scholarly journals Teaching online enantiosemia and word diffusion aspects during the coronavirus pandemics

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 289-298
Author(s):  
Aisulu Nurtayeva ◽  
Gulmira Abdirassilova ◽  
Makbal Karbozova ◽  
Eker Suer ◽  
Sandugash Rakhimzhanova
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Semantic Analysis ◽  
Word Formation ◽  
Cognitive Analysis ◽  
Interstitial Diffusion ◽  
Teaching Online ◽  
Language System ◽  
Context Sensitive ◽  
Secondary Meaning

The article’s primary goal is to demonstrate in the online teaching of language the philological aspects of the system and patterns of the occurrence of enantiosemia in the language to students. The article shows how language theoretical aspects can be taught in online learning. It also gives definitions of enantiosemic words for this purpose: to study their origin in the language system; to analyze the position in the text due to a change in syntactic meaning; tasks such as determining the nature of word formation, the study of the lexical stability. Enantiosemia occurs mainly in the form of interstitial diffusion. We use words in the form of opposite meanings during the speech, which are then stabilized and translated into a symmetrical second meaning. The study considers the secondary meaning transition through semantic analysis, contrasting, oppositional, and component analysis. We support the idea of developing the meanings of words being determined by the method of cognitive analysis. Thus, when instructing students to study the nature of enantiosis that acquire a new meaning that can be both stable or unstable in the language, it is necessary to do it in a context-sensitive manner and supplement the vocabulary.

scholarly journals THE CHALLENGES OF ENGLISH TEACHERS IN REMOTE AREAS TOWARD ONLINE LEARNING DURING COVID-19 PANDEMIC

2021 ◽  
Vol 4 (4) ◽  
pp. 728
Author(s):  
Niely Fawaidah Virgin ◽  
Imam Qalyubi ◽  
Zaitun Qamariah
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Online Teaching ◽  
Interactive Media ◽  
English Teachers ◽  
Additional Time ◽  
Teaching Online ◽  
Remote Areas ◽  
Financial Condition ◽  
Teaching Learning

This study aimed at investigating the challenges and  identifying the way the English teachers solve the challenges toward online teaching during Covid-19 pandemic. This study was qualitative research. Three instruments were used to collect the data, those are: open-ended questionnaire, interview and documentation. As a result, this study showed that there were eight challenges experienced by the English teachers in remote areas toward online teaching during Covid-19 pandemic, those are: (1) inadequate infrastructure; (2) student’s learning attention; (3) financial condition; (4) students readiness; (5) parent’s concern; (6) designing materials; (7) measuring student’s understanding, and (8) the instability of student’s motivation. During teaching-learning process, there were various ways in overcoming the challenges done by the English teachers, those are: (1) create an interactive media; (2) decide the most suitable online learning tool; (3) give additional time for the students; (4) provide adequate facilities for both teacher and student in remote areas. Keywords:  Challenge, Covid-19 Pandemic, English Teaching, Online Learning

Effectiveness of ‘Pocket Mandarin’ for Online Learning among Mandarin as a Foreign Language Basic Learners

2021 ◽  
Vol 5 (3) ◽  
pp. 122-137
Author(s):  
Hie Ling Ting ◽  
◽  
Kum Yoke Soo ◽  
Lay Choo Siang ◽  
Sing Ee Ooi ◽  
...  
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning System ◽  
Survey Method ◽  
Teaching Online ◽  
Mandarin Language ◽  
The Face ◽  
The Impact

In the face of difficulties of teaching and learning due to the impact of Covid-19, online lessons have become vital. This has also affected the teaching of Mandarin as a foreign language at universities. Since Mandarin is considered as a difficult language to learn especially to non-native learners, teaching online has posted an even greater challenge to Mandarin language instructors. This study thus examines the use of a combination of platforms and applications online, customised to create an online learning system called ‘Pocket Mandarin’ to facilitate online Mandarin learning at the beginner level. The purpose is primarily to enable learning to take place in a fun and interactive manner by means of online flashcards, pronunciation, games and quizzes placed in an LMS platform called Padlet. To better understand how ‘Pocket Mandarin’ can effectively facilitate online teaching and learning among EFL basic learners at the tertiary level, a survey method was applied and it consisted of 5 parts which are students’ motivation, students’ attitude, cognitive development, design and interface as well as expectations. The results show that ‘Pocket Mandarin’ was positively accepted by the students who found the lessons motivating, upbuilding, cognitively applicable, with exceptional design and interface and was better than their initial expectations. Thus, there is great potential for the ‘Pocket Mandarin’ to be widely used at a greater scale.

