Challenges Envisioned in Online Teaching on Outbreak of COVID -19

2020 ◽  
Vol 7 (12) ◽  
pp. 226-235
Author(s):  
Nandyal Panduranga Sobhana
Keyword(s):  
Instructional Strategies ◽  
Online Teaching ◽  
Quantitative Research ◽  
Research Study ◽  
Faculty Members ◽  
Classroom Teaching ◽  
Face To Face ◽  
Hands On ◽  
Blackboard System ◽  
The University

The outbreak of COVID -19 was unforeseen and it forced all the Saudi universities to close the campuses and launch online teaching. This paper focused on challenges envisioned in online teaching using Blackboard system. Analytical and descriptive methods of quantitative research was used to analyse and describe the challenges and perceptions of the faculty with regard to online teaching on blackboard, anticipating that the results would form a basis to improvise online teaching in post corona era. The sample of the study constituted 25 faculty members of the Department of English, Samtah University College, Jazan University. A closed and open-ended questionnaire was used to assess the challenges of the university faculty with regard to online teaching and online training program on blackboard. In online teaching, the faculty require digital skills, tools, and instructional strategies than in a conventional face-to-face classroom teaching. They should collaborate with each other working hands-on to integrate online teaching with instructional strategies and find effective ways to support the success of online students. It is important to note that students should be relieved from anxiety and ensured that they would actively engage themselves in online learning. Summing up this research study, the researcher has observed from the analysis of the faculty questionnaire, that the faculty were ready to accept the change from the conventional mode of teaching to modern day online teaching in the post corona era, assuming that technological issues involved are properly taken care of.

Flipping the Classroom in STEM Education

2021 ◽  
pp. 155-173
Author(s):  
Qunxing Ding ◽  
Haiyan Zhu
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Stem Education ◽  
Online Teaching ◽  
Classroom Teaching ◽  
Special Position ◽  
Face To Face ◽  
Hands On ◽  
Unique Approach ◽  
And Mathematics

STEM (science, technology, engineering, and mathematics) holds a special position in higher education, and data indicated that online teaching may increase the rate of dropout in STEM courses. Meanwhile, much higher percentage of STEM courses require hands-on experience that cannot be satisfied by online teaching and the virtual reality (VR) techniques. Flipping classroom provides a unique approach to utilize the components of online teaching and the advantage of traditional face-to-face classroom teaching. This chapter summarizes the development of flipping classroom and practical examples to explain the general principles to improve the design and conduction of flipping classroom, especially in STEM education.

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

scholarly journals Addressing the Needs of Academic Staff in Supporting Students with Mental Health Conditions in Online Programmes at a Distributed University

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Rachel Stephanie Erskine ◽  
Eilidh MacPhail
Keyword(s):  
Mental Health ◽  
Policy Development ◽  
Online Teaching ◽  
Academic Staff ◽  
Health Conditions ◽  
Teaching Staff ◽  
Face To Face ◽  
Mental Health Conditions ◽  
Time Of Application ◽  
The University

Professional experience prompted the initial discussions of the need to identify increased research and further support for academic staff in teaching online with students who have mental health conditions whether these are disclosed or not at the time of application to a distributed university. With the prevalence of mental health conditions increasing in the general population, it stands to reason that increasing numbers of students with mental health conditions are entering higher education. Studying online is different than being in a face-to-face environment and online teaching staff need to have additional skills to be able to individualise their teaching to cater for their students as well as be able to support those with mental health conditions. It is proposed that research among programme leaders, module leaders and personal academic tutors within the University of the Highlands & Islands is undertaken to contribute the academic perspective to supportive policy development within the University for this group of students.

scholarly journals Exploring Effective Practices in Managing Distance Learning for Teaching Art and Design in Bahrain

2021 ◽  
Vol 20 (6) ◽  
pp. 66-87
Author(s):  
Sama’a Al Hashimi
Keyword(s):  
Distance Learning ◽  
Focus Group ◽  
Online Teaching ◽  
Descriptive Analysis ◽  
Effective Practices ◽  
Art And Design ◽  
Hands On ◽  
Digital Environments ◽  
University Of Bahrain ◽  
The University

