scholarly journals Teaching and learning in live online classrooms

2007 ◽  
Author(s):  
Mihaela Sabin ◽  
Bryan Higgs
Keyword(s):  
Teaching And Learning ◽  
Online Classrooms

Transforming the K-12 Classroom with ICT

2008 ◽  
pp. 2084-2103
Author(s):  
Colin Baskin
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
School Administrators ◽  
Learning Technologies ◽  
Online Classrooms ◽  
Technology Classroom ◽  
Information And Communication ◽  
K 12

This chapter begins with four very public examples of how K-12 education providers across Australia are attempting to assimilate new teaching and learning technologies into existing teaching and learning structures. The transition as predicted is not altogether smooth, and questions are raised as to where and how the discourses of literacy, education, and technology converge in the information and communication technology classroom. The discussion presents a layered case study that brings together the practical discourse of the teacher, the new discourses of literacy, teaching and learning confronting our students, and the challenge these provide to the management discourse of school administrators. In doing so, it points conclusively to the fact that new configurations of learning are at work in our online classrooms.

scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

scholarly journals DIGITAL LITERACY: ONLINE CLASS MANAGERIAL FOR EDUCATORS

2020 ◽  
Vol 4 (3) ◽  
pp. 215
Author(s):  
Stella Stefany ◽  
Rijanto Purbojo ◽  
Clarissa Adeline
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Essential Elements ◽  
Developmental Model ◽  
Educational Institutions ◽  
Online Classes ◽  
Ministry Of Education ◽  
Face To Face ◽  
Home Based ◽  
Online Classrooms

<p><em>The COVID-19 pandemic emerging in early 2020 has significantly impacted various sectors, including education. The policy of home-based learning (defined as online learning), that is implemented by the Indonesian Ministry of Education and Culture becomes a challenge for students, teachers, and educational institutions. Online-based learning is still an unfamiliar concept to the world of education in Indonesia. Lack of preparation and planning during the switch to online-based learning leads to bad learning experiences for both students and teachers alike. This event was aimed towards Indonesian educators to discuss essential elements regarding digital literacy competence, namely basic principles of distinguishing face-to-face classes and online classes, deciding on a format, design, and interaction in online classrooms, as well as the cycle of teaching and learning. As many as 454 participants from the five major islands in Indonesia virtually attended this event on May 13th, 2020. This event utilizes the ADDIE training developmental model elaborated in five stages: 1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. </em></p><p><strong>ABSTRACT (INDONESIAN):</strong> Pandemi COVID-19 yang muncul di awal tahun 2020 memberi dampak signifikan dalam berbagai sektor, termasuk Pendidikan. Kebijakan home-based-learning atau pembelajaran jarak jauh yang ditetapkan oleh Kementrian pendidikan dan Kebudayaan Indonesia menjadi sebuah tantangan bagi peserta didik, tenaga pendidik dan institusi pendidikan. Pembelajaran berbasis daring masih asing bagi dunia pendidikan di Indonesia. Kurangnya persiapan dan perencanaan dalam kegiatan belajar mengajar daring berakibat pada pengalaman belajar-mengajar yang buruk bagi peserta didik maupun tenaga pendidik. Kegiatan ini ditujukan bagi tenaga pendidik di Indonesia untuk membahas beberapa elemen penting dalam kompetensi literasi digital seperti prinsip dasar yang membedakan kelas tatap muka dengan kelas daring, menentukan format, desain dan interaksi kelas daring, serta siklus belajar mengajar berbasis daring. Kegiatan ini diikuti oleh 454 partisipan yang tersebar pada lima pulau terbesar di Indonesia berlangsung secara virtual pada tanggal 13 Mei 2020. Kegiatan ini menggunakan model pengembangan training ADDIE dengan 5 tahapan sebagai berikut: 1) <em>Analyze</em>, (2) <em>Design</em>, (3) <em>Development</em>, (4) <em>Implementation</em> dan (5) <em>Evaluation</em>.</p>

scholarly journals The Influence of Metacognitive Scaffolding on Learning Academic Writing Online

2021 ◽  
Vol 13 (3) ◽  
pp. 48
Author(s):  
Noor Hanim Rahmat ◽  
Norhartini Aripin ◽  
Zarina Razlan ◽  
Zulaikha Khairuddin
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Online Classes ◽  
Writing Teachers ◽  
Online Learners ◽  
Face To Face ◽  
Online Classrooms ◽  
Hands On ◽  
The Many ◽  
Metacognitive Scaffolding

