scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals Challenges and Benefits of Facilitating Online Learning in Time of Covid-19 Pandemic: Insights and Experiences of Social Science Teachers

2021 ◽  
Vol 20 ◽  
pp. 233-243
Author(s):  
Feddy B. Junsay Jr. ◽  
Dennis V. Madrigal
Keyword(s):  
Online Education ◽  
Social Science ◽  
Science Teachers ◽  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Full Time ◽  
Teachers And Students

Online education is a rapidly growing phenomenon for teachers. With the outbreak of COVID-19, there are changes in all societies worldwide, and a forcible shift in the medium of teaching and learning is inevitable. This paper explored the social science teachers' lived experiences in a Chinese school during the COVID-19 Pandemic. This qualitative study utilized the phenomenological approach to explore the lived experiences of eight full-time and tenured social science teachers determined using purposive sampling.  The data were collected from the participants using an in-depth semi-structured interview. Meanwhile, the recursive textual analysis guided by the three C's of Lichtman was employed to analyze the data thematically.  The findings show that social science teachers faced challenges in online teaching such as personal, technical, and teaching strategies.  It also found that the teachers have difficulty motivating students to participate in the online class activities and submission of outputs.  Despite the challenges, the teachers were able to surmount the difficulties because of the support of the administration and their fellow teachers.  Generally, the unfolding of online teaching challenges confronted by school heads, teachers, and students will make them resilient to adapt and embrace virtual education. Keywords. Social Science, online education, COVID-19 Pandemic, phenomenology, Philippines

scholarly journals Online language teaching and learning: Anglistics students' perspectives on the new educational environment imposed by the COVID 19 outbreak

2020 ◽  
Vol 50 (3) ◽  
pp. 231-248
Author(s):  
Marijana Prodanović ◽  
Valentina Gavranović
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Common Denominator ◽  
Education Policies ◽  
Online Delivery ◽  
Education Environment

This paper focuses on students' perspectives on the quality of online teaching and learning environment, created, and organized as a response to the COVID-19 outbreak, which unexpectedly interrupted the traditional face-to-face education context and changed the delivery and mode of classes overnight. The aim of this research is to gather information pertaining to students' learning experience in an online education environment, and to gain a deeper insight into the nature of online delivery of classes as perceived by students who had not had any similar learning experience prior to this newly created educational context. The theoretical framework of the paper states the latest EU education policies passed as an immediate and urgent response to the pandemic and its aftermath. This pilot study relies on a qualitative research which includes the analysis of a corpus of questionnaires taken by a group of 52 undergraduate students majoring in English. The main part of the questionnaire is composed of open-ended questions, and the respondents were asked to write their own answers, thus providing a valuable resource for the analysis; the other part relies on one Likert-scale question measuring the overall attitude of the respondents to the online learning. The students' answers are analyzed and classified into several categories according to their common denominator. Not only do the results show the students' opinions related to the benefits and drawbacks of online delivery of classes, the comparison of online and traditional form of teaching and learning, types of courses which are more suitable to be delivered in one of these modes, and the students' suggestions how to improve the quality of online classes, but they also shed light on different aspects of online teaching and its complexities enhanced by social and psychological factors involved.

scholarly journals Teachers and Students’ Stereotypes about the Teaching and Learning of English

2016 ◽  
pp. 75-92
Author(s):  
Eliana Edith Roberto Flórez ◽  
Gladis Leonor Arias Rodriguez
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Private University ◽  
Language Teachers ◽  
Work Behavior ◽  
Academic Majors ◽  
Structured Interviews ◽  
English Class ◽  
Grounded Theory Method ◽  
Teachers And Students

This article is the result of a research study that examined teachers and undergraduate students’ stereotypes about English teaching and learning processes at a private university in Tunja, Colombia. The research was carried out with six English teachers and twenty undergraduate students from first and second semesters. The instruments used to collect data were semi-structured interviews and questionnaires from both teachers and students. A grounded theory method was used to analyze the gathered information. Findings demonstrate that language teachers created stereotypes about students’ academic work, behavior, and attitudes due to their experiences with them as their teachers, and particularly according to students’ academic majors. Students also evidence stereotypes about the teaching and learning of English, according to their experiences in English class.

scholarly journals Synchronous and Asynchronous in Online Teaching and Learning during the Covid-19 Pandemic: Students' Perspectives

Educatia 21 ◽  
2021 ◽  
pp. 193-200
Author(s):  
Alexandra Ioana Oltean ◽  
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Spread ◽  
Online Teaching And Learning ◽  
Educational Activities ◽  
Interpretive Analysis ◽  
Online Platforms ◽  
The University

