scholarly journals The Effectiveness of Synchronous Online Flipped Learning in College EFL Reading Course During the COVID-19 Epidemic

2020 ◽  
Author(s):  
Guihua Ma
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Influence Factors ◽  
Flipped Learning ◽  
Online Questionnaire ◽  
Learning Session ◽  
Asynchronous Online Learning ◽  
Synchronous Online

Abstract The purpose of this study was to examine the effectiveness of synchronous online flipped learning (SOFL) when no one can go to school and merely rely on online learning during the COVID-19 epidemic. According to community of inquiry (CoI), put forward by Garrison et al (2001), only when the three key elements of blended teaching, social presence, teaching presence and cognitive presence reach a high level, can effective learning occur, which were used as the framework of this study. Mixed methods were used to evaluate the effectiveness of SOFL teaching. A total of 60 undergraduates from pre-service English teacher training program participated in an online questionnaire survey and 25 of them voluntarily joined online in-depth interviews. Results showed that the learning effect was improved in SOFL context. Anonymity was found to improve learning in asynchronous online learning while distraction and lack of sustainable attention were found in synchronous online learning session. The findings suggest that instructors may need to have a careful design, strict organization and scientific implementation of synchronous online teaching and learning in order to achieve distinctive teaching effects, and that they may also consider the complex influence factors of synchronous and asynchronous online learning to arouse students’ interest and attention, and meet their learning needs (Wong 2020).

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Challenges Faced by Students Due to Online Learning during this COVID-19 Pandemic Situation

2021 ◽  
Vol 5 (9) ◽  
pp. 1-11
Author(s):  
Pramila Ramani*
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Teaching And Learning ◽  
Business Students ◽  
Positive Opinion ◽  
Stressful Situation ◽  
Learning Session ◽  
Online Mode ◽  
Difficult Times

Today we are living in the world of technology we use this in all walks of our life. From 2019 we are facing difficult times in history. Many lost their jobs and people from commercial sector lost their business. Students are learning from home instead of going to schools, colleges or universities. We are all worried about COVID-19 and this has created a stressful situation. This research address the problems of students while learning through online mode. Today in this pandemic situation it is the only mode of teaching and learning. Objectives of the study: To understand the problems faced by students during online learning session. Population of the Study: All students studying in central university of Tamil Nadu is selected as the population of the study. Sample of the Study: Students were selected randomly and questionnaire was administered to them. Data was analysed quantitatively using percentage and graph. This study will be helpful to the educationist for understanding the student’s difficulties during online teaching and learning sessions. This will help them to design online learning session in useful and interesting manner which will benefit the students. Findings of the study: Investigator have prepared fifteen questions both of positive and negative polarity. Points 4 and 5 was taken as students positive opinion on online learning and 1 and 2 points was taken as negative opinion on online learning and point 3 is taken as neither positive nor negative. For seven questions students answered positively and six questions students answered neither positive nor negative and for one question they answered negatively. In one question there was equal load on positive and neither positive nor negative. Therefore for maximum number of questions students answered positively that is they have positive opinion on online learning.

scholarly journals The COVID-19 Period: A Crisis for on-Site Learning or an Opportunity for Optimal Distance Learning? Examination of Student Attitudes

2021 ◽  
Vol 10 (3) ◽  
pp. 27
Author(s):  
Miri Ben-Amram ◽  
Nitza Davidovitch
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Student Attitudes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Educational Systems ◽  
Innovative Learning ◽  
Temporary Solution ◽  
Learning At Home

This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence (M = 3.54), emotional-personal presence (M = 2.96), and instructional-cognitive presence (M = 2.73). The research findings might have an effect on policy makers in education with regard to maintaining an “innovative pedagogy” aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.

Expanding the CoI

2013 ◽  
pp. 429-445 ◽  
Author(s):  
Sebastián Romualdo Díaz
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Knowledge Communities ◽  
Online Teaching And Learning ◽  
Parallel Processes

This chapter explores how the foundational principles of the Community of Inquiry survey can be used to assess and evaluate parallel processes for Knowledge Workers, given that online teaching and learning is quite similar to “online working.” The phenomenon analogous to teaching presence in online learning is a knowledge worker’s ability to create and disseminate knowledge. Communities of Practice provide a measurable phenomenon analogous to social presence. Finally, data-driven decision-making’s use for evaluation, coupled with innovation, serves as a phenomenon parallel to cognitive presence. Together, these three measures, developed in parallel with teaching, social and cognitive presence, provide an effective framework for evaluating online work, which is quite similar to online learning.

scholarly journals Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Mei Jiang ◽  
Katie Koo
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Community ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Learning Community ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

scholarly journals Surviving Online Foreign Language Learning: The Case for French Language

2021 ◽  
Vol 11 (9) ◽  
pp. 421-433
Author(s):  
Saidah Ismail ◽  
Omrah Hassan ◽  
Nor Azhar Mohd Taib ◽  
Noor Hanim Rahmat
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
French Language ◽  
Teaching Learning

Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.

scholarly journals Problems of Online Learning during Covid-19 Pandemic in Speaking For Professional Context Class

