scholarly journals Sudden shift to online learning during the COVID-19 pandemic: the case of Arabic at Qatar University

2021 ◽  
pp. 155-166
Author(s):  
Abeer Heider
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching Practices ◽  
Native Speakers ◽  
Language Teaching ◽  
Education Sector ◽  
Language Pedagogy

The present chapter focuses on the immediate impact of the COVID-19 pandemic on the higher education sector, presenting the case of the Arabic for Non-Native Speakers Center (ANNS) at Qatar University. It evaluates what actions the center has undertaken to pledge its integrity to the cause of higher education throughout the pandemic and considers a sample of students’ responses to a survey about the approaches and strategies adopted when learning shifted online. In order to speak to the book project rationale, the questions herein addressed concentrate on what has changed in language teaching practices as a result of COVID-19; on which changes might become permanent changes and which are expected to return to their pre-pandemic conditions; on reconsidered language pedagogy and new educational purposes and on informational progress for remote teaching. The chapter also aims to identify a number of techniques to be researched further.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Corpus linguistics and its aplications in higher education

2010 ◽  
pp. 51 ◽  
Author(s):  
Miguel Fuster Márquez ◽  
Begoña Clavel Arroitia
Keyword(s):  
Higher Education ◽  
Corpus Linguistics ◽  
Teaching Practices ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Data Driven ◽  
Future Success ◽  
Different Types ◽  
Theoretical Linguistics ◽  
Relevant Factors

The aim of this paper is to review and analyse relevant factors related to the implementation of corpus linguistics (CL) in higher education. First we set out to describe underlying principles of CL and its developments in relation to theoretical linguistics and its applications in modern teaching practices. Then we attempt to establish how different types of corpora have contributed to the development of direct and indirect approaches in language teaching. We single out Data Driven Learning (DDL) due to its relevance in applied linguistics literature, and examine in detail advantages and drawbacks. Finally, we outline problems concerning the implementation of CL in the classroom since awareness of the limitations of CL is vital for its future success.

scholarly journals Five years of ELEUK conferences: a selection of short papers from 2019

2020 ◽  
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Language Teaching ◽  
Annual Conference ◽  
Student Agency ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
The United Kingdom ◽  
University Of Edinburgh ◽  
The University

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context.

A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education

2011 ◽  
Vol 35 (6) ◽  
pp. 29
Author(s):  
Diane Nagatomo
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Practices ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Japanese Higher Education ◽  
Teacher's Beliefs

Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。

scholarly journals Academetron, automaton, phantom: uncanny digital pedagogies

2010 ◽  
Author(s):  
Siǎn Bayne
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Cultural Studies ◽  
Educational Philosophy ◽  
Teaching Practices ◽  
Learning And Teaching ◽  
The Uncanny ◽  
Academic Practices ◽  
Digital Pedagogy ◽  
Digital Pedagogies

This paper explores the possibility of an uncanny digital pedagogy. Drawing on theories of the uncanny from psychoanalysis, cultural studies and educational philosophy, it considers how being online defamiliarises teaching, asking us to question and consider anew established academic practices and conventions. It touches on recent thinking on higher education as troublesome, anxiety-inducing and 'strange', viewing online learning and teaching practices through the lens of an uncanny which is productively disruptive in its challenging of the 'certainties' of place, body, time and text. Uncanny pedagogies are seen as a generative way of working with the new ontologies of the digital.

scholarly journals Getting Unstuck with Internationalization at Home: Seizing the Post-pandemic Moment

2021 ◽  
pp. 99-105
Author(s):  
Madeleine Green
Keyword(s):  
Higher Education ◽  
United States ◽  
Online Learning ◽  
The United States ◽  
Education Sector ◽  
Private Higher Education ◽  
Private Institutions ◽  
Tuition Revenue ◽  
Academic Calendar ◽  
Internationalization At Home

AbstractAs I write this essay in late May 2020, the higher education press is blanketed by debate about the enduring changes brought on by COVID-19. Some maintain that the pandemic has already triggered disruptive changes, such as the quick move to online learning and variations in the academic calendar. They speculate that these shifts will endure after the crisis passes. Others predict a shift in the landscape of higher education. In countries with a private higher education sector that is highly dependent on tuition revenue, a substantial number may close, and the resulting landscape will be dominated by stronger, richer institutions. One estimate is that 20% of private institutions in the United States will close (Wescott 2020).

Higher Education and Web 2.0

2019 ◽  
pp. 103-127
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Best Practices ◽  
Web 2.0 ◽  
Learning Environments ◽  
Learning Experience ◽  
Education Sector ◽  
Online Questionnaire ◽  
Online Learning Environments ◽  
E Learning

The abundance of evidence of Web 2.0's value in educational settings has provided both educators and researchers with prized information about the application of a panoply of technologies. The experience that this evidence portrays can be used to meaningfully direct teachers in their own ventures of Web 2.0 implementation. In online learning environments, any collaboration between the students must occur with the support of technology, so it is fundamental that technology functions as an enabler, maximizing the opportunities that online settings offer, and that students can tap into those technologies to enhance their learning experience. This chapter focuses on the implementation of Web 2.0 within higher education from the viewpoint of e-learning experts. It reports on the findings of on online questionnaire that examined both the barriers and the best practices of implementation and that was applied internationally among researchers and teachers in the higher education sector.

scholarly journals COVID-19’S IMPACT ON THE HIGHER EDUCATION SYSTEM IN JORDAN: ADVANTAGES, CHALLENGES, AND SUGGESTIONS

2020 ◽  
Vol 8 (4) ◽  
pp. 1418-1428
Author(s):  
Ahmad S Haider ◽  
Saleh Al-Salman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Education Sector ◽  
Assessment Tools ◽  
Public And Private ◽  
Higher Education System ◽  
Clear Vision ◽  
Data Collection Instrument ◽  
Teaching Learning ◽  
The Impact

Purpose of the study: The present study surveys the reactions of university-level faculty members in Jordan towards their experience with COVID-19's emergency online learning model. It primarily investigates the advantages of switching to online learning, challenges faced, and suggestions for improving the teaching-learning process. Methodology: The study is based on empirical data compiled from the responses of 432 instructors in six Jordanian public and private universities. The data collection instrument consists of a structured open-ended questionnaire, which comprises three constructs: challenges, advantages, and suggestions for improvement. Similar responses were combined in thematic categories and were calculated to obtain frequencies and percentages. Main Findings: Concerning the advantages, e-learning enabled instructors to use new effective teaching tools and acquire new skills. The challenges were mainly related to technology and the Internet, assessment, interaction, and lack of clear vision and regulations by policymakers. Instructors suggested providing better technical support; blending online with traditional learning; offering more training, and improving the assessment tools and designing new ones. Applications of this study: This study is useful for educational leaders and policymakers providing guidance and insights on how higher education institutions have responded to this global health emergency, and how they managed to meet the evolving needs of students and staff. Consequently, the higher education sector should be prepared to operate more efficiently and effectively for any future emergencies. Novelty/Originality of this study: While different studies have investigated the impact of COVID-19 on the education sector globally, little attention has been given to developing countries in the Middle East. To this end, the present study focuses on how COVID-19 has been effective in reshaping and revolutionizing the higher education paradigm in Jordan through highlighting the advantages, challenges, and subsequent suggestions for improvement.

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