scholarly journals Synchronous Display and Whiteboard-Like Freehand Writing App as Teaching Tool for Virtual Classroom amidst the Pandemic

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1308
Author(s):  
Daniel Lai ◽  
Lew Sook Ling ◽  
Ooi Shih Yin
Keyword(s):  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Measurement Model ◽  
Virtual Classroom ◽  
Interactive System ◽  
Self Assessment ◽  
Additional Approach ◽  
Reflective Measurement

Purpose: The research evaluates if teachers can achieve better teaching outcomes by using a proposed mobile interactive system (MIS) developed for this study as an additional approach to enhancing teachers’ proficiency in Technological Pedagogical and Content Knowledge (TPACK) in the virtual classroom.   Background: According to previous studies, teachers’ self-assessment on TPACK might be affected by their egos because they have autonomy over the students in the classroom. Some studies suggest that utilisation of an interactive whiteboard (IWB) promotes creativity in teaching and learning but that it is unsuitable for a virtual environment due to its large size and the high maintenance costs associated with owning one in a teacher’s residence. Besides, some studies also reveal that allowing the students to assess their teachers through TPACK  is able to reduce potential errors which might result from the TPACK self-assessment done by teachers.   Methods: Pre- and post- experiments were conducted with the developed MIS integrated into teaching process. Synchronous display (SD) and whiteboard-like freehand writing (WFW) were features of the MIS integrated into the experimental group. Questionnaires were distributed to the students, and a reflective measurement model was formed using SmartPLS and IBM SPSS Statistics.   Findings: Based on our findings, teachers’ Technological Content Knowledge had a significant positive effect on TPACK with the inclusion of MIS in online teaching. Predictive relevance was also evaluated through a Q2 value to predict the endogenous construct of the constructed model. The Q2 value was greater than zero, indicating that the model possesses a predictive relevance.   Conclusion: The integration of the developed MIS in the virtual classroom has a significant positive impact on the students’ academic performance relating to concept learning and knowledge acquisition of subject matter.

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

scholarly journals EFFECTIVENESS OF BLENDED LEARNING CLASSROOM IN COMPUTER SCIENCE TEACHING AND LEARNING

2020 ◽  
Vol 7 (10) ◽  
pp. 174-179
Author(s):  
R. Latha ◽  
Ramakrishnan
Keyword(s):  
Blended Learning ◽  
Computer Science ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Text Book ◽  
Teacher Students ◽  
Video Lesson

In recent trends teaching and learning become very interesting due to the innovative methods of teaching using many technologies and practical tools.  This study is dealing with new trends in education that can help one to become a modern teacher.  Students like the teaching of modern teachers because they can actively participate in the learning process.  E-content, Video Lessons and Online teaching and many other tools are used to present the subject innovatively and productively.  Blended learning classroom is the latest educational technique that is being adapted in modern classrooms to enhance the learning experience of the students.  The researcher is a Computer Science educator and she prepared a video lesson on "Working with Linux - Ubuntu" which is in Volume-I, Unit-I, Chapter 5 of XI Standard Computer Science text book in Tamil Nadu State Board Samacheer Kalvi new syllabus.  The conclusion of her study reveals that blended learning classroom has positive impact on XI Std pupil's academic fulfilment of Computer Science.

scholarly journals Transmedia Narratives of Social Intervention: Affecting Reflexiveness in the Communicative Phenomenon as a Key Competence in Education

2021 ◽  
Vol 5 ◽  
Author(s):  
Xiana Sotelo
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Positive Impact ◽  
Technological Pedagogical Content Knowledge ◽  
Social Intervention ◽  
Multimedia Technology ◽  
Cognitive Approach ◽  
Pedagogical Content

Highlighting the educational grounds of transmedia frameworks, this article acknowledges the positive impact of multimedia technology in cademic achievement and focuses on the examination of the reflexiveness in the communicative phenomenon as a key competence in education. In the search for a deeper understanding of the role that transmedia formats can play in both teaching and learning, the theoretical and conceptual ground for the analysis will follow the premises of the new field called TPCK (Technological Pedagogical Content Knowledge) and the well-known Seven Elements of Digital Storytelling. Moreover, a cognitive approach to narrative will be introduced to delineate the reflectiveness of the affection in linguistic and cognitive parameters.

Implementing Hybrid e-Learning on English as a Foreign Language (EFL) Pre-service Teacher of an Islamic College

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Andi Muhammad Yauri ◽  
Abdul Rahim Haji Salam ◽  
Rohayah Kahar
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Virtual Classroom ◽  
Online Classes ◽  
Self Assessment ◽  
Face To Face ◽  
Task Instructions ◽  
Significant Difference ◽  
E Learning

The implementation of hybrid e-learning in English as A Foreign Language course could perhaps be a promising approach for teaching and learning particularly within Islamic higher education. Hence, this paper attempts to explore the initiative effort of familiarizing hybrid e-learning among Islamic college students in a speaking course. This study took the duration of five months to complete. Instructions were delivered via both face-to-face and online learning: seven times for face-to-face classroom meetings and five times for online classes. Nicenet was used as a virtual classroom. Online rubric was made available for students’ self-assessment both in their mid-term test and final test. Eighty-five pre-service teachers took part in the study. They were asked to do online task instructions either independently or collaboratively with their course mates. Questionnaire and t-test were used to analyze the data. The study indicated that hybrid e-learning is applicable in the college. It promoted motivation and collaborative work for the students. In terms of test results, there was no significant difference in hybrid e-learning approach. The research suggests that the instructions and materials need to be adjusted in order to meet the learners’ need.

scholarly journals Engaging Students Online with Technology-Mediated Task-Based Language Teaching

