scholarly journals ONLINE TEACHING AND GRADING DURING THE COVID-19 PANDEMIC – ATTITUDES OF CROATIAN STUDENTS

2021 ◽  
Vol 12 (2) ◽  
pp. 399-411
Author(s):  
Maja Ružić-Baf ◽  
Sandra Kadum ◽  
Katarina Kvaranta
Keyword(s):  
Online Teaching ◽  
Learning Goals ◽  
Materials Processing ◽  
Survey Questionnaire ◽  
Online Classes ◽  
Learning And Teaching ◽  
Independent Variables ◽  
Dependent Variables ◽  
Teachers And Students ◽  
The Republic

Aim. Extraordinary circumstances of the COVID-19 pandemic have led to new ways of learning and teaching, with students and teachers facing many challenges. The aim of the research was to examine attitudes and to determine the impressions and experiences of respondents regarding online teaching as well as to investigate and evaluate learning goals with regard to the SARS-COV-2 virus pandemic. Methods. The research was conducted in the Republic of Croatia on a sample of 1533 university students. A survey questionnaire designed specifically for the purposes of this research was used.Consisted of three independent variables and ten dependent variables related to online teaching. Results. The data obtained show that in online teaching, the respondents mostly used programs such as Zoom, Microsoft Teams and Merlin, while the least of them used Skype. Regarding testing and assessment, i.e. the grading of success in online teaching, respondents stated that teachers had mostly used colloquia (20.6%) and written exams (19.8%) for grading, while live exams had been used the least. The largest number of research participants, 61.9% of them, expressed the opinion that the criteria and grading procedures were clear and published before individual teaching units Conclusion. Faculties should design different syllabuses for conducting online classes. Centres should be provided/established with the task of collecting digital teaching materials, processing, and storing them, and making them available to teachers and students.

scholarly journals A study on the effectiveness of online teaching in pharmacy education from teacher and student perspectives during the COVID-19 pandemic

2021 ◽  
pp. 297-301
Author(s):  
Dibya Sundar Panda ◽  
Mohammed Gamal ◽  
Ameeduzzafar Zafar ◽  
Della Grace Thomas Parambi ◽  
Aswini Kumar Senapati ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Pharmacy Education ◽  
Formative Assessments ◽  
Online Classes ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teaching Aid ◽  
Teachers And Students ◽  
Traditional Classroom Teaching

Introduction: Technology is a proven teaching aid, and online teaching has facilitated teaching across borders; however although technology has been proved to be an effective teaching aid, it cannot replace a teacher. There are many reports that discuss the constraints of only using online classes, as a result the use of both online and face to face classes has been advocated. The COVID-19 pandemic, however, has forced teachers and lecturers to rely solely on online classes. Methods: The authors conducted a survey among the teachers and students of selected schools in India and in the Kingdom of Saudi Arabia to assess their experiences of the effectiveness of online teaching over traditional classroom teaching; the possible ways to improve the teaching and learning experiences; and to find innovative ways and means that can make online teaching more effective. The responses were then represented as percentages, and statistical analysis was conducted to find the degree of agreement. Conclusion: Some degree of agreement regarding focus in lectures, interactions and summative online assessments was found between students and faculties. Internet speed and technical issues were revealed to be the main constraints of this format, whereas flexibility, availability of content for revision, and fewer distractions were the positive features. The majority of the students and faculty felt that online teaching could not replace traditional face-to-face teaching. The use of animated and video content would help students’ understanding and retention of topics. Frequent summative and formative assessments are vital to draw attention, help with retention and address the issues relating to learning and teaching.

Samo(procena) nastavnika o kvalitetu onlajn nastave tokom pandemije kovid-19

2021 ◽  
Author(s):  
Jelena Maksimović ◽  
◽  
Nedeljko Milanović ◽  
Jelena Osmanović Zajić ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Emergency Situation ◽  
Communication Technologies ◽  
Educational Work ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Republic ◽  
Teachers Attitudes

The COVID-19 virus pandemic also had a significant impact on the educational system. This article presents the results of a research aimed at examining teachers' attitudes about the quality of online teaching during the COVID-19 virus pandemic. A descriptive research method and survey technique were applied. The sample included 274 teachers from the territory of the Republic of Serbia. The presented results indicate that the largest number of teachers with online teaching met for the first time during the pandemic and that until then they had no experience with distance learning. The platforms most often used by teachers in working with students are: Google Classroom, Zoom, Edmodo, Google Meet and Microsoft Teams. Also, a large number of teachers answered that they will partially apply online teaching after the pandemic, emphasizing that contact teaching is irreplaceable and of much higher quality, because students are more engaged, prepared and committed to school obligations. Looking at it objectively, teachers most often rated the quality of online teaching during the pandemic as average, more precisely with a grade of three. Online teaching during the pandemic required great dedication and teacher engagement, as well as good management of information and communication technologies and developed digital competencies of both teachers and students. The realization of online teaching was a challenge for teachers, but also the only possibility and solution to continue and actively carry out educational work during the pandemic and emergency situation.