The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.

scholarly journals Technology-Supported Online Writing: An Overview of Six Major Web 2.0 Tools for Collaborative-Online Writing

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eid Hamoudeh Ahmed Alkhataba ◽  
Samsiah Abdul-Hamid ◽  
Ibrahim Bashir
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Web 2.0 Technologies ◽  
Online Writing ◽  
Google Docs ◽  
Online Classrooms ◽  
Information And Communication

The emergent of the internet and the rapid development of information and communication technologies (ICT) envisaged a system capable of quickly transforming and modernizing the teaching and learning processes. The 21st century Web 2.0 technologies, such as Edmodo, Google docs, Zoho writer, Blogs, Wikis, and Facebook can be used in blended or virtually online learning classes, forums or courses. They play significant roles in promoting mutual interaction, collaborative platforms for communication and learning among people. This paper aims to give an overview of six major webs 2.0 technologies most capable of providing online writing in blended or virtual online classrooms. It was found that despite the enormous applications of Web 2.0 technologies in education, they are not formally enacted as part of the educational curriculum, though, they are widely considered as techniques that aid learning or used for social interaction purposes per se.

scholarly journals Post-COVID-19 Sustainable Architecture Design Studio

2021 ◽  
Vol 5 (1) ◽  
pp. 59-68
Author(s):  
Pattaranan Takkanon
Keyword(s):  
Teaching And Learning ◽  
Design Studio ◽  
Architecture Design ◽  
Sustainable Architecture ◽  
New Normal ◽  
Hospital Design ◽  
Online Classrooms ◽  
Computational Fluid Dynamics Cfd ◽  
Ventilation Strategies ◽  
The Impact

COVID-19 outbreak has set the beginning of new normal in many parts of the world. The impact of COVID-19 was recognized in all sectors, including higher education. Many new ways of teaching and learning are taking place. Despite lockdowns and social distancing that transformed on-site classrooms to online classrooms, architecture design studio programs should also adapt and respond to the COVID-19 pandemic as well as contribute to society by taking the real-world projects. The architectural program of the Department of Building Innovation, Faculty of Architecture, Kasetsart University in Bangkok took the initiative in designing studio project programs to acknowledge the new normal. The programs were assigned to 2nd-year Sustainable Architecture Design Studio during the 1st semester (July-November) of the academic year 2020. Physical distancing, passive design, especially ventilation strategies, were the focus. Means to prove design performance include calculation and Computational Fluid Dynamics (CFD) methods. The paper shows results of the post-COVID-19 eco canteen and 50-bed hospital design programs.

scholarly journals A comparison of online video conference platforms: Their contributions to education during COVID-19 pandemic

2021 ◽  
Vol 13 (4) ◽  
pp. 1180-1191
Author(s):  
Nadire Cavus ◽  
Daniel Sekyere-Asiedu
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Video Conference ◽  
Online Video ◽  
Advantages And Disadvantages ◽  
Daunting Task ◽  
Online Classrooms ◽  
E Learning ◽  
Screen Sharing

COVID-19 has brought dramatic changes into the ways our day-to-day activities are carried out in recent times. Education was also affected. Online education was adopted as means to administer teaching and learning. There are numerous online video conference platforms currently available to assist in education. Nevertheless, with these platforms are various features with their inherent advantages and disadvantages. Choosing the suitable ones to meet the need of users could be a daunting task. This study utilized a comparative research method to compare features; maximum participants meeting recording duration, security, chat/screen sharing, meeting duration, archive meeting, trial versions, account creation to use and mobility, of seven online video conference platforms; Google Meet, Microsoft Teams, GoToMeeting, Cisco WebEx Meetings, Zoom Meetings, ClickMeetings and BigBlueButton. This study would aid learners, instructors and educational institutions to choose from the numerus platforms, to suit the specific needs and usage during this pandemic period and beyond.   Keywords: Online video conference platform, online classrooms, online video conference platform, e-learning, Covid-19

Isu Pelaksanaan Komunikasi Bukan Lisan dalam Pengajaran Bahasa Arab Melalui Atas Talian

2019 ◽  
Vol 4 (2) ◽  
pp. 110-124
Author(s):  
Nor Azhan Norul’Azmi ◽  
Noor Shamshinar Zakaria
Keyword(s):  
Communication Skills ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Meta Analysis ◽  
Current Trend ◽  
Arabic Language ◽  
Technology Support ◽  
Teaching Process ◽  
Online Classrooms

