s):  
Matthea Marquart ◽  
Johanna Creswell Baez ◽  
Megan Backus Florio
Keyword(s):  
Teaching Online ◽  
Award Winning ◽  
E Learning

scholarly journals Lecturers’ Attitudes towards Online Teaching in the Learning Process

2020 ◽  
Vol 13 (1) ◽  
pp. 77-98
Author(s):  
Harisa Mardiana
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
City Area ◽  
E Learning ◽  
Face To Face Learning

The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process

scholarly journals Challenges and Issues of E-Learning Using Education Cloud – A Review in Context of Covid-19 Pandemic

2021 ◽  
Vol 10 (05) ◽  
pp. 106-110
Author(s):  
Saifallah Al Kati ◽  
Muhammad Asif Khan
Keyword(s):  
Online Teaching ◽  
Cloud Model ◽  
Traditional Education ◽  
Educational Institutions ◽  
Hybrid Cloud ◽  
Cloud Infrastructure ◽  
Teaching Online ◽  
Security Issues ◽  
The World ◽  
E Learning

During the recent Coronavirus (Covid-19) pandemic the traditional education system almost halted throughout the world. However, in order to continue with the education without wasting students time most of the countries transferred their teaching online. Although the online teaching is widely used but there are many challenges and security issues specially when the education is disseminated using education cloud. In this article we examine and review such challenges and security issues that may impact students and teachers in various educational institutions in Saudi Arabia. A review of hybrid cloud model is presented in order to benefit across institutions. The research also articulates different ways which can be adopted by educational institutions to provide smooth online teaching due to pandemic of covid-19. We also present some solutions that may help overcome challenges and secure a robust cloud infrastructure.

Perspectives on E-Learning

2011 ◽  
pp. 1488-1493
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Teaching Online ◽  
Home Institution ◽  
E Learning ◽  
Learning Management ◽  
The Many

For students, teachers, and administrators, e-learning is a relatively new and sometimes uncertain event. With popular technologies and instructional trends coming and going, distance learning practice and policies change constantly. Regardless of one’s preference for an online learning management system, he or she may be forced to drop it in favor of an inferior and untested courseware shell that was developed internally and adopted solely because it was free. Adding to the confusion, technology tradeshows and teaching and learning conferences continue to alter their themes to fit the current online terminology, which, in turn, changes and evolves. Despite the anxiety caused by the many uncertainties and the accelerating pace of change, teaching online is fast becoming an expected part of one’s scholarly endeavors or, at the very least, a legitimate practice of one’s colleagues and home institution.

scholarly journals The Challenge of Designing Blended Courses: From Structured Design to Creative Faculty Support! | Les beaux défis du design de cours hybrides : du design structuré à l’accompagnement créatif !

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Catherine Carré
Keyword(s):  
Business School ◽  
Faculty Perceptions ◽  
Rapid Development ◽  
Instructional Designer ◽  
Learning Program ◽  
Certificate Program ◽  
Teaching Online ◽  
Experience Teaching ◽  
Design Structure ◽  
E Learning

This case study deals with the implementation of an e-learning program in a business school in Canada. Cabot Business School decided to offer the program in a blended format so as to increase the flexibility of the program for clientele enrolled in the undergraduate certificate program. A pilot was initiated in 2009 starting with four hybrid courses. Now, three years later, 35 courses are being offered in blended mode by lecturers and a handful of professors who, for the most part, had no previous experience teaching online. Given the rapid development of this program, this case deals with how the instructional designer, without the benefit of any additional resources, managed to juggle both the development of the certificate program as well as parallel projects. The issues encountered deal with the extent to which the instructional designer can support faculty who are converting their courses from in-class to online, one of the main design challenges encountered by faculty. This case describes training strategies and implemented solutions provided by the instructional designer as well as the results obtained, faculty perceptions, and food for thought on the possible evolution of the role of the instructional designer.

scholarly journals Lecturer Readiness for Online Classes during the Pandemic: A Survey Research

2021 ◽  
Vol 11 (3) ◽  
pp. 139
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Panca Oktavia Hadi Putra ◽  
Arfive Gandhi ◽  
Titin Siswantining
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Learning Goals ◽  
Online Classes ◽  
Teaching Online ◽  
Online Distance Education ◽  
E Learning ◽  
Learning Platforms ◽  
Online Distance ◽  
Strategic Solution

Due to the COVID-19 pandemic, most educational institutions across the world have shifted their teaching and learning processes and put efforts into preparing online distance education to ensure education continues uninterrupted. Some did not face difficult tasks or challenges during this process because they were already implementing online or blended learning before the pandemic. However, some institutions, lecturers and students were not ready to adapt to the conditions, and it is therefore important to examine to what extent lecturers are ready to teach online. This research aims to evaluate the readiness of lecturers during a pandemic that arises unexpectedly. It also aims to investigate the weaknesses and obstacles that lecturers must overcome in order to teach an online class. This research applies a mixed-method approach. Lecturers were surveyed through online preparedness questionnaires, and several themes were constructed from the gathered qualitative data. The results show that lecturers have strong baseline technical skills to use e-learning platforms for online courses; they have quickly adapted to using a Learning Management System (LMS), and most have a tactical solution for most online classes with insufficient feasibility, but they do not have a strategic solution. Their sufficiency for teaching online courses was not optimised since they did not fully believe the learning goals could be achieved. This paper elaborates on the theoretical and practical implications.