scholarly journals COVID-19 and Online Education in Iran’s Universities of Medical Sciences: A Narrative Review

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Meisam Dastani
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Clinical Training ◽  
Narrative Review ◽  
Online Classes ◽  
Medical Sciences ◽  
Teachers And Students ◽  
E Learning ◽  
Education Support ◽  
Simulation Systems

Context: With the outbreak of COVID-19 pandemic and the rapid growth of online education, Iranian universities of medical sciences began to hold online classes for students. Accordingly, the present study aimed to examine different aspects of online education in medical universities during the COVID-19 pandemic. Methods: This narrative review study was to review studies on online education during the COVID-19 pandemic in Iran’s universities of medical sciences. To this end, the PubMed and Sciencedirect databases as well as the Google Scholar scientific search engine were searched on April 20, 2021 using the following keywords: ‘online education,’ ‘virtual education,’ ‘virtual learning,’ ‘e-learning,’ ‘COVID-19,’ and ‘Iran’. Results: The present findings revealed Navid, Adobe Connect, and SkyRoom platforms as the most popular online teaching tools in Iran’s universities of medical sciences during the COVID-19 pandemic. The main challenges in online education in Iranian universities of medical sciences was students’ non-equal accessibility to appropriate hardware, software, and communication tools, students and professors’ insufficient knowledge and unfamiliarity with information technology tools and e-learning, lack of proper interactions between professors and students, and the lack of a suitable platform for practical clinical training and internships. Conclusions: Educational simulation systems and online education support systems are useful in teaching clinical, practical, and internship courses to students and promoting interactions between teachers and students.

scholarly journals Succeeding Alone and Together - University Students’ Perceptions of Caring Online Teaching

2017 ◽  
Vol 7 (2) ◽  
pp. 48 ◽  
Author(s):  
Satu Uusiautti ◽  
Kaarina Määttä ◽  
Eliisa Leskisenoja
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Social Process ◽  
Learning And Teaching ◽  
Teaching And Learning Environment ◽  
New Information ◽  
New Learning Environments ◽  
Teachers And Students ◽  
Information Skills ◽  
Positive Experiences

Studying and learning means adaptation of new information, skills, and values. Students’ previous knowledge and experiences direct their studies, and in the best case, these experiences are positive. Learning is always a social process, too. How do new learning environments at universities influence students’ individuality and communality? Are students left alone and to work just with their computers? What kinds of experiences do students have of online teaching? In this study, these questions were asked from students studying at a Finnish university. Based on their perceptions, four features of an ideal online teaching and learning environment were found. Online solutions, when based on caring teaching, can provide new positive experiences of learning and teaching to teachers and students.

scholarly journals Business Trust and Communication as Predictors of Business Growth

2021 ◽  
Vol 18 ◽  
pp. 1512-1522
Author(s):  
Stavros Kalogiannidis
Keyword(s):  
Online Survey ◽  
Positive Relationship ◽  
Rank Correlation ◽  
Business Communication ◽  
Survey Questionnaire ◽  
Growth Data ◽  
Business Growth ◽  
Independent Variables ◽  
Dependent Variables ◽  
The Relationship

Increased globalization and competition in most industries has greatly changed the execution of different duties and responsibilities most especially the flow of communication in businesses. This has further affected the level of trust in most businesses most especially among the employees and between the business and customers. The main objective of the study was to investigate the effect if business communication and business trust on business growth. Data was collected using an online survey questionnaire from 100 employees of Intrasoft International in Greece. Data collected was analyzed using SPSS and Pearson’s rank correlation coefficient was based on to establish the relationship between variables. The level top which the independent variables predict the dependent variables was established using regression analysis. The study established a positive relationship between business communication and business. A significant and positive relationship was also confirmed between business trust and business growth.

scholarly journals Enquiry into the Online Class Intervention during COVID-19 Pandemic: A Case at Shari Higher Secondary School, Paro, Bhutan

2020 ◽  
pp. 155-162
Author(s):  
Bak Bir Rai
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Online Teaching ◽  
School Closure ◽  
Online Classes ◽  
Teachers And Students ◽  
The Status ◽  
Effective Delivery ◽  
Students Attitudes ◽  
Teaching Learning

This paper is a first attempt to study the challenges of online teaching, learning and assessment for teachers and students during the COVID-19 school closure, at Shari Higher Secondary School, Paro. The intervention was on the adoption of online learning as a response to COVID-19, mode of learning presumed as alternative-that need reconsideration and redressing students’ attitudes to this mode of learning. The study was a mixed method approach (both qualitative and quantitative) in nature and used purposive sampling. Data were collected from the students who were actively participating in online classes and all the teachers. The quantitative data was collected using the survey questionnaires as tool to understand the status of online learning in the school. The qualitative study encapsulated the teachers and students perceptions towards the online teaching learning in the school and was collected through open ended questions. Responses from the survey were analyzed using SPSS- descriptive and correlation. The study revealed that for an effective delivery of online teaching, learning and assessment, the mode of instruction needs to be altered, prioritized curriculum needs to be adopted, teachers need to make adjustments in teaching strategies, and students have to be more responsible.