2021 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Sri Ariani ◽  
Tawali Tawali
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Higher Institution ◽  
Professional Class ◽  
Further Development ◽  
Professional Context

Indonesia's Government has made policy in the education sector due to the COVID-19  pandemic situation. Previously teaching and learning process especially in the higher institution is held face to face, and it switches to fully online learning. This situation forces the lecturer and students to adopt online learning and effected to their learning experiences. This current study is aimed at analyzing the students’ difficulties during online learning in speaking for professional context subject during COVID-19  situation. This research was held using a descriptive qualitative method approach. The data was obtained from an online questionnaire and interview conducted to 45 students of the second semester of the English Department who joining speaking for professional context class at Universitas Pendidikan Mandalika in Mataram, West Nusa Tenggara, Indonesia. The findings of the research revealed various problems for students as indicated in the current research. A total of 5 problems arose during online learning in the Speaking for Professional class. The arisen problem was: The first problem was related to Youtube video as the source of learning materials. The second problem was dealing with the students’ difficulties in elaborating the materials given by the lecturer during an online class. The third problem was related to the students’ procedure in doing the project or assignment given by the lecturer. The fourth problem was dealing with Students’ limitations in accessing ZOOM Meetings. The Students’ learning equipment and supporting facilities also contributed as the fifth arisen problems of the students while having online learning during COVID-19  pandemic situations. The findings provide information for further development and improvement in online teaching and learning procedures. Further research on the strategy of how the students face the challenge and adapt are encouraged.

scholarly journals Instructor Presence in a Virtual Classroom

2021 ◽  
Vol 3 (1) ◽  
pp. 132-146
Author(s):  
Heli Tyrväinen ◽  
Sanna Uotinen ◽  
Leena Valkonen
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Teaching And Learning ◽  
Virtual Classroom ◽  
Teaching Presence ◽  
Virtual Classrooms ◽  
The Social ◽  
Instructor Presence ◽  
Learning Platforms ◽  
Synchronous Online

Abstract Synchronous online learning platforms have been used actively during the COVID-19 period. They have opened possibilities for online learning and interaction, but have also posed new challenges for instructors. This article provides insights into one teacher’s interactions and examines how the instructor presence is expressed in the teachers’ activities in virtual classrooms in higher education. Instructor presence is investigated using the social and teaching presence indicators of the community of inquiry (CoI) framework. Twelve hours of interactions across six online classes were recorded, transcribed, and analysed using content analysis. The findings suggest that indicators of teaching presence dominate interactions in a virtual classroom, but it often involves co-occurrences of indicators of social presence. The typical features of instructor presence included addressing students by name, encouraging them, expressing gratitude for and acknowledging their contributions, describing actions on the dashboard, clarifying and summarising content, and responding to technical concerns. These findings may suggest holistic and pedagogical ways to understand and develop synchronous online interactions and teaching and learning practices. They also have implications for the skills instructors need in virtual classrooms.

scholarly journals THE COVID-19 PERIOD: A CRISIS FOR ON-SITE LEARNING OR AN OPPORTUNITY FOR OPTIMAL DISTANCE LEARNING? EXAMINATION OF STUDENTS’ ATTITUDES

2021 ◽  
Vol 1 (193) ◽  
pp. 383-391
Author(s):  
Nitza Davidovitch ◽  
◽  
Miri Ben Amram ◽  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Student Attitudes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Educational Systems ◽  
Innovative Learning ◽  
Students Attitudes ◽  
Learning At Home

This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence, emotional­personal presence, and instructional-cognitive presence. The research findings might have an effect on policy makers in education with regard to maintaining an "innovative pedagogy" aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.

scholarly journals Students' Perceptions of Online Learning and Teaching during COVID-19 pandemic: An Empirical Study in Selected University in Sri Lanka

2021 ◽  
pp. 50-57
Author(s):  
Shamini Howshigan ◽  
Thevanes Nadesan
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Higher Education System ◽  
Face To Face

The dramatic transition to online pedagogy in education, as a consequence of COVID19 has shownseveral inequalities and challenges and advantages in education. The epidemic of COVID-19 profoundly changed the global higher education system in 2020, and the crisis has accelerated innovation in the education sector. Anyhow, whatever the situation, high academic standards are required for a university to produce high-quality teaching outputs and graduates, and it should ensure continuously. With this intention, this study conducted to assess the efficacy of online teaching and learning during the COVID-19 pandemic, focusing on the perceptions of undergraduate students from the Selected university.A validated online questionnaire is used among the 171 students from the selected university. The primary goal of this paper is to analyse how the education system adapts to online teaching and learning, identify the preferred mode of study by the students in between face to face interaction and online learning, and identify the advantages and challenges faced by the students in online learning. The paper also aims to make recommendations for improving online teaching and learning through the use of online. The study's findings show that, even though the students are satisfied with the existing online teaching and learning in selected university, they prefer face to face learning than online learning. The study strongly recommends that improving the quality of the online education system and striving to solve students' issues in terms of online learning is required to maintain the standard in education. The study's findings shed light on government and non-government educational institutions, academics, and policymakers to enhance online education and maintain the education standard.

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