scholarly journals Beyond the VLE: Transforming Online Discussion and Collaboration through Microsoft Teams

2021 ◽  
Vol 7 (3) ◽  
pp. 37-45
Author(s):  
Edmund Hewson ◽  
Gar Wai Chung
Keyword(s):  
Distance Learning ◽  
Resource Sharing ◽  
Best Practice ◽  
Learning Experience ◽  
Pilot Project ◽  
Learning And Teaching ◽  
Collaborative Working ◽  
Online Distance Learning ◽  
Online Distance ◽  
Microsoft Office

Microsoft Teams is a new collaborative working and digital community platform launched in 2017 as part of the Microsoft Office 365 suite of applications. It provides an online space ideally suited for collaboration and streamlining communication for anyone involved in online learning and teaching in Higher Education. In the Distance Learning Unit (DLU) at Leeds Beckett University, Teams has been piloted used as part of a University-wide pilot project to help transform the way we work with both staff and students, both on distance and classroom courses. This presentation will outline the wider context of the Teams pilot in the University and how it is being trialled as a potential replacement for other collaborative platforms. As an early adopter, the Distance Learning Unit has experimented with Teams to improve communication, collaborative working, and sharing of best practice within the team. The presentation will then focus on how these lessons have been applied in working with the Course Team and students on a fully online distance learning course to help boost student engagement, develop a more active learner community, facilitate collaborative working, enhance resource sharing and provide a more accessible, mobile learning experience. The presentation will look at both the challenges and benefits of moving collaboration and communication outside the VLE and present staff and student feedback on their experiences of using Teams instead of other more traditional VLE-based tools and the provision of a safe, collaborative space.

scholarly journals Distance Learning at the Hungarian Dance Academy during the COVID-19 pandemic

2020 ◽  
Vol 1 (1) ◽  
pp. 59-79
Author(s):  
Adrienn Papp-Danka ◽  
Anita Lanszki
Keyword(s):  
Distance Learning ◽  
Structured Interview ◽  
Digital Tool ◽  
Online Questionnaire ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance ◽  
New Curricula

The Hungarian government prescribed distance learning for higher education institutions due to the spread of the coronavirus epidemic which was challenging at the Hungarian Dance Academy. The development of movement skills was difficult without personal presence, no common e-learning practice had existed in the institution before the pandemic. In the research we explored the distance learning and teaching practices developed at the theoretical and dance courses at the Hungarian Dance Academy, as well as the experiences of both teachers and students during the 3 and a half months. Instructors (n=65) and students (n=240) completed an online questionnaire on digital tool use and course management, furthermore 13 of the responding instructors also shared their experiences in a structured interview. Most of the instructors welcomed everything they could benefit from distance learning (e.g. creating new curricula, learning about new digital tools, improving relationships with students), but understandably, online distance learning of dance was considered impossible by many. Some students enjoyed distance learning because of their own schedule and the convenience of their home, but there were many critical remarks about its methods.

Encouraging engagement: video-conference augmentation of online distance learning environments

2020 ◽  
Vol 28 (3) ◽  
pp. 125-132
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Social Presence ◽  
Learning Experience ◽  
Video Conference ◽  
Learner Engagement ◽  
Content Type ◽  
Learner Performance ◽  
Learning Programs ◽  
Online Distance Learning ◽  
Online Distance

Purpose The purpose of this reflection on practice is to consider and attempt made by the present author to re-imagine online distance learning (ODL) environments to provide a greater opportunity for learner engagement. Design/methodology/approach ODL environments were augmented by video-conferencing to increase dialogue, instructor presence and a sense of instructor care, concern and guidance. The video-conference component was limited time-wise (40 min per weekly module) and aimed at explaining and integrating learning content and activities. The resulting courses were thus augmented and enhanced and not transformed into blended learning courses. Findings Preliminary feedback from video-conference discussions and learner reflective journals indicates that the innovation was well received by students and contributed significantly to their appreciation, satisfaction and overall engagement. Practical implications The augmentation is simple and effective. It may be an approach that is particularly relevant in designing and facilitating ODL environments in an era of uncertainty, disruption and far-reaching educational changes caused by the COVID-19 pandemic. Social implications The author argues that the introduction of an active learning component has significant implications for learner performance, satisfaction and persistence with distance learning programs. Originality/value Attempts to increase social presence and engagement are not uncommon in ODL. This particular approach is simple, easily enacted and has a perceived element of originality and innovation that appeals to learners. It is argued that it contributes significant value to the quality and outcomes of the distance learning experience.