scholarly journals Online Learning and Teaching Experiences During the COVID-19 Pandemic: A Case Study of Bangladeshi Students Receiving China’s Higher Education

2020 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Juan Dong
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Chinese Teachers ◽  
Structured Interviews ◽  
Online Classroom ◽  
Learning And Teaching ◽  
Online Interactions ◽  
Teachers And Students ◽  
Time Gap

While facing the COVID-19 pandemic attack worldwide, international students are forced to turn to online instruction for academic study. Based on a longitudinal ethnography with a cohort of Bangladeshi students who study in English-medium degree program at software engineering, this study reveals a series of challenges confronting both Chinese teachers and Bangladeshi students for their online interactions. Data were collected through online classroom observation, semi-structured interviews, audio-recording and online interactions. From the perspective of Chinese teachers, they lacked of control on their students’ class participation given the poor network infrastructure in Bangladesh and the time gap between China and Bangladesh; in terms of Bangladeshi students, they felt frustrated in access to Chinese-mediated online teaching applications due to their insufficient Chinese proficiency; their inaccessibility to operate their subject learning also made the online learning tedious. Based on the findings, the study offers several suggestions to respond to teachers and students’ difficulties and challenges in online lessons and sheds some lights on improving online education.

Community participation for rural poverty alleviation: A case of the Iban community in Malaysia

2017 ◽  
Vol 61 (4) ◽  
pp. 518-536 ◽  
Author(s):  
Kwok Chin Hoe ◽  
Haris Abd Wahab ◽  
Siti Hajar Abu Bakar ◽  
M Rezaul Islam
Keyword(s):  
Community Participation ◽  
Poverty Alleviation ◽  
Rural Poverty ◽  
Influential Factors ◽  
Survey Questionnaire ◽  
Policy Makers ◽  
Important Indicator ◽  
Independent Variables ◽  
Dependent Variables ◽  
Implementation Level

This study aimed to uncover the influential factors of community participation in a rural poverty alleviation programme in Malaysia. A quantitative approach was used, and data were collected through a self-administered survey questionnaire from 260 respondents of the Iban community in Malaysia. The study considered 22 influential factors (18 as independent variables and 4 as dependent variables) to measure the level of community participation in decision-making, implementation, benefits sharing and evaluation. The study explored how these influential factors interacted with participation in a rural poverty alleviation programme. The results found a diversity of interacting factors within the forms of participation at the implementation level. The article contributes a dynamic and multi-dimensional understanding of how influential factors shape community participation processes. The findings are an important indicator to policy-makers and development practitioners.

scholarly journals Students’ feedback on exclusive 6-months online teaching during COVID-19 lockdown: a cross-sectional survey

2021 ◽  
Vol 9 (2) ◽  
pp. 655
Author(s):  
Ajeet Kumar Khilnani ◽  
Rekha Thaddanee ◽  
Gurudas Khilnani
Keyword(s):  
Human Activities ◽  
Online Teaching ◽  
Learning Activity ◽  
Online Classes ◽  
Cross Sectional Survey ◽  
Main Mode ◽  
Cross Sectional ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Medical Teachers

The corona virus pandemic has disrupted the human activities all across the globe and teaching-learning activity is no exception. In India, the nation-wide lockdown was announced in late March, and since then the main mode of undergraduate (UG) medical teaching has been through online classes. This is an unprecedented situation, both for medical teachers and students. Our institute initiated online classes for UG students from as early as mid-March, 2020. It has been more than 6 months of exclusive online teaching now and it was imperative to get overall feedback from students regarding its impact on their learning. It would provide useful inputs regarding utility, efficacy and opportunities to improvise further.

scholarly journals Reframing the effectiveness of feedback in improving teaching and learning achievement

2020 ◽  
Vol 9 (4) ◽  
pp. 1055
Author(s):  
Anne Malar Selvaraj ◽  
Hazita Azman
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Learning Goals ◽  
Learning And Teaching ◽  
Assessment Study ◽  
Teaching Technique ◽  
Teachers And Students ◽  
Future Learning ◽  
Improving Teaching And Learning

Student feedback is established as an imperative learning and teaching technique, but feedback from students is less likely. The potential of feedback to boost learning outcomes refers to scholarly writing and is considered together as one of the most impressive methods for enhancing the success of students. In education, there is, nevertheless a lack of clarification about what feedback means and far less clarification on how one should interpret it. Feedback guides students to learn and supports them in order to achieve the aim of the lesson. The goal of this paper is to discuss teacherwritten reviews and obstacles to student feedback in order to recognise the usefulness of feedback in the education domain. Feedback from students illustrates the comprehensions, boundaries and features that knowledge should be compiled and employed to establish work or learning approach. The assessment study renders the appropriate feedback, and, in this manner, the students learn how to accomplish their learning goals. While feedback is not exclusively evaluated, these are the essential ingredients of making evaluation a mechanism for teachers’ and students’ future learning.

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