scholarly journals The Rapid Shift from Onsite to Online Teaching – Students’ Perceptions

2022 ◽  
Author(s):  
Lulzime Kamberi ◽  
◽  
Alina Andreea Urlica Dragoescu ◽  
Keyword(s):  
Online Teaching ◽  
Course Delivery ◽  
Exploratory Research ◽  
Substantial Impact ◽  
Delivery Modes ◽  
Rapid Changes ◽  
Recent Developments ◽  
The University ◽  
Academic Year ◽  
Rapid Shift

Recent developments in response to the Covid-19 pandemic have had a substantial impact on students, teachers and content delivery modes around the globe. This paper reports the efforts of the University of Tetovo (UT) in North Macedonia (NM) and Banat’s USAMVB University “King Michael I of Romania” to find rapid and efficient means of switching from direct to remote course delivery while maintaining effective communication. Acknowledging that little space was available for training teachers and learners to prepare for such rapid changes, this study examines how students responded. Applying exploratory research methods, the paper offers a preliminary analysis of the difficulties that learners faced in shifting to online presentation. Qualitative data was collected using student interviews and content analysis (Silverman, 2005) was applied to identify themes, biases and meaning. Convenience sampling among enrolled students in the academic year 2020/2021 at both universities identified a non-random sample of 16 students. The findings of the study revealed that participants faced many difficulties in their venture; however, using various strategies, effective planning and organization, they managed to a certain extent to overcome this situation.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals An Empirical Study on Motivation to School Teachers in the Maldives during the COVID 19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 645-653
Author(s):  
N.V. Deepak Nandan ◽  
Dr.M. Sulaipher
Keyword(s):  
Professional Identity ◽  
Self Efficacy ◽  
Online Teaching ◽  
Extrinsic Motivation ◽  
School Teachers ◽  
Online Teachers ◽  
Effective Strategies ◽  
Intrinsic And Extrinsic Motivation ◽  
Academic Year ◽  
Rapid Shift

The COVID 19 pandemic has affected all walks of life; as a result over 100 million children are away from school. The mass university closure and a forced transition to online teaching are to minimize disruptions to the academic year. Many inexperienced online teachers are expected to find the rapid shift from in-person to online teaching hard, and it is a "great experiment" that has to be studied. The study looked into the motivations of Maldivian instructors who were compelled to shift to remote online teaching as a result of the COVID-19. Teachers' self-efficacy refers to their capacity to handle responsibilities and problems in the workplace, and it has an impact on academic achievement. During the COVID-19 epidemic, this study intended to offer an in-depth investigation of the influence of intrinsic and extrinsic motivation on self-efficacy in teachers. The author is attempting to adopt more effective strategies to improve teachers' professional identity and job satisfaction in order to increase the efficacy of teachers, ensure the effectiveness of online teaching, and maintain sustainable development during the epidemic by collecting data from Maldivian schools.

An Exploratory Study on Teacher Training

2022 ◽  
pp. 1037-1059
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
School System ◽  
Primary Teachers ◽  
Exploratory Research ◽  
Fully Integrated ◽  
School Activities ◽  
The University ◽  
Level Of Instruction ◽  
Academic Year

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.

scholarly journals THE EFFICIENCY OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC: COMPARATIVE ANALYSIS OF SOUTHEAST EUROPEAN COUNTRIES AS PARTICIPANTS IN THE NEW PATH OF EDUCATION

2021 ◽  
Vol 11 (2) ◽  
pp. 133-142
Author(s):  
Vehbi Miftari ◽  
◽  
Suada A. Dzogovic ◽  
Anela Dzogovic ◽  
Blagojka Zdravkovska-Adamova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Elementary Education ◽  
Bosnia And Herzegovina ◽  
Online Teaching ◽  
European Countries ◽  
Learning Conditions ◽  
The Republic ◽  
Teachers And Parents ◽  
The University ◽  
Academic Year

The focus of this research is education during the coronavirus pandemic in Southeastern European countries (Kosovo, Bosnia and Herzegovina and North Macedonia). It encompasses elementary education, high schools and higher education. The aim of the research is multiple. With it, we want to present methods of distance learning during the pandemics in the above mentioned countries, challenges and advantages that have emerged, as well as potential solutions for removing faults. This is primarily qualitative research relying on several methods. We conducted interviews to understand the experiences of different stakeholders participating in the education process. This research also relies on quantitative data, i.e. researches doing by The University of Prishtina, Pedagogical Institute of Kosovo, as well as results of opinion polls and research conducted by Student Parliament and Senate of the University of Sarajevo. Their research was conducted throughout the academic year 2020/2021. Also, we compiled different texts from media, as well as statements from different stakeholders. Our method is primarily inductive – because in some cases general ideas and conclusions about distance learning in Kosovo and Bosnia and Herzegovina are based on different individual examples. Information in this research in relation to the section on North Macedonia is mainly based on three sources: Data from the website of Ministry for Education and Science of the Republic of North Macedonia; Morphosis Foundation Survey from September 2020 entitled Status and Challenges for Managing Online Teaching in Primary School; and Findings from the research with directors, teachers, and parents: Experience and Attitudes about Distance Learning, a document prepared by Reactor. Our key conclusion is that Kosovo, Bosnia and Herzegovina and North Macedonia were not an exception regarding to the problems that arose during the pandemic in terms of education, such as online teaching, adapting students to new learning conditions, training of teachers for teaching in extraordinary and new circumstances, assessment criteria, etc. However, the situation has also brought opportunities to re-think existing education models and to find new solutions at schools and universities.

