COVID-19-driven sudden shift to remote teaching: the case of the Languages for the Community Program at the Universidad Nacional del Litoral

Author(s):  
María del Valle Gastaldi ◽  
Elsa Grimaldi

The Languages for the Community Program (LCP), one of the units that make up the Language Center at Universidad Nacional del Litoral (UNL), Santa Fe, República Argentina, is an extension service provided to people 17 years of age and older that live in Santa Fe or in neighboring towns, and to UNL students wishing to take language courses other than those offered in their own study programs. Since 1999 when they started, these language courses have been taught in a traditional face-to-face modality. The purpose of this chapter is to describe the way in which the first term in 2020 had to suddenly shift to remote teaching and how this shift was devised, coordinated, delivered, and evaluated in response to the unexpected context provoked by the outbreak of COVID-19. The chapter also reports the changes implemented during the second term according to the results of a satisfaction survey administered to students. Collaborative work, previous expertise, and methodological principles allowed the staff at LCP to offer a quality educational response to this paradigm shift in foreign language teaching and learning.

Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.


2010 ◽  
Vol 2 (3) ◽  
pp. 26-38 ◽  
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.


2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Andi Muhammad Yauri ◽  
Abdul Rahim Haji Salam ◽  
Rohayah Kahar

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.


2017 ◽  
Vol 10 (10) ◽  
pp. 10 ◽  
Author(s):  
Jawaher Alsubaie ◽  
Ali Ashuraidah

Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms. Moreover, because the young learners today are digital native, integrating online learning tool with their learning is needed. This research was conducted to analyze students’ achievements by submitted tasks using both face-to-face setting for the pre individual and collaborative tasks, and online learning environment for the post individual and collaborative tasks. The participants in this study were a class of Arabic major from a college in Saudi Arabia. The research was searching for the differences between the students’ individual and collaborative work using Google Docs, and discerning the students’ perspectives toward collaborative work with Google Docs on English writing tasks. To explore the integration effectiveness; pre and post-questionnaires, pre and post written tasks, students’ portfolio, a customized rubric for test scores, and post interviews were conducted to test and analyze the outcomes. Results show significant increase in the students’ scores using Google Docs. Further, the results were consistent as that students perceived Google Docs as a useful tool for both individual and group work.


2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Ummi Syarah Ismail ◽  
Majdah Chulan ◽  
Nor Alifah Rosaidi ◽  
Nor Azriani Mohamad Nor ◽  
Noraini Ismail ◽  
...  

Online learning applications are an important medium in Arabic language education to replace face-to-face teaching and learning nowadays. Therefore, this study aims to identify the applications of students' interests in online learning and the factors that influence students' motivation in online learning for Arabic Language courses. This study used a quantitative study design using stratified random sampling. Data were collected using a questionnaire instrument and analyzed using IBM SPSS Statistics software. This questionnaire used the Likert Scale 5 measurement of Strongly Disagree, Disagree, Not Sure, Agree and Strongly Agree to identify the applications that students are interested in online learning and the factors that influence their motivation in online learning for Arabic language courses. The sample involved in the study was a total of 216 students who took Arabic language courses at Universiti Teknologi Mara Perlis. This study suggested that lecturers should use Google Meet, U-Future, WhatsApp, Telegram and Google Classroom applications in teaching Arabic. Meanwhile, the main factors that influenced the student’ motivation in online learning for Arabic language courses are the frequent use of online materials provided as well as the recorded lecture videos. Keywords: factors; students' motivation; online learning; Arabic language courses


Author(s):  
Victoria Kalogerou

The current pandemic experienced simultaneously worldwide has accelerated the demand for transitioning from traditional (face-to-face) education to its online equivalent. With the outbreak of COVID-19, the ubiquity of available online tools has become more apparent both for teaching and learning purposes but also for collaboration. Skepticism in relation to the use of online tools was quickly silenced not only due to the lockdown imposed by governments worldwide but also because of the major support these tools provide online, making themselves easy to use even to those who have traditionally objected to their effectiveness. Being part of this transformation of face-to-face classes and also someone with great experience in online teaching, the author explores in this chapter how this change has covertly affected students and teachers in tertiary education in relation to language classes. The study includes teachers of the languages and Literature Department and an international group of students, studying English for Academic Purposes at a private university in Nicosia, Cyprus.


2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.


2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  


IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.


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