One of the main changes that occurred after the coronavirus outbreak and that represents one of the main measures taken in order to limit the virus spread refers to the conversion of the educational activities conducted conventionally into activities implemented by means of online platforms. The transition was sudden, unexpected and it still can be indefinitely prolonged. The main approaches encountered in the context of online education are asynchronous and synchronous ones. Our paper contains the results of an interpretive analysis of the opinions expressed by a group of 37 undergraduate students on asynchronous and synchronous online educational activities. We considered their opinions relevant due to the fact that since they started their studies at the university in October 2020, they conducted exclusively online activities. We explored students’ preferences and limitations of the both approaches, but also their wishes for the next period. Students expressed their interest in keeping online asynchronous and synchronous activities for the future academic years, at least for part of their subjects.

scholarly journals E-learning and m-learning as tools for enhancing teaching and learning in higher education: a case study of Russia

2021 ◽  
Vol 110 ◽  
pp. 03007
Author(s):  
Oksana Marunevich ◽  
Valentina Kolmakova ◽  
Irina Odaruyk ◽  
Denis Shalkov
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learning Tools ◽  
Teachers And Students ◽  
E Learning ◽  
Russian Universities ◽  
Vital Factor

In the world of online education, teachers are constantly looking for ways to interact with students both synchronously and asynchronously. The next decade is likely to witness a considerable rise in the development of more advanced e-learning and m-learning tools since they have become a vital factor for education due to the global shutdown of learning activities forced by the COVID-19 pandemic. This paper is a preliminary attempt to analyze the use of e-learning and m-learning technologies by Russian universities. E-learning and m-learning mean sharing knowledge and skills by using web- or mobile-based technology, respectively. The most commonly employed learning tools are social networks, LMS, and video conferencing which due to their accessibility, immediacy, interactivity, and context-awareness benefit both teachers and students in a number of ways.

Designing Effective Online Instructor Training and Professional Development

2012 ◽  
pp. 1-25 ◽  
Author(s):  
Jennifer R. Banas ◽  
Angela Velez-Solic
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Instructor Training ◽  
Online Instructors ◽  
Effective Training ◽  
Instructional Design Principles ◽  
Online Instructor

There are many ways to deliver engaging, effective, and efficient online instruction, but most higher education instructors do not know how. So while the demand for online learning has drastically increased, the efficacious training of instructors into how to deliver online courses lags far behind. In this chapter, the authors demonstrate how adult learning and instructional design principles, coupled with known best practices for online teaching, can facilitate the design of effective training and professional development for online instructors. Case study examples are used to illustrate key concepts, and a sample outline for training is offered. Administrators and trainers of online instructors will form the primary audience; other stake holders in online education will benefit as well.

scholarly journals ONLINE TEACHING AND LEARNING – A NEW REALITY

2021 ◽  
Vol IV (2) ◽  
pp. 43-50
Author(s):  
Diana Marcu ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Special Focus ◽  
Professional Lives ◽  
Online Teaching And Learning ◽  
Specific Category ◽  
Teachers And Students ◽  
The Impact ◽  
Educational Field

The present paper aims at briefly summarizing the impact the 2019 - 2020 pandemic outbreak had on the educational field, when, with no prior preparation, all classes in the academic environment moved in the cyberspace, unveiling challenges for both teachers and students. The paper discusses the concepts of both online teaching and learning, their use to meet the needs of a specific category of students in different parts of the world as well as similarities and differences between the traditional and the online means of educating. The shift to mass online education has proved to be challenging, even impossible in certain areas, unveiling difficulties for all stakeholders involved. Though technology is widely used nowadays in all aspects of our lives, special focus is laid on teachers’ and students’ challenges, their expectations as well as their feelings regarding the new reality – that of attending all classes online in order to reach the goal: the acquisition of information and knowledge necessary in their future professional lives.

scholarly journals Impact of COVID-19 on Higher Education. A case study of Uzbekistan

2021 ◽  
Vol 10 (2) ◽  
pp. 51-66
Author(s):  
Izabela Cytlak
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Educational Institutions ◽  
Higher Education System ◽  
Aged People ◽  
Teachers And Students

Purpose – To identify the main challenges experienced at local Higher Educational Institutions by students while studying online during the pandemic. The research will find out the difficulties faced, and detect the areas to improve in further implementation of distance education in the country. Motivation - Only about 11% of applicants have been accepted to High Educational Institutions in Uzbekistan for the last two years. The integration and development of distance learning will create opportunities for more young and middle-aged people who do not have enough resources to study in a traditional way. Due to the pandemic, all the educational institutions had to transfer into the online teaching system. This unexpected situation made both teachers and students of Uzbekistan face the challenges. At the same time, it created an opportunity to experience remote teaching and learning, which can become a groundwork on approval and application of distance education in Uzbekistan. Design/Methodology/Approach – Quantitative type of research was implemented. The questionnaire was designed and the students who experienced remote learning during the pandemic at least for one semester were invited to participate. Implications – The results of the research can be implied to develop educational policy in the Higher Education system of Uzbekistan. The outcomes of surveys were analyzed to understand how the findings can be implemented in the Higher Education of Uzbekistan. Moreover, the conclusions of the research may constitute recommendations for decision-makers in the field of higher education (rectors and dean's authorities of universities).

Sign in / Sign up

Export Citation Format

Share Document