scholarly journals Estado da Questão sobre a Experimentação no Contexto Online: o que Dizem os Eventos da Área do Ensino de Física?

EAD em FOCO ◽  
2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Daiane Rattmann Magalhães Pirez ◽  
Anahy Arrieche Fazio ◽  
Franciele Pires Ruas ◽  
Rafaele Rodrigues de Araujo
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
The State ◽  
Physics Teaching ◽  
Physics Teachers ◽  
Face To Face ◽  
Face Experiment ◽  
The Creation

The research aimed to understand the State of the Question of experimentation in Physics in the online context through events organized by the Brazilian Physics Society and by the Brazilian Association for Distance Education. For this, we analyzed 40 articles through two categories: “Didactic tool: the potentials and limits that cross the use of the virtual and face-to-face experiment in the teaching of Physics” and “Online teaching spaces and strategies in the training of physics teachers”. We concluded that the integration between virtual and real resources is the realm of face-to-face, distance or hybrid modalities, constitutes as a way for the classes to become more interactive, leaving the teacher to use them in the creation of activities that expand collaborative actions in the classroom. Keywords: Experimentation. Online teaching. State of the question. Physics teaching. Resumo. A pesquisa buscou compreender o Estado da Questão sobre a experimentação em Física no contexto online através de eventos organizados pela Sociedade Brasileira de Física e Associação Brasileira de Educação a Distância. Para isso, analisamos 40 artigos por meio de duas categorias: “Ferramenta didática: as potencialidades e os limites que atravessam o uso do experimento virtual e presencial no ensino de Física” e “Espaços e estratégias didáticas online na formação de professores de Física”. Significamos que a integração entre recursos virtuais e reais no âmbito da modalidade presencial, a distância ou híbrida, constitui-se como um caminho para que as aulas se tornem mais interativas, cabendo ao professor utilizá-las na criação de atividades que ampliem as ações colaborativas em sala de aula. Palavras-chave: Experimentação. Ensino online. Estado da questão. Ensino de física.  

scholarly journals Perceived Best Practices for Faculty Training in Distance Education

2014 ◽  
Vol 5 (1) ◽  
pp. 48-56
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching Method ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

2021 ◽  
pp. 234763112110072
Author(s):  
Sanaa Ashour ◽  
Ghaleb A. El-Refae ◽  
Eman A. Zaitoun
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
United Arab Emirates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
University Leaders

The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.

scholarly journals Paradigmas del proceso enseñanza-aprendizaje a distancia

2020 ◽  
pp. 22-25
Author(s):  
Carlos Rangel-Romero ◽  
Juan Carlos Rojas-Garnica ◽  
Guillermo Flores-Martínez ◽  
Ricardo Hernández-Lazcano
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Paradigm ◽  
Learning Materials ◽  
Online Teaching And Learning ◽  
Innovative Strategies ◽  
Face To Face ◽  
Personalized System ◽  
The Web

Online teaching and learning are an alternative paradigm to face-to-face education. It promotes the generation of knowledge through theoretical and methodological processes derived from the development of science and technology in the field of communication and information. With distance education, the teacher undertakes innovative strategies that promote meaningful learning. In this paradigm, the teacher as an educational subject is not excluded, on the contrary, it assumes a new role that transits towards the new culture of distance education based on the diversity of resources that the Web has. The most relevant challenges of this new paradigm are accessibility, personalized system, flexibility in study, and interactivity with better learning materials and resources.