As universities move to virtual learning, the need to explore the most effective practices for remotely teaching art and design students became very critical. It is very important to examine the strategies universities are using to efficiently transfer skills and knowledge and meet the needs of students through an online learning environment. Art and design classes involve hands-on activities and requirements that cannot easily be met in digital environments. Therefore, the study aims to investigate the creative approaches that art and design educators adopted to transition to remote teaching. The study involved conducting an online focus group with eleven art and design educators at The University of Bahrain to investigate the experiences, perceptions, and the challenges they faced while teaching art and design remotely during the Covid-19 Pandemic. The focus group engaged the educators in a semi-structured discussion in order to gather qualitative data that would allow for a descriptive analysis of their online teaching experiences and the most effective approaches they implemented. Thus, the study is undertaken to determine the most effective practices that can be employed by educators to engage students and enhance the distance learning process in an art and design online environment. The findings suggested that the main challenges that are peculiar to art and design distance learning include difficulty in clearly seeing the value of the colors in a student’s artwork on screen and the unavailability of features that support art and design remote teaching in the currently available learning management systems.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals FACULTY SELF-STUDY RESEARCH PROJECT: EXAMINING THE ONLINE WORKLOAD

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Melody M. Thompson
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Faculty Members ◽  
Time On Task ◽  
Online Environment ◽  
Faculty Workload ◽  
Face To Face ◽  
Self Study ◽  
Penn State ◽  
Productive Time

Concerns about faculty workload in the online environment are a reported deterrent to participation in online teaching. To date, such concerns have been based primarily on anecdotal evidence rather than empirical research. This paper describes a project in which six faculty members teaching courses through the Penn State World Campus conducted studies of the comparative workload in the online environment. Results of the studies indicated that faculty workload for teaching these online courses, as measured by time on task, was comparable to or somewhat less than that for face-to-face courses. However, a differential “chunking” of productive time contributed in some cases to a perception of increased workload. The success of the project suggests it is a replicable model for investigating various elements of the faculty experience in the online environment.

scholarly journals Anatomy Teaching and Learning in Malaysia During the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 71-81
Author(s):  
Tg Fatimah Murniwati Tg Muda ◽  
Madihah Rushaidhi ◽  
Ker Woon Choy ◽  
Jagadeesh Dhamodharan ◽  
Norzana Abdul Ghafar ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Public Institutions ◽  
Faculty Members ◽  
Online Classes ◽  
Anatomy Education ◽  
Online Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Hands On ◽  
Anatomy Teaching

The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

scholarly journals STUDENTS’ LEARNING EXPERIENCE IN A WEB DESIGN COURSE USING FLIPPED CLASSROOM APPROACH IN HIGHER EDUCATION

2021 ◽  
Vol 6 (40) ◽  
pp. 193-206
Author(s):  
Usha Vellappan ◽  
Liyen Lim
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Web Design ◽  
Traditional Classroom ◽  
Face To Face ◽  
Class Time ◽  
Hands On ◽  
The University ◽  
Learning Institutions

The incorporation of information technology in education has benefitted learning institutions, instructors as well as students in coping with how knowledge can be transferred, absorbed, and used in the context of teaching and learning. The flipped classroom has been used to maximize the in-class time with discussions and critical thinking activities and leaves the learning to the students prior to the in-class sessions which were considered difficult to be implemented in a traditional classroom setting. The aim of this study is to explore students’ learning experiences with the implementation of flipped classroom approach. This study presents 96 business program students’ experiences of incorporating flipped classroom approach in a web designing course at the university level. Both quantitative and qualitative questionnaire was used to collect data for this study. The findings of the study showed that students responded positively to this approach. Students expressed that they are able to learn better and be more prepared to attend face-to-face classes. They appreciated that they were given the freedom to take charge of their individual learning. The hands-on nature of the course made flipped classroom favorable because students are able to apply their knowledge immediately by using the self-check questions after viewing the videos and progress to more complex applications during the in-class sessions. Students welcomed such an approach to be used in other hands-on or practical courses. However, there are still areas of concern and challenges for both students and instructors that need to be looked into when incorporating the flipped classroom model.

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