scholarly journals E-learning During Covid-19: A Review of Literature

2021 ◽  
Vol 23 (1) ◽  
pp. 15-28
Author(s):  
Ana Nurdini Sharin
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Psychological Impact ◽  
Traditional Learning ◽  
Learning And Teaching ◽  
Education Experience ◽  
Online Mode ◽  
E Learning ◽  
Novel Coronavirus ◽  
As Stress

A dramatic change has been required on how the students are getting their education due to the novel coronavirus (COVID-19) outbreak in Malaysia. Not only did the students have to maintain a social distance from their peers and family, but students also must adapt with online learning. Remote learning has become the norm to avoid the wide-reaching and transferable contagious disease. The sudden outbreak disrupted the education system worldwide and forced educators to switch to online mode of teaching. Some students acknowledge and are ready for online learning. However, some are reluctant to shift from traditional learning to online learning. There seem to be several methods where educators could help to make the virtual education experience more engaging and efficient. Therefore, several articles on enhancing online learning and teaching were summarized. Most of the existing research suggests that the adaptation of distance learning was a brilliant choice. Nevertheless, study showed that some students tend to detest online learning due to personal and technological difficulty issues. Besides, distance learning has also been found to be related to psychological impact such as stress and anxiety. Moreover, the existing research discovered that online learning could give psychological impacts in correlation with the challenging learning process. This paper summarizes relevant scholarly articles, identifies ideas and the need for further study.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

Educational Platforms for Online Learning in a Cloud Environment

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Neli Kiskinova ◽  
◽  
◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cloud Environment ◽  
Advantages And Disadvantages ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms ◽  
Cloud Technologies

This paper presents the types of distance learning platforms with the use of information and communication technologies. It analyses their main functionalities and outlines the advantages and disadvantages of using cloud technologies in e-learning.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Obstructions for learners in the use of ICT in KSA institutions

2020 ◽  
Vol 7 (6) ◽  
pp. 414-425
Author(s):  
Omran Alharbi
Keyword(s):  
English Language ◽  
Great Influence ◽  
Learning Systems ◽  
Traditional Learning ◽  
Structured Interviews ◽  
Barriers To Learning ◽  
Learning And Teaching ◽  
Learning Success ◽  
E Learning ◽  
Methods Of Learning

The advancement of digital technology has a great influence on the development of many areas of modern life. Over recent years, e-learning systems have managed to gain a competitive edge over the more traditional methods of learning. The learning and teaching techniques employed by e-learning systems allow more flexibility and provide freedom from the restrictions of time, location, physical presence and other aspects of traditional learning. Nevertheless, e-learning does have its own drawbacks, and research into the barriers to learning will assist in overcoming some of the problems associated with e-learning success. This study attempts to determine the obstacles that can influence the success of ICT within institutions in the Kingdom of Saudi Arabia. This qualitative research examined the obstacles of the use of ICT in the education process from learner’s perspectives and the potential solutions that can help to reduce these obstacles. Semi-structured interviews were conducted with seven e-learning students from one Saudi University. Purposive sample techniques were used with participants, and the results revealed that there were many barriers that hindered learners from benefitting from the use of ICT in education. These obstacles included lack of technical support, technical issues, lack of English language, lack of design e-course materials, and lack of motivation. In addition, a number of solutions were considered in this study.

scholarly journals The role of the ICT teacher in e-learning-based teaching

2021 ◽  
Vol 26 ◽  
pp. 93-100
Author(s):  
Fetri Sukisworo ◽  
Marsono Marsono ◽  
Widiyanti Widiyanti
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Human Life ◽  
Face To Face ◽  
Use Of Technology ◽  
Learning Techniques ◽  
E Learning

The Covid-19 pandemic has had a fundamental impact on various aspects of humanity. Starting from attacking health, this pandemic has hit the education sector which is quite influential on human life. Enforcement of regulations while maintaining a distance of about one meter has implications for the education process in Indonesia. Therefore, the educational element must encourage the distance learning process. The term arises because it sees distance learning as an alternative to face-to-face methods so that education can always be held without controversy under any circumstances. This activity raises the use of technology that is used as teaching material for distance education. Distance learning techniques allow users to take advantage of technologies such as online learning. Teachers will be required to abandon using traditional techniques whose methods are somewhat indifferent. Online learning creates internet connectivity and the use of information technology in helping the teaching and learning process that can be applied in Google Classroom. In this article, researchers focus on using Google Classroom in the context of implementing distance learning during the Covid-19 pandemic.

scholarly journals Impelementasi Media Daring Dalam Mendukung Pembelajaran di Masa Pendemi

2021 ◽  
Vol 1 (03) ◽  
pp. 110-115
Author(s):  
Ubaidillah Kamal Faseh ◽  
Septi Gumiandari
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Minimum Data ◽  
Library Research ◽  
E Learning

The Covid-19 pandemic has caused many activities to stop, including activities teaching and learning conventionally. Until a solver or deep solution is needed respond to these problems. Teaching and learning activities carried out online is a way to overcome that problem. Destination The research was to determine the use of online learning e-learning media for students at a university in Indramayu. The research instrument carried out on the collection of information and data is by means of questionnaires and library research. As a result of this research shows that online learning has been implemented well, and takes advantage of various learning media such as WhatsApp, Google Classroom, Zoom and Google Meet so learning becomes more varied and makes students not bored quickly and understand faster material delivered. There are several obstacles faced in implementation of online teaching and learning activities, namely the internet network that is not stable, lacking maximum availability of physical references and minimum data quota Internet. Online learning needs to be used as best as possible in activities learning and teaching because it is an innovation in learning so that students and lecturers can conduct lectures efficiently and effectively.