ONLINE TEACHING AND LEARNING

2018 ◽  
Vol 8 (2) ◽  
pp. 73
Author(s):  
PHILIP ADEBO
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Web Based ◽  
Face To Face ◽  
The Us ◽  
Web Based Education ◽  
Online Web

AbstractOnline teaching and learning refers to education that takes place over the Internet. A significant number of colleges in the US and abroad are moving from the traditional face-to-face classes into fully online, web-based courses. Online education, often called distance education or web-based education, is currently the latest, most popular form of distance education.  It has recently become an integral part of many university programs. This paper provides a brief introduction to online teaching and learning.

scholarly journals Opinions of the students of the Model High School “Evangeliki School of Smyrna” about the synchronous distance education during the Spring of 2020

2021 ◽  
Author(s):  
Christodoulos Makedonas ◽  
Sotiris Chasapis ◽  
Giorgos Thodis ◽  
Maria K. Diakonou ◽  
Christos Fanidis ◽  
...  
Keyword(s):  
High School ◽  
Distance Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Positive Attitude ◽  
Educational Process ◽  
Visual Contact ◽  
Face To Face ◽  
The Impact ◽  
3Rd Grade

Motivated by our online teaching experience during the suspension of the operation of educational systems in March 2020 as a result of the global pandemic of the new COVID-19 virus, a survey was launched in our Model High School, with the goal of capturing, evaluating and exploring our students' views on the impact of synchronous distance learning on their cognitive process and their psychological well-being under national lockdown conditions. In particular our goal was to explore the degree of student understanding and assimilation of the different subjects, the degree of their conscious participation in online classes as well as the overall effect of distance education in their psychology. Additionally, we explored the student’s opinion about the online tools and methodologies used (platforms, software etc.) to deliver the online lessons and the effectiveness of the synchronous online education compared to the traditional face to face teaching. In this respect we focused our attention mostly on issues related to student’s understandings, answering questions and the student participation in the educational process. From the 269 students in our school 174 students (92 boys and 82 girls) participated in this research which corresponds to roughly 65% on the average from every class. We applied methods of descriptive and inductive statistics (Χ2 tests) in order to process the closed form questions and draw statistically meaningful conclusions.The 174 responses indicate that students have a positive attitude towards e-learning. This is also evident by the systematic participation of 2 out of 3 students in all courses and activities of the school timetable even though attendance was optional. It is important to note that their percentage participation per class declined from the 1st to the 3rd grade of Lyceum, and that participation of girls was considerably higher than that of boys. The students who did not attend classes, claimed that optional attendance and their participation in extracurricular activities were the key reasons for not attending. There were also differences in the attitudes of students among the three grades of Lyceum, with students of the 3rd grade appreciating the autonomy of the distance learning more than the younger students. It is notable that the majority of students claim that visual contact between them and their teachers is the main reason for classroom superiority. On how to improve distance lessons, students suggested that equipment and facilities should be upgraded, to be able to support video transmission, for both students and teachers, which will partially substitute visual contact in class. Other suggestions were concerned with the implementation of a rigid schedule, maintaining breaks between classes, and with the reduction of out-of-class workload. Regarding their teacher’s performance, students noticed no difference from face to face classes. Finally, despite their positive attitude towards distance education, students emphasize that replacing in-class with on-line classes can be troublesome, even with the use of environments attractive to students growing up in times of great technological resources.

scholarly journals Emerging Online Science Teaching Practices: Insights from High School Physics Teaching Cases in South Korea during COVID-19 Pandemic

2021 ◽  
pp. 1-41
Author(s):  
Nam-Hwa Kang ◽  
Juri Seo
Keyword(s):  
Professional Development ◽  
High School ◽  
South Korea ◽  
Social Practice ◽  
Teaching Practices ◽  
Online Teaching ◽  
Study Data ◽  
Physics Teaching ◽  
Physics Teachers ◽  
High School Physics

Abstract By analyzing cases in South Korea, this study examined high school physics teachers’ online teaching practices during the first semester of school lockdown due to COVID-19. A total of eight physics teachers participated in this study. Data sources included observations of online classes, interviews with the teachers, and lesson materials. Data analysis was informed by social practice theory and literature on online learning. As a result, teachers’ practices were distinguished based on teaching emphases including content explanation, participatory learning, and independent first-hand experience. Through the application of various technological tools, teaching practices varied in terms of the degree of interactions and student self-directedness. Three essential practices of physics teaching, defined as those preserved from on-site teaching, were identified. Those features reflected the nature of schooling and the subject matter. The teachers were found to have professional development opportunities through online teaching experiences. Implications for professional development and further research topics are suggested.

