Sustaining Active Learning in Virtual Classroom

2020 ◽  
Vol 42 (3) ◽  
pp. 6-7
Author(s):  
Fun Man Fung ◽  
Wei Heng Chng ◽  
Hui Ru Tan ◽  
Magdeline Tao Tao Ng
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Active Learning ◽  
Real Time ◽  
Virtual Classroom ◽  
Online Classes ◽  
Tertiary Institution ◽  
Online Class ◽  
Face To Face ◽  
Lesson Content

AbstractConsidering the SARS-CoV-2 outbreak and the suspension of many physical face-to-face (F2F) lessons due to the #StayHome measures, many educators have been mandated by schools and institutions to put their teachings online. Many are asking: “How do I lead my online class without losing student engagement?” and “How do I know if my students are understanding the lesson content in real-time?” [1] Despite the unprecedented disruptions to mankind, we need not be paralysed by the COVID-19 situations that besiege us as tertiary institution academics. Being educators, we should embrace this tumultuous crisis as an avenue to blaze a trail in online learning. As the coronavirus threat continues to crescendo, we have found glimmers of hope in some success to sustain active learning in our online classes. 

Social Presence and Student Engagement in Online Learning

2018 ◽  
pp. 1228-1237
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

scholarly journals A Phenomenological Study on Students’ Experiences in Learning Physics in an Online Class

2021 ◽  
Author(s):  
Justine C. Mercado
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Phenomenological Study ◽  
Virtual Classroom ◽  
The Philippines ◽  
Tertiary Institutions ◽  
Online Class ◽  
Face To Face ◽  
Learning Management ◽  
Phenomenological Research Design

Abstract Online learning keeps on growing and being explored in this time of the pandemic. Most of the tertiary institutions here in the Philippines have shifted from face-to-face to online instructions in all courses, especially in physics subjects. The conduct of physics classes through virtual classroom has its advantages and presents some challenges that why it is important to understand the perspective and experiences of students. This study aims to describe the experiences of students in learning physics in a virtual classroom, specifically their experiences in preparation, learning management, and opportunities and the challenges they have encountered. This study used a descriptive phenomenological research design to explore the lived experiences of BSED Science students who have taken physics subjects in an online class which is chosen purposively. There are four themes that emerged in this study Technological Preparations, Self-Preparations, Challenges in Online Learning, and Learning Management and Opportunities. It was realized in this study that students are prepared to take online classes in both technological and personal aspects. Despite their preparations, they have encountered challenges such as network issues, time constraints, and distractions in the learning environment at home. However, students were optimistic, so, they have seen opportunities in these challenges to improve their technological skills, time management, and maximize online resources for a better understanding of physics concepts.

Social Presence and Student Engagement in Online Learning

2014 ◽  
pp. 244-252
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

Social Presence and Student Engagement in Online Learning

2018 ◽  
pp. 1353-1362
Author(s):  
Luka Ngoyi ◽  
L. J. Sandy Malapile
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Learning Process ◽  
Social Activities ◽  
Online Classes ◽  
Technological Support ◽  
Face To Face ◽  
Learning Practices

Effective online learning practices should incorporate an active social presence that provides space and technological support for students and instructors to engage in social activities, which are an integral part of the learning process. The focus of this chapter is the description of social presence, the forms in which it occurs, and how social presence enhances student engagement in the learning process, whether online or face-to-face. Based on various studies related to this topic, the authors argue that social presence has a significant impact on student engagement, especially in online classes. Finally, this chapter examines how social presence affects student engagement and offers various strategies for instructors to enhance social presence and student engagement in online learning.

Attitudes of Thai English Learners towards Online Learning of Speaking

2021 ◽  
Author(s):  
Irish Chan Sioson
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Online Learning Environment ◽  
Online Classes ◽  
Face To Face ◽  
Positive Feeling ◽  
Internet Connection ◽  
Southern Thailand ◽  
Thai English ◽  
Level Of Agreement

ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was developed to collect data. It consisted of a 5- point Likert scale asking for the students' level of agreement with statements and open-ended questions. The results show that the teacher being perceived as supportive and the students having a positive feeling when they had a stable Internet connection were the two areas that had the highest mean scores. On the other hand, being given enough opportunities to interact with classmates and preferring to participate in discussions using video (with microphone and video on) had the lowest mean scores. Moreover, the learners’ comments provided insights into their attitudes toward online learning in terms of preferences and challenges. Implications for teaching are then drawn from the results. KEYWORDS: attitudes, online learning, speaking

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

scholarly journals Developing Online Materials for Tour Guides

2018 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Sinta Dewi Ratnawati
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Development Process ◽  
Language Teaching ◽  
Teaching Approach ◽  
Online Classes ◽  
Material Development ◽  
Tour Guides ◽  
Goals And Objectives ◽  
Selection Of

This English for Specific/Occupational Purpose (ESP/EOP) program was meant to answer the needs of the Indonesian migrant labourers to improve their English for future employment as tour guides. The objectives of this research were to identify the contents that should be in the materials, to investigate the students’ response about the later developed materials, and to study the lacks in the program. The material development process underwent the 7 stages of material development proposed by Nation and Macalister (2010), consisted of analysing the environment and the needs, following principles, setting goals and objectives, choosing contents and sequence, finding the format and presentation, monitoring and assessing, and evaluating the course. However, since it is online learning, the stages had to be combined with the stages specifically for online materials proposed by Hartoyo (2012). Thus, the content and sequence choosing stage consisted of the selection of the types of program, materials, software and tasks. The materials consisted of 2 parts which were the tutorials and the lessons. Using the Task-Based Language Teaching approach (Nunan, 2004), the materials were developed and implemented combined with real time online classes. The students’ responses after the implementation were generally positive, although some improvements were still needed.   Keywords: English for specific purpose (ESP), English for occupational purpose (EOP), material development, online learning, English for tour guides, Task-Based Language Teaching (TBLT)

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