scholarly journals E-learning Platforms and E-learning Students: Building the Bridge to Success

2013 ◽  
Vol 1 (2) ◽  
pp. 21-34 ◽  
Author(s):  
Manuel Rodrigues ◽  
Sérgio Gonçalves ◽  
Florentino Fdez-Riverola
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Traditional Learning ◽  
Affective States ◽  
Non Invasive ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Dynamic Recognition ◽  
Insight Into

E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one). In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive) such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module) to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

scholarly journals Strategi Pembelajaran Di Perguruan Tinggi Pada Masa Pandemi Covid-19

2020 ◽  
Vol 1 (1) ◽  
pp. 99-106
Author(s):  
Ferawaty Puspitorini
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
The Public ◽  
Internet Connection ◽  
Online Mode ◽  
E Learning ◽  
Qualitative Descriptive ◽  
The Subject ◽  
The University ◽  
The City

Begin the Year 2020, the world back appalled by the spread of the virus dangerous and deadly. The public call it as a corona virus. The emergence of the virus allegedly originated from the City of Wuhan, capital of Hubei Province, China. This Virus was first reported to WHO on 31 December 2019. This research is qualitative descriptive which describe the activities of online learning at the University of Bhayangkara Jakarta Raya after the enactment of the entire learning activities conducted at home with online mode. The subject consists of 3 students and 2 lecturers of Universitas Bhayangkara Jakarta Raya. Data collection using interviews. Based on the results of wawanccara learning activities with the online mode at the University of Bhayangkara Jakarta Raya have been effective with utilizing E-Learning applications Ubhara Jaya, Zoom and Google Classroom. Constraints in the implementation of online learning, namely the problem of internet connection less support. Keywords: Online Learning, Pandemic, COVID-19   Abstrak Mengawali Tahun 2020, dunia kembali digemparkan dengan penyebaran virus berbahaya dan mematikan. Publik menyebutnya sebagai virus corona. Kemunculan virus tersebut ditengarai berawal dari Kota Wuhan, ibukota Provinsi Hubei, Tiongkok. Virus ini pertama kali dilaporkan ke WHO pada tanggal 31 Desember 2019. Penelitian ini merupakan deskriptif kualitatif yang mendeskripsikan kegiatan pembelajaran daring di Universitas Bhayangkara Jakarta Raya setelah ditetapkannya seluruh kegiatan pembelajaran dilaksanakan di rumah dengan mode daring. Subjek terdiri dari 3 mahasiswa dan 2 dosen Universitas Bhayangkara Jakarta Raya. Pengumpulan data menggunakan wawancara.  Berdasarkan hasil wawanccara kegiatan pembelajaran dengan mode daring di Universitas Bhayangkara Jakarta Raya sudah efektif dengan memanfaatkan aplikasi E-Learning Ubhara Jaya, Zoom dan Google Classroom. Kendala dalam pelaksanaan pembelajaran daring yaitu masalah koneksi internet yang kurang mendukung. Kata kunci: pembelajaran online, masa pandemi, COVID-19

scholarly journals Nauczanie zdalne w opinii uczniów szkół średnich w czasie trwania pandemii COVID-19

2020 ◽  
pp. 119-132
Author(s):  
Izabela Kochan
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Empirical Studies ◽  
Modern Technology ◽  
Educational Activity ◽  
Network Access ◽  
School Students ◽  
Online Mode ◽  
The Subject ◽  
Polish Government

The Covid-19 pandemic triggered a general implementation of social distancing. According to UNESCO’s data, schools have been closed in 165 countries. Pursuant to a decision of the Polish government of 12 March 2020, classes in educational establishments were suspended throughout Poland. The Internet, viewed from the beginning of its existence as a source of numerous threats and also of unprecedented access to information, became a tool enabling the continuity of educational activity. In the present reality, teachers facing social distance, confronted by challenges at work are also evaluated by students. The present article, based on empirical studies, contains secondary school students’ opinions on the subject of the quality of distance learning. Critical opinions result explicitly from the fact that they are expressed by people having “digital attachment to modern technology” and possess heir own equipment with unlimited network access. This unprecedented state of emergency emphasizes most teachers’ unpreparedness for switching overnight to the online mode, which should not come as a surprise to anybody, because reliable preparation for distance classes involves not only the skill but also planning and proper preparation of teaching materials. Importantly, during online learning students begin to miss other people and interaction with their teachers, which emphasizes the importance of direct human relations, unduly underrated in “normal reality”. Regardless of various opinions on the subject of distance learning, it is obvious that forced switching to online learning can nd even be a catalyst of change in the educational field.

scholarly journals Perspectives of Canadian Distance Educators on the Move to Online Learning

2021 ◽  
pp. 28-40
Author(s):  
Cindy Ives ◽  
Pamela Walsh
Keyword(s):  
Online Learning ◽  
Qualitative Study ◽  
Resistance To Change ◽  
Visionary Leadership ◽  
Traditional Learning ◽  
Early Adopters ◽  
Canadian Universities ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Distance Educators

Our qualitative study explored transition in seven Canadian universities—early providers of distance education that transitioned to online learning between 2002 and 2017. We interviewed 16 individuals who were involved in the design, planning, or implementation of online learning. Participants reported their universities experienced significant impacts on organizational structure and roles. Many saw an increased focus on learning and teaching. Access, revenue generation, and technology were identified as drivers of online learning; traditional learning and teaching practices were shifting; challenges experienced included resistance to change and lack of dedicated resources; and effective, visionary leadership was seen to be critically important. We propose that the roots of today’s challenges and opportunities in online learning may be found in the experiences of distance educators who were early adopters. 

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