scholarly journals Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic

2020 ◽  
Vol 5 (2) ◽  
pp. 155-162
Author(s):  
Aji Budi Rinekso ◽  
Ahmad Bukhori Muslim
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
English Education ◽  
Online Discussion ◽  
Social Supports ◽  
Online Discussions ◽  
Teaching English ◽  
Structured Interviews ◽  
Study Program ◽  
Synchronous Online

During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge. HIGHLIGHTS Covid-19 pandemic demands the employment of online learning mode. Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English. Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals TEACHING ENGLISH GRAMMAR USING PROBLEM BASED LEARNING JO. WITH PUZZLE AT ENGLISH EDUCATION STUDENT OF IKIP SILIWANGI BANDUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Acep Haryudin ◽  
Trisnendri Syhrizal
Keyword(s):  
Practical Problem ◽  
English Education ◽  
Problem Based Learning ◽  
Social Situation ◽  
Education Student ◽  
Teaching English ◽  
Study Program ◽  
English Grammar ◽  
Education Study ◽  
Fact Finding

The the purposes of this resaearch was to find out students dificulty in mastering Grammar, and to find out the suitable method in improving students’ grammar mastery. The method of this research was Action Research as the application of fact finding to practical problem solving in social situation by involving the collaboration and cooperation of researcher and practitioners. The research took place at IKIP Siliwangi, focused on class A2 year 2016. Subjects of the research was 45 students of English Education Study Program. The finding and disscussion of this research was that Problem Based Learning (PBL) jo with Puzzle media could improve students’ grmammar mastery and students of English Education Study Program could 

Student-Led Online Discussions

2020 ◽  
pp. 435-457
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

Student-Led Online Discussions

2021 ◽  
pp. 1896-1918
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

scholarly journals STUDENTS’ LEARNING APPROACHES IN THE EFL EMERGENCY ONLINE LEARNING CONTEXT

2021 ◽  
Vol 8 (2) ◽  
pp. 185-220
Author(s):  
Made Hery Santosa ◽  
Ni Made Ratminingsih ◽  
Luh Diah Surya Adnyani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
English Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Context ◽  
Structured Interviews ◽  
Study Program ◽  
Score Analysis ◽  
Education Study

Emergency online learning has transformed today’s learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students’ learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.

Inducting students-educators into the relevant communicative approach in teaching English : a case of University of Limpopo English education students

2020 ◽  
Vol 1 (3) ◽  
pp. 27-40
Author(s):  
Tsebe Wilfred Molotja ◽  
Keyword(s):  
Student Teachers ◽  
English Education ◽  
Communicative Competence ◽  
Current Approach ◽  
Teaching English ◽  
Structured Interviews ◽  
Education Students ◽  
Bachelor Of Education ◽  
Communicative Approach ◽  
The Impact

The purpose of this study was to induct students' educators into the relevant communicative approach in teaching English in High schools and to find out about the impact of the method of teaching module on the practicum of completing students (English First Additional). The study adopted a qualitative explorative approach, and semi structured interviews were conducted on the purposefully sampled 50 Bachelor of Education students registered for Method of English module level 4. Students were requested to demonstrate their understanding of the current approach by designing activities which would best develop their learners’ communicative competence. Students’ lessons designed were presented during lecture interactions. The findings of the study were that students demonstrated a good understanding, relevance and application of the communicative approach in the teaching of English First Additional language. The study further recommends that for the students to be effective in curriculum delivery at schools, especially inn teaching English as First Additional language, student teachers should have ample time in practising the implementation of the application of CLT during their lectures.

scholarly journals APPLIED MANAGEMENT POST-COVID19: IMPLICATIONS FOR ACADEMIC MANAGERS IN PRIVATE HIGHER EDUCATION, BEYOND CRISES

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Hedda Martina Šola ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Global Economy ◽  
Online Teaching ◽  
Academic Staff ◽  
Education Sector ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Part Time ◽  
The Uk

