scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

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.

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.

scholarly journals Teaching and Learning Techniques for the Online Environment. How to Maintain Students’ Attention and Achieve Learning Outcomes in a Virtual Environment Using New Technology

2021 ◽  
Vol 4 (4) ◽  
pp. 278-290
Author(s):  
Narcisa Roxana Moşteanu
Keyword(s):  
Learning Outcomes ◽  
Virtual Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Educational Process ◽  
Learning Approaches ◽  
Digital Networks ◽  
Economic Sectors ◽  
Teaching Learning

Digital communication has become vital to all social and economic sectors. Today we are experiencing a transition from traditional learning to e-learning via digital means. Overnight, all of humanity is learning how to adapt to digital life and leaving traditional ways of doing things behind. Digitization has been around for several years, but has become a necessity due to the Covid-19 pandemic. Lockdowns have forced us to work remotely and to use digital networks to communicate, make payments, and learn – all sectors have had to abruptly adapt to the digital age. This paper shows how teaching and learning approaches need to adapt to new communication requirements and students' needs to achieve learning outcomes in a virtual environment. This paper uses both quantitative and qualitative methods to analyze professors’ and students’ perspectives on the techniques of online teaching and learning, both during the isolation period and after, and what the best methods are for online learning, taking into consideration how to maintain students’ attention and how to get them actively involved in the learning process. The aim of this study is to develop a holistic image of online teaching-learning-assessment activities, to ensure the efficiency and quality of the educational process in the university environment.

scholarly journals Teaching techniques adapted for online delivery to achieve course learning outcomes in a virtual environment

2021 ◽  
Vol 2 (2) ◽  
pp. 33-50 ◽  
Author(s):  
Narcisa Moşteanu
Keyword(s):  
Learning Outcomes ◽  
Virtual Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Assessment ◽  
Learning Approaches ◽  
Digital Networks ◽  
University Environment ◽  
Teaching Learning

Today we are moving from traditional learning to e-learning via digital means. The entire humanity learned how to adapt overnight to digital life and leave the traditional doing things behind. Digitization has been around for several years, but its use has become a necessity with the Covid-19 pandemic. The blockade forced us to work remotely overnight, to use digital networks to communicate, make payments, learn, all sectors of activity had to adapt to the digital age in one night. This paper shows how the teaching and learning approaches need to adapt to new communication requirements and students' needs to achieve course learning outcomes in a virtual environment. This paper uses both a quantitative and qualitative method to analyze the professors and students’ perspectives on the techniques of online teaching-learning, during the isolation period and after, and what are the best methods recommended to be used for online learning taking into consideration how students can maintain their class’s attention and how can get actively involved in a learning process. The value of this study is to develop a holistic image of online teaching-learning-assessment activities, to ensure the efficiency and quality of the educational process in the university environment.

scholarly journals Unlocking Technology for Language Learning: A Viability at the Time of Transition from Traditional to Online Teaching and Learning

2021 ◽  
pp. 96-110
Author(s):  
Reema Srivastava
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learning Tools ◽  
Online Teaching And Learning ◽  
Teachers And Students ◽  
Learning Platforms ◽  
Teaching Learning

Online teaching and learning activities are no longer ‘a nice-to-have extracurricular facility’ but an answer to what, how, when people learn, and where they learn it from. Digitization of education helps us to find answers to how technology can enable teachers and students to access specialized materials outside the classroom, in various formats and ways that help to utilize both time and space. Educators all over the world are trying to overcome the limitations of being physically separated by moving onto online learning platforms. This paper attempts to find out the feasibility of using technology for teaching language to learners of English as a second language in the present-day context. The findings of this research are based on responses to a questionnaire answered by both the Language teachers and the Undergraduate students of Middle East College, Muscat and through literature review. Gen Z, the ‘digital natives’ do not want teachers to be replaced entirely by computers as they need motivation, inspiration, and emotional support. Virtual education is feasible, but its success depends upon the effective content generation, designing and planning for its delivery, and the effective use of teaching/learning tools that can supplement the efforts of the teachers. For online teaching and learning not only do the colleges and educational institutions need to be well-equipped, the learners also need to adapt to the changing scenario.

scholarly journals Teaching During Covid-19

Esculapio ◽  
2021 ◽  
Vol 16 (4 (oct 2020 - dec 2020)) ◽  
Author(s):  
Abdul Majeed Chaudhary
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Synchronous Communication ◽  
Educational Systems ◽  
Discussion Boards ◽  
Face To Face ◽  
Live Chat ◽  
Education Commission ◽  
Partial Opening ◽  
Teaching Learning

The recent outbreak of COVID-19 has enor- mously affected every aspect of global arrange- ments with its fast and lethal reach. Originating from Wuhan, a Chinese city, this highly infectious virus has forced to impose nationwide closures in many countries impacting onsite educational systems to shut down. Considering the safety of students and following the steps taken by many infected countries, the Pakistan government initially closed all the edu- cational institutions and later allowed partial opening of schools where 30-50 % of students were allowed to attend classes in a cyclic manner. The direct and most immediate impact of this decision was an untimely break and loss of learning opportunities for all students. In order to continue with teaching and learning, Higher education commission, developed online tea- ching guidelines with the instructions to resume tea- ching, by following these guidelines. The guidelines included development and implementation of both online and hybrid curricula. Online teaching-learning is based on application of information technology tools to ensure access to learning resources for all students in the absence of face to face classes. It is conducted in the form of asynchronous or synchronous communication where-in asynchronous system tools like e-mail, discussion boards, learning newsgroups are used. For synchronous system webcasting, live chat and audio/video technologies are used for realtime class. Hybrid learning can be defined as a learning approach that combines both remote learning and inperson learning to improve student experience and ensure learning continuity.

scholarly journals Going virtual, staying face-to-face: trajectory of ELT classes during the pandemic

2021 ◽  
pp. 49-61
Author(s):  
Daniel A. Nkemleke
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Virtual Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Hard Time ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University

COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers who grappled with 14 online courses and F2F mode, the study concludes that due to students’ inability to access the internet with ease, any online teaching/learning at ENS has to be largely complemented with F2F activities.

scholarly journals Unlocking Technology for Language Learning: A Viability at the Time of Transition from Traditional to Online Teaching and Learning

2021 ◽  
Author(s):  
Reema Srivastava
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learning Tools ◽  
Online Teaching And Learning ◽  
Teachers And Students ◽  
Learning Platforms ◽  
Teaching Learning

Online teaching and learning activities are no longer ‘a nice-to-have extracurricular facility’ but an answer to what, how, when people learn, and where they learn it from. Digitization of education helps us to find answers to how technology can enable teachers and students to access specialized materials outside the classroom, in various formats and ways that help to utilize both time and space. Educators all over the world are trying to overcome the limitations of being physically separated by moving onto online learning platforms. This paper attempts to find out the feasibility of using technology for teaching language to learners of English as a second language in the present-day context. The findings of this research are based on responses to a questionnaire answered by both the Language teachers and the Undergraduate students of Middle East College, Muscat and through literature review. Gen Z, the ‘digital natives’ do not want teachers to be replaced entirely by computers as they need motivation, inspiration, and emotional support. Virtual education is feasible, but its success depends upon the effective content generation, designing and planning for its delivery, and the effective use of teaching/learning tools that can supplement the efforts of the teachers. For online teaching and learning not only do the colleges and educational institutions need to be well-equipped, the learners also need to adapt to the changing scenario.

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