Face-to-face and distance teaching and learning in higher education: Lessons from the preparation of professional musicians

2014 ◽  
Vol 7 (2) ◽  
pp. 181-197 ◽  
Author(s):  
Estelle R. Jorgensen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Professional Musicians ◽  
Face To Face

Education in Emergencies, Inequities, and the Digital Divide

2021 ◽  
pp. 529-553
Author(s):  
M. Mahruf C. Shohel ◽  
Md. Ashrafuzzaman ◽  
Muhammad Shajjad Ahsan ◽  
Arif Mahmud ◽  
Atm Shafiul Alam
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Teaching And Learning ◽  
Educational Inequality ◽  
Distance Teaching ◽  
Face To Face ◽  
Short Period ◽  
The World ◽  
Teachers And Students ◽  
Online Distance

The COVID-19 pandemic upended the daily life of every individual throughout the world and has had an impact on every sphere of life. However, its impact on education, especially higher education, is profound. This chapter is based on a recent study, which explored teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. The chapter focuses on how switching from face-to-face to online distance teaching and learning within a short period of time has created educational inequality and the digital divide among teachers and students in higher education in Bangladesh. Based on the findings from the recent surveys (teachers' and students' perspectives), this chapter provides recommendations for the stakeholders to support teachers and students during the emergency remote teaching and learning. It also shows how different strategies could minimize educational inequality and the digital divide during the time of crisis and how the COVID-19 pandemic lockdown impacted on the transition and transformation of teaching and learning in Bangladesh.

scholarly journals 10 simple rules for supporting a temporary online pivot in higher education

2020 ◽  
Author(s):  
Emily Nordmann ◽  
Chiara Horlin ◽  
Jacqui Hutchison ◽  
Jo-Anne Murray ◽  
Louise Robson ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Basic Principles ◽  
Face To Face ◽  
Starting Point ◽  
The World ◽  
Simple Rules ◽  
Contingency Plans ◽  
Academic Year

As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programmes fully-online for at least part of the upcoming academic year for new and continuing cohorts This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, programme, and course will have its own myriad of individualised needs , however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the Pivot? No ‘one size fits all’ solution exists and many of the choices that need to be made will be far from simple, however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis.

scholarly journals When online learning is a must: a case study of emergency remote teaching in higher education

2021 ◽  
Author(s):  
Ingrid Noguera ◽  
Paloma Valdivia
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Digital Competence ◽  
Innovative Teaching ◽  
Health Crisis ◽  
Face To Face ◽  
Online Pedagogies ◽  
Faculty Of Education

The health crisis caused by COVID-19 has urged face-to-face universities to adapt to the distance-teaching mode. This research seeks to analyse teaching and learning strategies and experiences during the confinement period in the context of the Faculty of Education of the Universitat Autònoma de Barcelona (N=29 teachers, 227 students). The results reveal that design of the course has reproduced face-to-face practices tending towards content-based learning. Lecturers have experienced difficulties deriving from a lack of digital competence and literacy in online pedagogies and students with reference to the paradigm shift that affect their role and tasks. In conclusion, there are pedagogical and technological changes that are here to stay and that the future of higher education will be hybrid. Teachers are predisposed to continue learning about the use of digital technologies and innovative teaching methods while there is a need to incorporate such competences into educators’ educational programmes.

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

scholarly journals Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria

2006 ◽  
Vol 7 (1) ◽  
Author(s):  
David Olugbenga Ojo ◽  
Felix Kayode Olakulehin
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Single Mode ◽  
Learning System ◽  
Distance Teaching ◽  
African Region ◽  
Attitudes And Perceptions ◽  
The Face ◽  
Open And Distance Learning

In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This 'single mode' of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers' Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students' Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education.

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