Online teaching and learning experience at South African higher educational institution

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

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The Architectural Design of Successful Online English Classes

International conference KNOWLEDGE-BASED ORGANIZATION ◽

10.2478/kbo-2021-0059 ◽

2021 ◽

Vol 27 (2) ◽

pp. 121-124

Author(s):

Daniela-Elena Duralia

Keyword(s):

Learning Process ◽

Online Teaching ◽

Flipped Classroom ◽

Teaching And Learning ◽

Architectural Design ◽

Learning Experience ◽

Online Teaching And Learning ◽

English Classes ◽

Self Confidence ◽

The Impact

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

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Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

International Journal of Higher Education ◽

10.5430/ijhe.v10n2p62 ◽

2020 ◽

Vol 10 (2) ◽

pp. 62

Author(s):

Abdelrahman Abdalla Salih ◽

Lamis Ismail Omar

Keyword(s):

Online Learning ◽

Language Learning ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Experience ◽

Language Education ◽

Virtual Learning Environment ◽

Higher Learning ◽

Computer Assisted ◽

Online Teaching And Learning

The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

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Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19

Frontiers in Psychology ◽

10.3389/fpsyg.2021.733554 ◽

2021 ◽

Vol 12 ◽

Author(s):

Sabine Fabriz ◽

Julia Mendzheritskaya ◽

Sebastian Stehle

Keyword(s):

Higher Education ◽

Technology Acceptance ◽

Teaching Methods ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Experience ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Survey Study ◽

Online Teaching And Learning

The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students’ basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students’ perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.

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“DISTANCED” TIMES: INVESTIGATING PRE-SERVICE MUSIC TEACHERS’ EXPERIENCES ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC

Revista de Pedagogie - Journal of Pedagogy ◽

10.26755/revped/2021.1/111 ◽

2021 ◽

Vol LXIX (1) ◽

pp. 111-124

Author(s):

Miruna Luana Miulescu ◽

Florentina-Lavinia Matei

Keyword(s):

Music Education ◽

Technology Use ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Experience ◽

Qualitative Inquiry ◽

Learning Technology ◽

Structured Interviews ◽

Online Teaching And Learning ◽

Service Music

The technology use is flourishing in a growing set of educational contexts. Music education is no exception, seeing more and more learning practices be actively incorporated into educational frameworks. Our study seeks to investigate the online teaching and learning experiences of music university students who are participating in the pre-service teacher education during the Covid-19 pandemic. The participants of the present study are pre-service music students (n=22) enrolled in the teaching education programme in their 2nd or 3rd year at the university. By making use of a phenomenological qualitative inquiry, data was collected through participating at semi-structured interviews via ZOOM videotelephony software in January and February 2021. The key findings indicate a neither overtly positive or negative teaching and learning experience, even if the students had to navigate an avalanche of offline learning technology requirements both as students and teachers in a limited amount of time. The results of the study indicate that teacher training programmes should consider the move to virtual teaching and learning as an opportunity for change and to go beyond the emergency online practices and develop quality online educational activities.

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On-Campus Study: An Experienced Overview and Preference of Undergraduate Students in the UAE

10.20944/preprints202105.0545.v1 ◽

2021 ◽

Author(s):

M. Nawaz Brohi ◽

Iftikhar Khan ◽

Arooj Baig ◽

Abdul Basit Khan

Keyword(s):

Undergraduate Students ◽

Online Teaching ◽

Teaching And Learning ◽

Sampling Method ◽

Learning Experience ◽

Preventive Measure ◽

Online Teaching And Learning ◽

Face To Face ◽

Exploratory Approach ◽

Physical Presence

The study is an attempt to enquire into the preference of undergraduate students, after a considerable and over a year-long experience with Online Teaching and Learning (OTL), under the emergency preventive measure of switching from the traditional face-to-face classes to online. The study followed an exploratory approach, with a quantitative survey followed by a qualitative one, and a convenient sampling method to collect responses from a substantial sample size. The study is positioned after more than a year of remote classes by the undergraduate student, and hence represents highly experienced reflections and preferences from these students, as compared to other studies conducted last year. The study has profound implications in considering, and questioning, the importance of on-campus classes, and significance of the physical presence of a tutor in the class, and its effect on the learning experience of undergraduate students.

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On evaluating online teaching and learning experience: A usability evaluation study of synchronous teaching platforms

10.1145/3489410.3489435 ◽

2021 ◽

Author(s):

Nikolaos Bourgos ◽

Aigli Chroni ◽

Maria Kounalaki ◽

Eirini Papadopoulou ◽

Alexandros Skarmitzos ◽

...

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Learning Experience ◽

Evaluation Study ◽

Usability Evaluation ◽

Online Teaching And Learning

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Assessing South African University Adoption of Online Teaching During COVID 19

10.4018/978-1-7998-8661-7.ch001 ◽

2022 ◽

pp. 1-21

Author(s):

Nkholedzeni Sidney Netshakhuma

Keyword(s):

Higher Education ◽

Literature Review ◽

South African ◽

Online Teaching ◽

Teaching And Learning ◽

Document Analysis ◽

Financial Resources ◽

Online Teaching And Learning ◽

South African Universities ◽

And Training

This study aims to assess South African universities' adoption of online teaching and learning during COVID-19. The literature review and document analysis were used to analyze the data. The study found that the Department of Higher Education and Training worked with universities to develop a plan to implement online teaching and learning. Various stakeholders such as media and mobile companies supported the online teaching and learning through financial resources in the form of data subsidizing, media airtime, and campaign for the initiative.

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Impact of Electronic Communications and Transactions Act, No. 25 of 2002 Provision 27 in South Africa Education on Emerging Technologies

10.4018/978-1-7998-8193-3.ch011 ◽

2022 ◽

pp. 226-242

Author(s):

Nkholedzeni Sidney Netshakhuma

Keyword(s):

South African ◽

Online Teaching ◽

Teaching And Learning ◽

Communication Technologies ◽

Information Communication Technologies ◽

Information Communication ◽

Electronic Communications ◽

Online Teaching And Learning ◽

Form Analysis ◽

Electronic Filing

This chapter assess the level of South African university implementation of The Electronic Communications and Transactions Act 25 of 2002 (ECTA) provision 27. The literature review from other countries was used as form analysis level of adoption of electronic filing. The research found that South African universities adopted information communication technologies; however, most students and academics were unfamiliar with ECTA provision 27 on filing in an electronic environment. Non-compliance with the ECTA is instrumental towards the lack of providing online teaching and learning. The researcher recommends universities to develop an ECTA implementation plan to improve filing on electronic records filing.

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