Rethinking Online Teaching and Learning: A Case Study of an Approach to Designing an Online Learning Environment

2013 ◽  
Vol 8 (4) ◽  
pp. 33-48
Author(s):  
Lisa K. Bricknell ◽  
Nona Muldoon
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Learning Environment ◽  
Online Teaching And Learning

Teaching Through a Pandemic

2021 ◽  
pp. 46-60
Author(s):  
Katrina Kirby
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New World ◽  
Effective Practices ◽  
Full Time ◽  
Online Teaching And Learning ◽  
Parent Communication ◽  
The Times

During the times of COVID-19, teachers quickly had to address the barrier of virtual learning and adapt to a new world of online teaching. This chapter will look into effective practices for online teaching and learning. Additionally, it investigates parent communication in the classroom and how that has changed and developed during this season of COVID-19. This chapter will explore how the learning environment rapidly changed, developed, and improved. It also looks at useful resources that allow for online learning to continue to evolve and grow. In addition, this shift into an online world and how it can be transferred over when learning returns full time to classrooms to grant continued, uninterrupted learning are explored. Looking at how students from low socio-economic backgrounds were affected with the immediate shut down of schools and services, we must examine how to better set our students up for success for the future. Reflecting how schools can better prepare families will create an environment that is proactive, not reactive.

scholarly journals Students’ participation on speaking online class (a case study)

2021 ◽  
Vol 12 (2) ◽  
pp. 35-45
Author(s):  
Inti - Englishtina ◽  
Novita - Al Ihyak ◽  
Steffie Mega Mahardhika
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Online Class ◽  
Language And Culture ◽  
Technical Issues ◽  
Academic Year

This paper aims to reveal factors that affect the students' participation in a speaking online class. The subjects are the second and fourth semester students of English department, Language and Culture Faculty, UNTAG Semarang. The research was held during the even semester of the academic year 2020/2021. The research method used in this study is a qualitative method. The data was based on the interview and the questionnaires filled by the students. Some technical issues came up in the online class such as internet connection which mostly became the hottest issue and also the device being used which was sometimes not compatible to the program used in the teaching and learning process. Those issues somehow have affected the online teaching and learning process. The other issues affected in online learning are students’ contribution and students’ condition. For those, it is hoped that the research will give a clearer explanation especially for the teachers who are struggling on teaching the online class and face a similar situation. Therefore, they can cope and handle it better. Keywords: online learning, participation, speaking class

Effectiveness of online teaching & learning during COVID19 pandemic: A case study at college of science & technology, Royal University of Bhutan

2021 ◽  
pp. 29-37
Author(s):  
Namgay Tenzin
Keyword(s):  
Online Learning ◽  
Mixed Mode ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Approach ◽  
Online Teaching And Learning ◽  
Online Mode ◽  
Lesson Delivery ◽  
Teaching Learning

A study was carried out to assess the effectiveness of online teaching and learning at the College of Science and Technology, Royal University of Bhutan. As a case study, two modules under the electrical engineering program taught at the sixth and eighth semesters respectively were chosen. A non-statistical purposive sampling method with a mixed-mode research approach was used to assess the effectiveness of online teaching and learning during the COVID 19 pandemic with 73 respondents. Analysis of the data revealed that students were coping up well with the sudden shift of lesson delivery from traditional offline mode to online mode and learning outcomes were achieved with 43% of the respondents agreeing to it. The offline mode of teaching and learning is still the choice of mode of learning followed by mixed-mode learning. Online learning is also able to engage students meaningfully with 44% of the respondents saying they were able to communicate in the online class effectively. Generally, students were not satisfied with the online lesson mainly citing weak internet connectivity, increased distractions at home, and lack of motivation. The case study also revealed that online learning gave more flexibility, it is more convenient, and learning at its own pace is one of the greatest benefits of online learning which shows that CST has a good foundational platform for online teaching and learning. The study also highlighted the importance of changing the instructional strategies to suit the online lesson delivery for learning to be effective.

scholarly journals A case study on the perspectives of University of Santo Tomas pharmacy professors on the influence of online classes in pharmacy education

2021 ◽  
pp. 759-770
Author(s):  
Heidus Renzo G. Palomares ◽  
Precious Pauline M. Pantoja ◽  
Kristefanie E. Pascua ◽  
Alyanna Lou D. Pfleider ◽  
Andrea Nicole T. Polintan ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Pharmacy Education ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
The University ◽  
Virtual Mode

Objective: The COVID-19 pandemic has shifted the academic environment into distance learning. In the University of Santo Tomas (UST) Faculty of Pharmacy, an Enriched Virtual Mode of Learning was used to deliver the online teaching and learning process. This study aimed to determine the influences that online learning had on the standard of pharmacy education. Methods: A qualitative case study research design was utilised and gathered the perspectives of eight UST pharmacy professors. Results: During thematic analysis, several themes were identified which were rooted in the ten key components of online learning. Conclusions: The study concluded that online learning had more negative influences than positive influences on pharmacy education. Regarding pharmacy courses, the Quality Control, Microbiology, and Public Health clusters were identified as the most difficult to teach online while the Biochemistry and Pharmacognosy clusters were the least. Recommended adjustments to improve learning outcomes focused on enhanced review methods during the course audit.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

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.

The Transition to Online Teaching and Learning

2021 ◽  
pp. 188-196
Author(s):  
Greg Whateley ◽  
Alan Manly
Keyword(s):  
Online Learning ◽  
Staff Member ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Support Staff ◽  
Educational Institutions ◽  
Online Teaching And Learning ◽  
Senior Staff ◽  
Online Format ◽  
Senior Staff Member

The onset of the COVID-19 pandemic in early 2020 provided both a need and an opportunity for educational institutions in Sydney to explore new ways of providing teaching and learning for their students. UBSS was able to respond quickly because it had already prepared to introduce online learning. In mid-2019, the institution had decided to offer an online option and a senior staff member and support staff had been working since then to convert existing product into suitable online format. By the time the demand for online teaching and learning arrived, the institution was already well placed for the conversion.

Case Study of the CUForum @ CUHK

2010 ◽  
pp. 238-258
Author(s):  
Peter Jakubowicz
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Learning Environment ◽  
Online Communication ◽  
Future Research ◽  
Online Learning Environment ◽  
Communication Course ◽  
Non Linear ◽  
Group Interviews

In contrast to the formal school setting where learning is often linear, structured and controlled (be it online or face-to-face), for the ‘net generation,’ (Google, MySpace, MSN, YouTube and Yahoo) learning is often incidental and a sense of ‘fun’ is frequently of great importance. Such students’ learning is often non-linear, unstructured and explained well by the tenets of Anderson’s theory of online learning. This research discusses the benefits of fostering non-linearity in an online learning environment. A case study of an online business communication course at a university in Hong Kong is used to illustrate the importance of non-linear online learning by demonstrating how participants in this course adopted learning approaches that are consistent with, and a reflection of, the theory of online learning. Qualitative data from complete sets of online communication (including focus group interviews) collected over a one-semester, tertiary level course conducted at a university in Hong Kong are analyzed. The findings show that Chinese-speaking learners’ online interactions, categorized into three broad areas (cognitive, affective and social), demonstrate that interactivity is a key feature of an online learning environment. Its nature is exposed and discussed, not least the finding that for the participants in this study, learning was incidental and a sense of ‘fun’ was important. The study suggests ways in which online theory can contribute to, as well as help in, understanding this phenomenon and makes recommendations for future research.

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

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