Course Model Redesign for Continuity of Instruction

2022 ◽  
pp. 118-138
Author(s):  
Elizabeth A. Sheaffer ◽  
Katie Boyd ◽  
Cheryl D. Cropp
Keyword(s):  
Interprofessional Education ◽  
Pharmacy Practice ◽  
Course Delivery ◽  
Direct Patient Care ◽  
Delivery Methods ◽  
Education Assessment ◽  
Practice Experience ◽  
Course Delivery Methods ◽  
The University ◽  
Academic Year

The purpose of the chapter is to illustrate instructional models that were implemented by Samford University McWhorter School of Pharmacy to comply with COVID-19 social distancing restrictions. While the second half of Spring 2020 was completely online (statewide shutdown), the university remained open in a hybrid manner for the 2020-21 academic year. There are three sections in the chapter: didactic, interprofessional, and advanced pharmacy practice experiences. The didactic section discusses course delivery methods and active learning, office hours, remote testing, student feedback, and contingency planning. The interprofessional section illustrates some of the school's synchronous and asynchronous interprofessional learning activities before and during the COVID-pandemic, as well as interprofessional education assessment methods. The last section of the chapter discusses how advanced pharmacy practice experience “direct patient care” was redefined, examples of the experiences, and contingency plans that were put into place to ensure on-time graduation for the classes of 2020 and 2021 pharmacy students.

scholarly journals Academic, Financial and Administrative Issues of Online Teaching During Corona Pandemic: The Scenario of Private Universities in Bangladesh

2020 ◽  
Vol 5 (1) ◽  
pp. 116-122
Author(s):  
Zulfiqar Hasan ◽  
K. M. Anwarul Islam
Keyword(s):  
Online Teaching ◽  
Private Universities ◽  
Jel Classification ◽  
Faculty Members ◽  
Primary Data ◽  
Online Classes ◽  
Tuition Fees ◽  
The University ◽  
Teachers Training ◽  
Academic Year

Regarding financial and administrative issues involved in online teaching, the study focuses on the views of the teachers of private universities in conducting online classes during the corona pandemic in Bangladesh. Based on primary data collected from teachers of 22 private universities selected randomly, study finds some reasons for online classes like financial needs and obligations of the university to pay the salaries and other allowances by collecting tuition fees from the students, to save the academic year of the students, to follow the directives of the UGC and Government, etc. The study also finds some significant differences in the uses of technology, internet, and equipment by the teachers before and during the corona pandemic. Online teaching has significant effects on teachers' training, student's punctuality in attending classes, interactions between teachers & students. It also helps authority in monitoring the classes. Finally, the study recommends some policy guidelines for the University Owners & authorities, Government, UGC, and the faculty members as well. JEL Classification: A23, M41.

scholarly journals CONSEQUENCES OF COVID-19 IN HIGHER EDUCATION. ONLINE OR PRESENTIAL TEACHING?

2021 ◽  
pp. 275-288
Author(s):  
Ana Medina López ◽  
María Luisa Delgado Jalón ◽  
Ángeles Cámara Sánchez
Keyword(s):  
Online Teaching ◽  
University Education ◽  
Online Evaluation ◽  
Formative Stage ◽  
University Life ◽  
Teachers And Students ◽  
Technological Means ◽  
Key Aspects ◽  
The University ◽  
Academic Year