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

scholarly journals Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors

2020 ◽  
Author(s):  
Fatemeh Amir Rad ◽  
Farah Otaki ◽  
Zaid baqain ◽  
Nabil Zary ◽  
Manal Al-Halabi
Keyword(s):  
Distance Learning ◽  
Online Survey ◽  
Lessons Learned ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Education Community ◽  
Rapid Transition ◽  
Online Distance Learning ◽  
Online Distance

Abstract The outbreak of COVID-19 necessitated abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions. The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness. A mixed-methods approach to research was utilized. All the instructors and postgraduate learners were invited to participate in the online survey. Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 25.0, and for the responses to the open-ended questions, multi-staged Thematic Analysis was utilized. Both groups of stakeholders: learners and instructors, were quite satisfied with the rapid transition to distance learning due to COVID-19. Instructors were significantly more satisfied than the learners. The stakeholders adapted well to the change. The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction. As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges. Going through the experience equipped the stakeholders with lessons learned and enabled them to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic. In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19. Yet, in the grand scheme of things, it is important for decision-makers not to miss-out on the worthwhile opportunities, inherent in the experience, to reinforce curriculums, and maximize the learning and teaching.

scholarly journals How Did the COVID-19 Pandemic Affect Higher Education Learning Experience? An Empirical Investigation of Learners’ Academic Performance at a University in a Developing Country

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Ghada Refaat El Said
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Global Education ◽  
Learning Experience ◽  
Teaching Experience ◽  
Future Application ◽  
Face To Face ◽  
Significant Difference ◽  
Online Distance Learning ◽  
Online Distance

COVID-19 has dramatically reshaped the way global education is delivered. Millions of learners were affected by educational institution closures due to the pandemic, which resulted in the largest online movement in the history of education. With this sudden shift away from classrooms in many parts of the globe, universities had to rapidly shift to virtual and digital strategies. Many believe that the adoption of online distance learning will persist after pandemic. A new hybrid model of education is expected to emerge, and, given the digital divide, new shifts in education approaches could widen equality gaps. This is one of the first empirical studies investigating the effect of the sudden shift from face-to-face to online distance learning due to COVID-19 lockdown at one of the universities in Egypt. Comparison of grades was made between 376 business students who completed a face-to-face course in spring 2019 and 372 students who completed the same course but fully online via distance learning mode in spring 2020 during the lockdown. T-test was conducted to compare grades of quizzes, course work, and final exam for the two groups. Chi-square test was used to compare grade distribution for both groups. The effect of gender, credit hours, age, and CGPA was assessed. The results suggested that there was no statistically significant difference in students’ grades. In addition, the unplanned and rapid move to online distance learning at the time of pandemic did not result in a poor learning experience as was expected. The study also included a survey of 435 students and interviews with a sample of professors about their learning and teaching experience during the lockdown. The results of this study provide specific recommendations for universities, instructors, and higher education portal designers about future application of online distance learning. Since Egypt decided to make the shift to online distant learning in all future higher education plans, the results of this research would be especially vital for universities in Egypt and other developing countries. If administered correctly, this shift could lead to a larger learner population, more cost efficiencies, and more university revenue.

scholarly journals Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0246584
Author(s):  
Fatemeh Amir Rad ◽  
Farah Otaki ◽  
Zaid Baqain ◽  
Nabil Zary ◽  
Manal Al-Halabi
Keyword(s):  
Distance Learning ◽  
Online Survey ◽  
Decision Makers ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Education Community ◽  
Rapid Transition ◽  
Online Distance Learning ◽  
Online Distance

The outbreak of Coronavirus disease 2019(COVID-19) necessitated an abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions. The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness. A convergent mixed methods approach to research was utilized. All the instructors and postgraduate learners in a dental college were invited to participate in an online survey. Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 25.0, and for the responses to the open-ended questions, multi-staged thematic analysis was utilized. Both groups of stakeholders: learners and instructors, were satisfied with the rapid transition to distance learning due to COVID-19. Instructors were significantly more satisfied than the learners. The stakeholders adapted well to the change. The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction. As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges. Going through the experience enabled the stakeholders to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic. In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19. From a macro perspective, decision-makers must not miss out on the valuable opportunities, inherent in the experience, to reinforce curriculums, and maximize learning and teaching.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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