2021 ◽  
Author(s):  
Surya Subrahmanyam Vellanki ◽  
Sasidhar Bandu
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Real Life ◽  
Virtual Classroom ◽  
Traditional Practices ◽  
Teaching Techniques ◽  
Online Learners ◽  
Online Teaching And Learning ◽  
Student Centered

The Covid-19 pandemic effected a sudden shift to online teaching, prompting teachers to implement many uncommon or even unusual teaching techniques in this unforeseen context. This precipitous move to online teaching has radically altered our teaching practices, where teachers have had to either completely do away with traditional practices or modify them in significant ways. One of the primary concerns of online teaching voiced by many teachers is to hold students’ interest and keep them engaged in the virtual classroom. Another challenge has been to make students interact with each other and the teacher. The authors of this paper believe that Task-Based Language Teaching (TBLT) addresses these concerns head-on. There are two reasons for this: first, its emphasis on real-life language through meaningful tasks; and second, it is student-centered. This paper provides a brief background of TBLT and technology-mediated TBLT. It will show how some coursebook materials could be used in TBLT to help online learners improve their language skills. The paper also outlines with examples how technology-mediated tasks could be deployed to encourage learners to use language in productive ways. Finally, the authors discuss some of the anticipated challenges concerning the application of TBLT in online teaching and learning contexts.

scholarly journals Engaging Students Online with Technology-Mediated Task-Based Language Teaching

2021 ◽  
pp. 107-126
Author(s):  
Surya Subrahmanyam Vellanki ◽  
Sasidhar Bandu
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Real Life ◽  
Virtual Classroom ◽  
Traditional Practices ◽  
Teaching Techniques ◽  
Online Learners ◽  
Online Teaching And Learning ◽  
Student Centered

The Covid-19 pandemic effected a sudden shift to online teaching, prompting teachers to implement many uncommon or even unusual teaching techniques in this unforeseen context. This precipitous move to online teaching has radically altered our teaching practices, where teachers have had to either completely do away with traditional practices or modify them in significant ways. One of the primary concerns of online teaching voiced by many teachers is to hold students’ interest and keep them engaged in the virtual classroom. Another challenge has been to make students interact with each other and the teacher. The authors of this paper believe that Task-Based Language Teaching (TBLT) addresses these concerns head-on. There are two reasons for this: first, its emphasis on real-life language through meaningful tasks; and second, it is student-centered. This paper provides a brief background of TBLT and technology-mediated TBLT. It will show how some coursebook materials could be used in TBLT to help online learners improve their language skills. The paper also outlines with examples how technology-mediated tasks could be deployed to encourage learners to use language in productive ways. Finally, the authors discuss some of the anticipated challenges concerning the application of TBLT in online teaching and learning contexts.

scholarly journals Pelatihan dan Pendampingan Digital Marketing bagi UMKM Jasa Laundry menuju UMKM Go Digital

2021 ◽  
Vol 2 (2) ◽  
pp. 60-72
Author(s):  
Army Justitia ◽  
Indah Werdiningsih ◽  
Faried Effendy ◽  
Taufik Taufik
Keyword(s):  
Social Media ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Digital Marketing ◽  
Service Project ◽  
Minimal Design ◽  
Use Of Social Media ◽  
Small Medium Enterprises ◽  
Medium Enterprises

The COVID-19 pandemic has had a significant impact on Micro Small Medium Enterprises (MSMEs), especially laundry services in Plosokandang, Tulungagung Regency. Their primary customers, college students, no longer use their services because of online teaching and learning. The use of social media digital marketing is one solution to promote products and services. Unfortunately, many MSMEs lack this skill. This community service project focuses on training and assisting MSMEs in designing digital marketing content and posting them on their official social media. Canva software was chosen as a tool for content creation because it is simple and quick to use, with minimal design capabilities. Canva offers ready-made templates, so users only need to add their own personal touches. Then, the content is shared on the official social media accounts (Instagram or Facebook Pages). Participants’ and partners’ knowledge and skills improved after following the training. The average increase in participant knowledge of Canva material is 18.62 points, while social media material is 10.79 points. These training and mentoring activities have a positive impact on skills and knowledge related to using Canva and social media for digital marketing. Another effect of digital marketing on social media is an increase in revenue turnover, customer numbers, customer reach, and market sectors.

scholarly journals A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic

2022 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Gladys Khoza Nomfundo
Keyword(s):  
Higher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Effective Pedagogy

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for better learning opportunities and creating distinct learning environments through the use of digital technology. The effectiveness of lesson delivery with technology integration is characterized as technological pedagogical content knowledge. It is a significant application in all aspects of learning that are necessary for the teaching and learning process. Consequently, this theoretical paper proposes a conceptual model for comprehending the link between effective pedagogy and technological pedagogical content knowledge, both of which result in students' academic performance in an online teaching and learning context. This theoretical paper recommends that Higher Education Institutions have fundamental technological infrastructure and equip educators and students with advanced technologies applicable to online teaching and learning platforms, which is consistent with an Online Collaborative Learning theory. Educators must also be able to effectively use digital technology systems to deliver online lessons. According to this model, Higher Education Institutions will benefit through providing students with essential technical skills that today's employers require and ensuring that universities around the world remain competitive.

scholarly journals Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

2021 ◽  
Vol 16 (06) ◽  
pp. 40
Author(s):  
Dimitrios Vlachopoulos ◽  
Agoritsa Makri
Keyword(s):  
Higher Education ◽  
Content Knowledge ◽  
Business Education ◽  
Online Teaching ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
The Core ◽  
The Past ◽  
Online Higher Education ◽  
Pedagogical Skills

Over the past few decades, education systems, especially in higher educa-tion, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of relat-ed concepts. This reconsideration aligns with the core of higher education re-forms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonis-tic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and explorato-ry nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching

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