The coronavirus crisis has led to a succession of urgent changes in the field of university education. At Universidad Rey Juan Carlos (URJC), during the first half of 2020, teaching was adapted to the online modality, learning methodologies were transformed and online evaluation was implemented. The university already had a digital platform, although the change had to deal with certain obstacles as some professors and/or students lacked the adequate technological means or did not have the necessary digital skills to abruptly adapt to the new context. When facing next academic year planning, the 2020-21, in the specific case of the Faculty of Legal and Social Sciences (FCJS), which hosts 57% of the total number of students at the URJC, it was necessary to draw the new scenario in which it was decided to return to the classrooms according to a hybrid system. Teachers and students have noted the importance of classroom teaching due to advantages such as the richness of the study environment and university life with all its implications. Given the diversity of the degrees taught at the FCJS, we conclude that online teaching enables interaction between teacher and student but limits the development of certain skills of students in key aspects of this formative stage. Resumen La crisis del coronavirus en el ámbito de la educación universitaria ha dado lugar a una sucesión de cambios urgentes en la Universidad Rey Juan Carlos (URJC). Durante la primera mitad del 2020 se adaptó la docencia a la modalidad online, se transformaron las metodologías docentes y se llevó a cabo la evaluación online. La universidad contaba ya con una plataforma digital, aunque el cambio no estuvo exento de obstáculos ya que algunos profesores y/o alumnos carecían de medios tecnológicos adecuados o bien no contaban con las habilidades digitales necesarias para adaptarse de forma abrupta al nuevo contexto. Para afrontar el siguiente curso 2020-21, en el caso concreto de la Facultad de Ciencias Jurídicas y Sociales (FCJS), que acoge al 57% del total de estudiantes de la URJC, hubo que planificar el nuevo escenario en el que se optó por el regreso a las aulas según un sistema híbrido. Docentes y estudiantes han constatado la importancia de la docencia presencial por ventajas tales como la riqueza del entorno de estudio y la vida universitaria, con todas sus implicaciones. Dada la diversidad de los grados que se imparten en la FCJS, concluimos que la docencia online posibilita la interacción entre docente y estudiante, pero limita el desarrollo de ciertas habilidades de los estudiantes en aspectos clave propios de esta etapa formativa.

An Exploratory Study on Teacher Training

2019 ◽  
pp. 58-81
Author(s):  
Laura Fedeli ◽  
Valentina Pennazio
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
School System ◽  
Primary Teachers ◽  
Exploratory Research ◽  
Fully Integrated ◽  
School Activities ◽  
The University ◽  
Level Of Instruction ◽  
Academic Year

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.

scholarly journals EXPERIENCES WITH REMOTE TEACHING OF MANUFACTURING ENGINEERING LABORATORY AND PROJECT COURSES

2021 ◽  
Author(s):  
Casey Keulen ◽  
Christoph Sielmann
Keyword(s):  
Online Teaching ◽  
Engineering Project ◽  
Laboratory Courses ◽  
Laboratory Classroom ◽  
Hands On ◽  
Remote Lab ◽  
Manufacturing Engineering ◽  
The University ◽  
Academic Year ◽  
Ideal Method

COVID-19 has profoundly affected many, if not all, Canadian engineering courses during the2020/2021 academic year, many of which transitioned to online teaching. Delivering hands-on, highly interactive laboratory and design project courses is particularly challenging to do remotely. We present and reflect on experiences with remote teaching of three hands-on laboratory courses in a new Manufacturing Engineering program at the University ofBritish Columbia (UBC). These courses include MANU 230: Manufacturing Laboratory, MANU 330: Manufacturing Engineering Project I, and MANU 386: Industrial Automation. All three courses are taught in the same laboratory/classroom by one of the authors. In general, it appears that the students appreciated the remote lab experiences provided. However, it wasapparent from both survey data and informal feedback that students preferred in-person laboratory sessions. While, perhaps not an ideal method of delivering these types of courses there appears to be some place for remote laboratory classes in the future.

scholarly journals Music Student’s Approach to the Forced Use of Remote Performance Assessments

2021 ◽  
Vol 12 ◽  
Author(s):  
Laura Ritchie ◽  
Benjamin T. Sharpe
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Performance Assessments ◽  
Free Text ◽  
The United Kingdom ◽  
Decision Making Processes ◽  
The University ◽  
The Impact ◽  
Academic Year

Music students at the University of Chichester Conservatoire completed questionnaires about their experience of the forced use of remote teaching and learning due to Lockdown, as imposed in the United Kingdom from March to June 2020, and how this impacted their self-beliefs, decision making processes, and methods of preparation for their performance assessments. Students had the choice to either have musical performance assessed in line with originally published deadlines (still in Lockdown) via self-recorded video or defer the assessment until the following academic year. Student’s choice to defer or submit the assessment during Lockdown was influenced by a range of forced factors, such as adaptions required by online teaching, limitations of rehearsal in their home environment, and the challenges in facilitating and recording their own assessments. Students completed online questionnaires about their self-efficacy, resilience, wellbeing, and provided free text responses explaining the reasoning for their decision to record their performance or to defer the assessment were coded to reveal patterns impacting their decision and preparation processes. Those choosing to submit their assessments demonstrated more strategies in their preparation and reported higher perceived self-efficacy scores. The specific conditions for this assessment, as a result of Lockdown, revealed correlations between resilience and both self-efficacy and wellbeing. The impact on teaching and the student experience is discussed and suggestions to support students in future settings of blended delivery are presented. Theoretical and practical implications are discussed.

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