<p>The outbreak of COVID-19 caused severe disruption to most sectors of the global economy, creating a spectre of fear, anxiety and uncertainty. The education sector has been one of the worst affected by the pandemic. The education sector is one of the heavily affected sectors. The pandemic forced educational institutions worldwide to close, cancel classes and shift towards remote working and online teaching. The purpose of this study is to investigate the implication of the COVID-19 pandemic on private higher education. Moreover, the study's main objective is to assess the pandemic's academic management, especially in private higher education. For this, different landscapes were examined, including pre, during and Post COVID-19, focusing on the post-COVID-19 implications. In addition, various publications and surveys have been analysed to find out about the COVID-19 followed-up changes happening in higher education and its management. For this particular study, qualitative research was employed by conducting nine semi-structured interviews with academic managers working in the private higher education sector in the UK to capture their experience insights about the implications, advantages, disadvantages, and challenges faced during the pandemic. The findings showed that workplace accessibility was the most affected factor; during the lockdown, the private higher education institutions (PrHEIs) could recruit highly qualified and experienced part-time academic staff, as they need to teach online. However, most of these part-time academic staff wanted to quit when face-to-face teaching starts, as they live far from their institutions. Only online teaching motivated them to join during the lockdown because it provided ease and convenience, no travelling time &amp; cost, freedom and autonomy. In addition, the online teaching amazingly increased the student attendance; higher pass rates but difficulties in engaging students in group activities. Another one of the challenges was the immediate adoption of online teaching and training of academic staff. Moreover, the reinvention of a new workplace approach and the high level of technology implementation to abide by the safety regulations will permanently transform the work routine. Therefore, most of the employees want to continue remote working in future.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0891/a.php" alt="Hit counter" /></p>

scholarly journals Linguistic aspects in intercultural communication (IC) practices at a higher education institution in Indonesia

XLinguae ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 76-91
Author(s):  
Sukardi Weda ◽  
Haryanto Atmowardoyo ◽  
Fathu Rahman ◽  
Andi Elsa Fadhilah Sakti
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
English Education ◽  
Education Institution ◽  
State University ◽  
Cultural Backgrounds ◽  
Study Program ◽  
Communication Practice ◽  
Different Cultures ◽  
Linguistic Backgrounds

This study aimed to investigate intercultural communication practice in higher education in Indonesia. Participants (N = 77) were graduate students from the English Education Study Program, State University of Makassar (Males = 16 (20.78%) and females = 61 (79.22%)). The participants ranged in age from 21 to 50. The study found that cultural diversity is important in the EFL classroom, and the students respect other students from different cultures and linguistic backgrounds. The students also claim that intercultural communication is a basic aspect of teaching English in the EFL classroom. Interestingly, intercultural communication can be established properly if all students from different cultural backgrounds respect each other. They feel closer to their classmates regardless of their cultural identity. They find it easy to interact with other students from different cultures and linguistic backgrounds. In classroom discussions, the participants did not look at the cultural background of the group participants.

scholarly journals Material Development for Peer-Assisted Learning Program (PALP) in Higher Education

2018 ◽  
Vol 15 (1) ◽  
pp. 32
Author(s):  
Khafidhoh Khafidhoh
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
English Education ◽  
The Other ◽  
Learning Needs ◽  
Teaching English ◽  
Learning Program ◽  
Education Department ◽  
Peer Assisted Learning ◽  
Material Development

Teaching English as a foreign language in higher education becomes more challenging from year to year. Based on the learner and learning needs, nowadays, English should be taught in relation to the other fields of the study. The phenomena require a certain &lsquo;scenario&rsquo; to support the students&rsquo; English mastery. In accordance to the condition, English Education Department of Universitas Ahmad Dahlan has a program to help the students improving their English skills called Peer-Assisted Learning Program PALP. As an official program in the department, PALP is managed professionally by the boards. However, developing the appropriate materials for the program still becomes one big question to everyone dealing with the program, especially the boards. It is a really challenging work to develop such informative and practical materials for the students joining the program. Thus, in this paper, the writer will discuss several theories as the basis in developing the materials for PALP. It will cover the information about PALP, learner needs, learning needs, criteria of good materials, material development, and materials evaluation/assessment.

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