scholarly journals Faculty Training for Online Teaching: Roles, Competences, Contents

2019 ◽  
Vol 28 (2) ◽  
pp. 51-62 ◽  
Author(s):  
Mansur F. Galikhanov ◽  
Gulnara F. Khasanova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Professional Education ◽  
Online Teaching ◽  
Core Competencies ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Teaching Online ◽  
Online Teachers ◽  
Training Faculty

An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.

Utilizing a 5-Stage Learning Model for Planning and Teaching Online Courses

2020 ◽  
pp. 138-147
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Formal Education ◽  
Online Courses ◽  
Instructional Delivery ◽  
Instructional Technologies ◽  
Online Learners ◽  
Web Based ◽  
Teaching Online ◽  
Challenges And Opportunities

Since the 5Ds Model for Planning and Teaching Online Courses was republished for the second time in 2009 and updated in the years beyond, numerous relevant models and approaches for online teaching have been emerging. Also, the utilization of the internet as an instructional delivery medium for both formal education and training has been widened as the number of online learners of all kinds has been on the rise. This is all happening as the web-based and instructional technologies are constantly changing and new challenges and opportunities in the online learning arena are evolving. This chapter presents some summaries of the emerging online learning research, web-based instructional technologies, and identifies some of the opportunities in this online learning field.

scholarly journals Moving learning online and the COVID-19 pandemic: a university response

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aleksandra Webb ◽  
Ronald William McQuaid ◽  
C. William R. Webster
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Age Groups ◽  
Unintended Consequences ◽  
Digital Learning ◽  
Skill Levels ◽  
Content Type ◽  
Teaching Online

PurposeThis article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic.Design/methodology/approachThe article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland.FindingsFor most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically focused, effective inclusive digital interventions. A range of initiatives that have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups. Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses.Research limitations/implicationsMore research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights.Practical implicationsInsights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.Originality/valueThis article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term.

A Reflection of Transitioning to Online Learning

2021 ◽  
pp. 313-322
Author(s):  
Suzanne Elizabeth Horn
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Online

This chapter is one teacher's reflection of moving from totally in-person teaching to online teaching. In her chapter, she discusses key items to consider when teaching online and resources that are helpful to teachers. Teachers that are searching for information from a colleague's perspective would benefit from reading this chapter. Those that have started online teaching and have had some missteps will also find this chapter helpful. The author offers insights and resources for teachers to examine in their own journey of teaching during a pandemic.

From In-Person to Online Teaching

2022 ◽  
pp. 45-80
Author(s):  
Douglas Graham Fenderson
Keyword(s):  
Online Learning ◽  
Teacher Perceptions ◽  
Online Teaching ◽  
Survey Method ◽  
Teaching Online ◽  
Teachers Perceptions ◽  
Twelfth Grade ◽  
Texas School District ◽  
Perceptions And Expectations ◽  
High Level

Restrictions from the COVID-19 pandemic forced many teachers across the United States to teach their students remotely using online teaching strategies. Analyzing teachers' perceptions and expectations of online teaching before and during the pandemic help stakeholders understand how to better handle the challenges of online learning. The literature review examines the traditional differences between teaching online and in-person courses, challenges faced when teaching online courses, and teacher perceptions of online learning. The survey method was used to collect data on the experiences of online teaching before and during the pandemic from ninth through twelfth grade teachers in a North Texas school district. The study results show that factors such as a teacher age or years of experience had less influence determining if they were prepared for online teaching. Rather, factors like a teacher school campus, prior experience, and access to support structures correlated more to teachers having a high level of preparedness for online teaching.

scholarly journals Distance learning during the pandemic: managing the challenges