scholarly journals Implementation of Institution's E-Learning Platform in Teaching Online at ITB AAS Indonesia

2021 ◽  
Vol 4 (3) ◽  
pp. 493-503
Author(s):  
Tira Nur Fitria
Keyword(s):  
Video Conference ◽  
Study Program ◽  
Online Application ◽  
Teaching Online ◽  
Face To Face ◽  
Learning Platform ◽  
User Data ◽  
Information And Communication ◽  
E Learning ◽  
Academic Year

E-learning is one of impact of the development of information and communication technology (ICT) technology applied in education using the accessible website. The purpose of this research is to know the implementation of the Institution’s E-Learning Platform and to know the strengths and weaknesses of the implementation of the Institution’s E-Learning Platform of ITB AAS Indonesia. This research applies descriptive qualitative research. The result of the study shows that ITB AAS Indonesia began implementing e-learning to support face-to-face classrooms in the academic year 2020/2021. E-learning’s platform was made based on Learning Management System (LMS) that can be accessed at the website https://elearning.itbaas.ac.id/ Based on the implementation of the e-learning, there are several menus found such as “Home, Message, Teaching Schedule, Material, Task, My Comment, Lecturer’s Filter, Student’s Filter, Video Conference, and Logout”. But, during the observation of the implementation of the e-learning platform, there are several strengths and weaknesses. In strengths are 1) Multi Users, 2) Online Application. 3) Several menus available. In the weaknesses, 1. This application contains a lot of data, 2. This application’s design will only look good when opened by using a laptop or a computer, 3. In making the material, it can only be shared into the Study Program category- Semester, and it cannot be shared with each class. 4. There may be the possibility of sending the material incorrectly. 5. This application does not have the facilities for importing and exporting user data. 6. In making multiple-choice question assignments, there is still a manual import feature, 7. E-learning does not have a Video Conference feature, 8. In printing grades into a file pdf, an additional application is required. 9. E-learning cannot record learning and participants in a video. 10. This application does not have an installer version on the android/smartphone.

scholarly journals How to improve online assessment procedures in high school?

Eduweb ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 271-285
Author(s):  
Ye. Yu. Orekhova ◽  
S.M. Sysoev
Keyword(s):  
Quality Of Education ◽  
Quality Level ◽  
Teaching Online ◽  
Educational Achievements ◽  
Significant Difference ◽  
E Learning ◽  
New Material ◽  
Assessment Procedures ◽  
Statistical Indicators

At present blended learning provides an opportunity to get an education regardless of external circumstances, such as pandemics and quarantine. Still, increasing student motivation to master new material and level of acquisition of knowledge is one of the challenges faced by teachers as the field of teaching online is subject to constant changes. This study aimed to elaborate the model of enhanced assessment in an e-learning course “General English” when teaching English as a second language at university to increase student educational achievements. The effectiveness of the model of enhanced assessment in the learning process was measured with the methodology for calculating statistical indicators of the quality of education: knowledge quality, level of student proficiency, progress, and average grade. The results of the initial and final control of the statistical indicators of the quality of education showed a significant difference between the control and the experimental groups. It is concluded that the replacement of formal types of assessment with the model of enhanced assessment is the key to increasing student educational achievements.

Free and Open Source Cloud Computing Technology

2016 ◽  
pp. 141-157
Author(s):  
Lee Chao
Keyword(s):  
Cloud Computing ◽  
Open Source ◽  
Online Teaching ◽  
Computing Technology ◽  
Web Based ◽  
Teaching Online ◽  
Hands On ◽  
It Education ◽  
E Learning

This chapter covers the free and open source cloud computing technology and its application in Web-based IT education. It discusses the difficulties in teaching online IT courses. One of the technologies that can be used to overcome these difficulties is cloud computing. This chapter focuses on cloud based online teaching infrastructure created with free and open source cloud computing. It provides some strategies in developing various cloud based computer labs for hands-on practice required by IT courses. A case study is used to illustrate the use of the free and open source cloud technology in e-learning.

Using Activity Theory to Guide E-Learning Initiatives

2010 ◽  
pp. 259-274
Author(s):  
Neal Shambaugh
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Activity Theory ◽  
Division Of Labor ◽  
Academic Programs ◽  
Faculty Members ◽  
Academic Setting ◽  
Teaching Online ◽  
Learning Programs ◽  
E Learning

This case documents how activity theory can be used as a tool to help educators understand the issues behind deploying online learning programs. Faculty members in higher education are accustomed to teaching online, but are new to the development of online academic programs. This case chapter provides a background to the academic setting and a discussion of activity theory. The specific context of an academic department is described, followed by how activity theory was used to represent the overlapping goals of faculty, students, and administrators, and to understand the contextual issues of roles, community of practice, and division of labor to reach the desired goal, which was to implement their academic programs online. Guidelines for using activity theory are provided.

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