scholarly journals Teaching Theory of Probability and Statistics during the Covid-19 Emergency

Symmetry ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 1577
Author(s):  
Andrea Jahodova Berkova ◽  
Radek Nemec
Keyword(s):  
Distance Education ◽  
The State ◽  
State Of Emergency ◽  
Student Effort ◽  
Face To Face ◽  
The Subject ◽  
Probability And Statistics ◽  
Student Independence ◽  
Online Assignments ◽  
Subject Theory

The state of emergency caused by the covid-19 pandemic has shown that teaching at this time is not easy. Teachers have to make more use of distance education and students have to adapt to that. Classic face-to-face study is not possible but asymmetric communication between the teacher and his students may be replaced by greater student independence and greater student effort. Within the subject theory of probability and statistics, a questionnaire was created to find how students manage distance education. It has been found out that they use the prepared tutorial videos and online assignments (in WeBWork platform) the most. They expressed that distance education prepared by the teacher can replace face-to-face study, but this form of learning is much more demanding and therefore they prefer classic face-to-face study.

Gender and Differences in Online Teaching Styles

2011 ◽  
pp. 372-377 ◽  
Author(s):  
Karinda Rankin Barrett
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Teaching Styles ◽  
Men And Women ◽  
Online Distance Education ◽  
Face To Face ◽  
Research On Teaching ◽  
The Face ◽  
Online Distance ◽  
Teaching Learning

Researchers interested in the role gender plays in the educational environment have investigated differences in the teaching styles of men and women in the face-to-face classroom (Caplan, 1994; Clegg, Trayhurn, & Johnson, 2000; Proost, Elen, & Lowyck, 1997; Statham, Richardson, & Cook, 1991; Sullivan, 1999). In distance education, the differences between the teaching styles of men and women are similar to those noted in the face-to-face classroom (Barrett, 2004; Dupin-Bryant, 2004). In both educational settings, men and women prefer different teaching styles. In the face-to-face classroom, differences in the teaching styles of male and female faculty members have depicted women as leaning more towards a learner-centered style than men, even though men and women are exposed to similar experiences in their own educational endeavors (Moulton, 1992; Scotney, 1986; Statham et al., 1991; Stickney-Taylor & Sasse, 1990). The purpose of this discussion is to use research on teaching styles to provide more information about the online environment for those who will be teaching, learning, or administrating online distance education.

scholarly journals Faculty Perspectives in the Transition to Online Teaching

2005 ◽  
Vol 15 (1) ◽  
Author(s):  
Jo-Anne H. Willment ◽  
Myra Baynton Baynton ◽  
Janet Groen ◽  
Lorraine Slater
Keyword(s):  
Distance Education ◽  
Organizational Culture ◽  
Distance Learning ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Role Identity ◽  
Face To Face ◽  
Analysis Methodology ◽  
Instructor Role ◽  
And Coping

This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities.

scholarly journals Benefits of Online Teaching for Onground Teaching at a Historically Black Colleges and Universities

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
D"Nita Andrews Graham
Keyword(s):  
Distance Education ◽  
Historically Black ◽  
Online Teaching ◽  
Faculty Perceptions ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Face To Face ◽  
Education Academic ◽  
Black Colleges And Universities

Technology and distance education are on the rise in community colleges, 4-year institutions, Ivy League colleges, research institutions, and technical colleges. One of the most significant phenomenon occurring in Historically Black Colleges and Universities (HBCU) today is distance education. Academic leaders can better implement professional development plans to promote online programs if they understand faculty perceptions about teaching online. This phenomenological research paper presents the results of 12 lived the experience of higher education faculty members at a HBCU who transitioned from a face-to-face teaching modality to a distance education instructional delivery and subsequently returned to the face-to-face classroom.

Sign in / Sign up

Export Citation Format

Share Document