2020 ◽  
Vol 210 ◽  
pp. 18038
Author(s):  
Elena Rudenko ◽  
Rupiya Bachieva ◽  
Alfiya Aligadzhieva ◽  
Zarema Temirhanova ◽  
Atikat Archilaeva
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Teaching Online ◽  
Educational Challenges ◽  
Analysis And Synthesis ◽  
Language Courses ◽  
Information And Communication ◽  
Learning Platforms

This study examined educational challenges related to teaching online at universities that have surfaced during the COVID-19 outbreak. The authors explicate the main issues pertaining to online teaching and learning in general and foreign languages teaching in particular. The article sets out to address the following challenges for educators using information and communication technology: handling a wide variety of online learning platforms and learning apps, adapting courses to a fully online environment and increasing students’ engagement. Finally, the article identifies strategies and techniques for reducing or eliminating these issues for students and academic staff. The objectives set have been achieved by means of general methods of scientific knowledge (observation, analysis and synthesis) and reflective methods. The authors conclude that there should be a strong emphasis on a comprehensive approach to support students and academic staff in online learning environment. The results and implications of this study are critical for educators developing and delivering online language courses.

Research on the Marketing Strategy of Online Education -- Taking New Oriental as an Example

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jialu Chen ◽  
Yingxiao Han ◽  
An Li
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Large Scale ◽  
Target Market ◽  
Growth Trend ◽  
Continuous Growth ◽  
Financial Investment ◽  
Marketing Mode ◽  
Marketing Costs

In recent years, with the development of society and the progress of science and technology, online learning has penetrated into people's daily life, and people's demand for high-quality curriculum products is more and more strong. From a macro perspective, the continuous growth of national financial investment in education, the continuous upgrading of China's consumption structure, the development of 5G technology and the popularization of AI intelligence make online teaching less limited. The online education industry is showing an explosive growth trend. More and more online education institutions are listed for financing, and the market value is soaring. However, in 2019, except for GSX, the latest online learning platforms such as New Oriental, Speak English Fluently and Sunlands, have been in a state of loss. Most of these agencies seize the market by increasing advertising investment, but at the same time, they also bring huge marketing costs, which affect the financial performance of the company. With the enhancement of Matthew effect, large-scale educational institutions occupy a large market through free classes and low-price classes, while small and medium-sized institutions with weak capital strength are often unable to afford high sales costs, facing the risk of capital chain rupture. Taking new Oriental online as an example, this paper analyzes the problems existing in the marketing strategies of online education institutions. It also puts forward suggestions on four aspects, which are target market, differentiated value, marketing mix and marketing mode, so as to make sure that online education institutions can control marketing expenses and achieve profits by improving course quality, expanding marketing channels and implementing precise positioning.

YUKAGIR GEOGRAPHICAL TERMS IN TOPONYMY OF THE KOLYMA RIVER BASIN

2020 ◽  
Vol 9 (4(73)) ◽  
pp. 29-33
Author(s):  
N.S. Bagdaryyn
Keyword(s):  
River Basin ◽  
Semantic Analysis ◽  
Comparative Method ◽  
Linguistic Analysis ◽  
Word Formation ◽  
Morphological Features ◽  
North East ◽  
The North ◽  
First Time ◽  
Kolyma River

The article continues the author's research on the toponymy of the North-East of the Sakha Republic, in particular the Kolyma river basin, in the aspect of the interaction of related and unrelated languages. The relevance of this work is defined in the description of local geographical terminology of Yukagir origin, as a valuable and important material in the further study of toponymy of the region. For the first time, the toponymy of the Kolyma river basin becomes the object of sampling and linguistic analysis of toponyms with local geographical terms of Yukagir origin in order to identify and analyze them linguistically. The research was carried out by comparative method, word formation, structural, lexical and semantic analysis. As a result of the research, phonetic and morphological features are revealed, the formation of local geographical terms and geographical names of Yukagir origin is outlined, and previously unrecorded semantic shifts and dialectisms are revealed. The most active in the formation of terms and toponyms is the geographical term iилil / eҕal 'coast‘, which is justified by the representation of the Yukagirs’ coast' home, housing

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