scholarly journals Preliminary Study on Readiness to Teach Online Due to Covid-19 Pandemic among University Academician in Malaysia

2021 ◽  
Vol 11 (5) ◽  
pp. 212-219
Author(s):  
M. Amirul Mohamad Khairi ◽  
◽  
I. Faridah ◽  
H. Norsiah ◽  
M. A. Ahmad Zaki
Keyword(s):  
Online Teaching ◽  
Technical Skills ◽  
Traditional Classroom ◽  
Continuous Training ◽  
Teaching Mode ◽  
Live Video ◽  
Local Staff ◽  
Preliminary Study ◽  
And Behavior

The COVID-19 pandemic has prevented close engagement with students to avoid the spread of the virus. Hence, the transition from the traditional classroom methods to fully online teaching mode is essential. Academicians need to be equipped with the necessary devices and technical skills to conduct live video meetings (synchronous) and create recorded video (asynchronous). In this study, we have conducted a survey to assess the readiness of the academicians at the Center for Foundation Studies in Science, University of Malaya to teach online. 88 academicians participated in this study which consists of 68 local staff and 20 Japanese staff. The survey was conducted using Google Form, which focused on three main aspects of readiness. They were hardware readiness, software readiness and behavior (which include experiences, opinions, and expectation on online teaching). The results show that necessary equipment to conduct video meetings for lectures and tutorials such as webcam, microphone and should be provided. Continuous training should be provided to increase academicians’ competencies in using the applications used. We hope that this research will provide some insights on the current condition that our academicians are having, what is the problem that they are facing and to plan ahead.

Research on Online Scene Teaching Mode of Tobacco Picking Decision Tree Construction Process Integrating Deep Learning

2021 ◽  
Vol 7 (5) ◽  
pp. 3076-3086
Author(s):  
Zhang Shuili ◽  
Zhao Yi ◽  
Zheng Kexin ◽  
Zhang Jun ◽  
Zheng Fuchun
Keyword(s):  
Deep Learning ◽  
Decision Tree ◽  
Online Teaching ◽  
Information Gain ◽  
Teaching Evaluation ◽  
Teaching Process ◽  
Teaching Mode ◽  
Teaching Interaction ◽  
Tree Construction ◽  
Information And Communication

Objectives: In view of the characteristics of online teaching during the coronavirus pandemic and the importance of practical teaching in training students’ skills in the process of graduate education, this paper proposes an online scene teaching mode that takes projects as the carrier and integrates with deep learning. In order to meet the demand for information and communication engineering professionals in the big data context, the whole teaching process is divided into four stages: Topic selection, Teaching project setting, online teaching interaction and teaching evaluation. In the teaching process of Python Data Analysis Foundations, the project “establishment process of tobacco picking decision tree based on information gain” is taken as the teaching case. Prior knowledge and references are pushed through the cloud platform before class, and The scene of tobacco picking affected by the weather is set in the online classroom to guide students to seek solutions to problems, and the results are presented with graphics to assist students to summarize, and then reset the scene to promote knowledge transfer, so as to integrate deep learning into the teaching process, and modify the corresponding stages according to the teaching evaluation results. The content of the scene is gradually increased from easy to difficult, from simple to complex, and from least to most, gradually increasing the difficulty, which enhances students’ learning interest and sense of achievement. Meanwhile, students’ initiative to participate in curriculum research further strengthens the effectiveness of the course in serving scientific research, which has a certain value of popularization and application.

Summarizing Teaching Approaches in the Traditional Classroom and in the Virtual Environment

2012 ◽  
pp. 219-235
Author(s):  
Victor X. Wang
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Traditional Classroom ◽  
Learning Needs ◽  
Teaching Approaches ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment

Teachers in today’s information society are required to rethink their teaching approaches to accommodate the learning needs of children and adults, either in the traditional classroom settings or the virtual environment. Logically speaking, children require instructors to teach them by using the pedagogical methods. Likewise, adults require teachers to help them learn by using andragogical approaches such as facilitation methods. When it comes to teaching children or helping adults learn in the online teaching and learning environment, it is the epistemological positions of the teachers that predetermine their instructional methods. In this chapter, the author compared and contrasted those pedagogical teaching methods with those andragogical approaches.

Online Knowledge Dictator or Learning Facilitator

2012 ◽  
pp. 191-200
Author(s):  
Victor X. Wang
Keyword(s):  
Online Teaching ◽  
Traditional Classroom ◽  
Cultural Backgrounds ◽  
Teaching Learning ◽  
Compare And Contrast ◽  
Made In

While online knowledge dictators are determined by certain teaching/learning situations, Rogers’ (1969) five well-accepted hypotheses suggest that teachers be learning facilitators to focus on what is happening in the learners. To help teachers become learning facilitators, this chapter specifies what exactly teachers can do in both the traditional classroom and online teaching/learning settings. The chapter also examines what other factors may contribute to this dichotomy of online knowledge dictators and learning facilitators. To compare and contrast this dichotomy, cultural backgrounds in relation to learning are also discussed to increase the readers’ background in order to better understand the argument made in this chapter.

Transitioning from a Traditional Classroom to the Online Environment

2011 ◽  
pp. 126-134
Author(s):  
Barbara Wilmes ◽  
Stephanie Huffman ◽  
Wendy Rickman
Keyword(s):  
Simple Model ◽  
Online Teaching ◽  
Transition Period ◽  
Traditional Classroom ◽  
Planning Model ◽  
Technology Planning ◽  
The Subject ◽  
Technology Strategies ◽  
Faculty And Administrators ◽  
Student Instructor

This chapter will focus on how faculty can effectively determine their technological needs as they move from the traditional classroom to an online teaching environment through strategic planning. SIMPLE is a technology planning model, which can be used by faculty and administrators to stair-step themselves through this transition period. SIMPLE is an acronym representing six areas which should be addressed when developing and implementing technology strategies – 1) student/instructor assessment, 2) inventory, 3) measurement, 4) planning, 5) leadership, and 6) evaluation. These six components represent common threads throughout the literature on the subject of technology planning, which were utilized to develop the SIMPLE model, and can be easily utilized to guide faculty.

Education During the Pandemic

2021 ◽  
pp. 209-224
Author(s):  
Manju Lata ◽  
Anu Gupta
Keyword(s):  
Comparative Analysis ◽  
Learning Process ◽  
Online Teaching ◽  
Learning Processes ◽  
Traditional Classroom ◽  
Integrative Approach ◽  
Educational Activities ◽  
Modern Methods ◽  
Teaching Learning ◽  
The Impact

The lockdown situation has hampered the learning processes to a large extent across the globe. Many educational institutes promptly adapted to the situation and moved towards online learning, and many found constraints in this sudden migration. The purpose of the chapter is to identify the impact of a pandemic on the ongoing educational activities and how these activities were carried out with the help of technology-based solutions. A comparative analysis of the traditional and modern methods of teaching-learning has been carried out to check their suitability during the pandemic time. The significance of this chapter is to describe an integrative approach of continuing online teaching-learning activities throughout the lockdown time by establishing the connection between the online teaching-learning process and the traditional classroom-based methods. The challenges offered by the online environment have been outlined from the perspective of both the educational institutes and the learners.

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