Nonverbal communication skills (NVC) are the cornerstone of effective teaching and facilitation process among teachers. Due to the development of information technology and its influence on education practices, the implementation of this communication via online platform should be mastered by teachers as well. The discussion uses a meta-analysis approach by investigating previous studies to identify issues of NVC practice in online Arabic language teaching. The results showed that there are some issues of NVC practice in Arabic Language teaching and facilitating process via online platforms. The issue of NVC practice among teachers during teaching process in traditional or online classrooms still exists despite their knowledge in subject matter itself. Among them are the weaknesses in verbal communication practices as well as external factors such as the workload and technology support. The implications of this study suggest that teachers who teach traditionally need to first improve their weaknesses in their NVC skills as it will be harder in online teaching process. Teachers cannot avoid following the current trend of teaching and learning as the need for education is constantly changing when current technologies take place. Thus, infrastructure and technology need to be developed in tandem with excellent communication skills. ABSTRAK Kemahiran komunikasi bukan lisan (KBL) adalah tonggak kepada keberkesanan pengajaran dan pemudahcaraan guru. Oleh kerana pembangunan teknologi maklumat dan pengaruhnya terhadap amalan pendidikan, maka pelaksanaan komunikasi ini perlu dikuasai oleh guru secara atas talian. Penulisan ini menggunakan pendekatan meta analisis, iaitu dengan cara merujuk kajian lepas bagi mengenalpasti isu pelaksanaan KBL dalam pengajaran Bahasa Arab melalui atas talian. Hasil analisis menunjukkan terdapat isu pelaksanaan KBL dalam pengajaran dan pemudahcaraan (PdPc) Bahasa Arab melalui atas talian. Isu pelaksanaan KBL dalam kalangan guru ketika pelaksanaan PdPc dalam bilik darjah tradisional dan atas talian masih berlaku walaupun mereka mempunyai ilmu pengetahuan terhadap subjek Bahasa Arab. Antara isu yang dikenalpasti ialah kelemahan amalan komunikasi lisan dan juga faktor luaran seperti bebanan tugas yang dipikul oleh guru dan sokongan teknologi. Implikasi kajian ini menunjukkan bahawa guru yang mengajar secara tradisional perlu memperbaiki kelemahan dalam kemahiran KBL terlebih dahulu. Ini kerana ia akan menjadi bertambah sukar sekiranya proses PdPc dijalankan secara atas talian. Guru tidak dapat mengelak daripada mengikuti arus perubahan PdPc era baharu ini kerana desakan dan keperluan teknologi dalam pendidikan sentiasa berubah dari masa ke masa. Demikian, prasarana dan teknologi perlu dibangunkan seiring dengan kejituan dalam kemahiran komunikasi.

scholarly journals COVID-19 AS AN AGENT OF CHANGE IN TEACHING AND LEARNING STEM SUBJECTS

2020 ◽  
Vol 19 (6A) ◽  
pp. 1078-1091
Author(s):  
Chipo Makamure ◽  
Maria Tsakeni
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Instant Messaging ◽  
Structured Interviews ◽  
Face To Face ◽  
Online Classrooms ◽  
Mathematics And Science

The closing of schools due to Covid-19 has brought a dimension of uncertainty into STEM education. Despite the closing of schools due to the need to observe physical distancing, some schools have found ways to continue teaching and learning on virtual platforms enabled by increasingly pervasive fourth industrial revolution environments. In this study, the teaching of Ordinary level mathematics and science in pursuit of STEM education goals as enabled by the Internet of Things (IoT) in online classrooms was therefore, explored. Using an interpretive case study, relevant data were collected from two mathematics and three science teachers during semi-structured interviews. These participants communicated their experiences in transitioning from face-to-face to online classrooms as they worked to promote STEM education during the Covid-19 pandemic. The findings reveal teachers’ experiences of this transition and their selection of particular Web 2.0 tools to establish online classrooms. Notably, mobile instant messaging tools proved to be a popular option for being cheap, user-friendly, temporal, and multimodal. The findings also revealed that teachers struggled to adapt the hands-on activities to suit online teaching resulting in the use of teacher-centred approaches. Keywords: Covid-19, mathematics and science, online learning, STEM education, virtual platforms

Sign in / Sign up

Export Citation Format

Share Document