scholarly journals English Teachers’ Readiness to Implementing Online Learning

2021 ◽  
Vol 4 (3) ◽  
pp. 558
Author(s):  
Ni Wayan Pitriani ◽  
Nyoman Karina Wedhanti
Keyword(s):  
Online Learning ◽  
Qualitative Data ◽  
English Teachers ◽  
Check List ◽  
Learning Program ◽  
Optimal Learning ◽  
Learning And Teaching ◽  
Interview Guide ◽  
Space Limitation ◽  
Main Activity

Nowadays, education system is conducted in the different ways in which the learning and teaching process can be done as a distance learning without time and space limitation or commonly known as online learning. This study aimed at analyzing teachers’ readiness implementing online learning and to know strengths and weakness of online learning. This study was formed in descriptive qualitative research. Five teachers and a principal involved as subject meanwhile object of the study was teachers’ readiness implementing online learning. The data were gained through observation, survey, and interview by the use of observation check-list, questionnaire, and interview guide. The obtained data were analyzed by using Qualitative Data Analysis. The result showed the readiness of English teachers implementing online learning was good enough. Teachers was ready in 3 procedures like opening/pre-activity, main activity, and post-activity that conducted by the online meeting. Unstable of internet and not optimal learning were the disadvantages of online learning because teachers couldn't meet students directly and teacher only could transfer knowledge or theory and teacher couldn't educate students’ character. While for advantages aspect, teacher easier and simpler in teaching because they could teach anywhere. Online learning program was supportive and helpful to the institution, especially the school in this abnormal situation and condition.

Arranging and Rearranging Practice in Digital Spaces

2018 ◽  
pp. 567-585
Author(s):  
Laurette S. M. Bristol ◽  
Merilyn Childs
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Teacher Educators ◽  
Learning Program ◽  
Learning Space ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

Arranging and Rearranging Practice in Digital Spaces

2017 ◽  
pp. 191-209
Author(s):  
Laurette S. M. Bristol ◽  
Merilyn Childs
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Teacher Educators ◽  
Learning Program ◽  
Learning Space ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

scholarly journals Analysis of Teachers’ Challenges in Teaching Speaking Through Online Learning during Covid-19 Pandemic in SMAN 2 Abiansemal

2021 ◽  
Vol 1 (2) ◽  
pp. 26-36
Author(s):  
Putra Maha Anugrah
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
English Teachers ◽  
Analysis Model ◽  
Interview Guide

ABSTRACT This research aims at at finding out 1) the challenges of the teachers in teaching speaking during online learning in SMAN 2 Abiansemal, 2) the teachers’ ways to cope with the challenges in teaching speaking during online learning in SMAN 2 Abiansemal and 3) the strengths and the weaknesses of the strategy used by the investigated teachers during online learning in teaching speaking. The subjecs of this research were three English teachers in SMAN 2 Abiansemal. To collect the data, two instruments were needed, observation sheet and interview guide. The obtained data were analyzed qualitative by using Interactively Data Analysis Model by Miles and Huberman (1994). This research discovers 1) 9 challenges in online learning, 2) 9 ways to cope the challenges, and 3) 9 weaknesses and strengths of the strategy.

scholarly journals Rethinking active learning program for primary English teachers through connoisseurship technique

2021 ◽  
Vol 15 (4) ◽  
pp. 552-557
Author(s):  
Nippita Kulachit ◽  
Prasart Nuangchalerm
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Video Recording ◽  
English Teachers ◽  
Learning Program ◽  
School Contexts ◽  
Language And Culture ◽  
Evaluative Research ◽  
Authentic Classroom ◽  
Program Data

From the importance of Englishin world of internationally communicated,  the problems of learning management in each area seems to be differenced, language and culture are needed for recognizing, active learning is called for  effectiveness instruction, and primary English teachers need to prepared in modern classroom. This research employed evaluative research to employ active learning for primary English teachers through professional program. Data were collected by setting a connoisseurship technique. Seven experts are appointed and read carefully a tentative program for primary English teachers. The connoisseurship technique allowed all experts share their experiences and ideas to promote active learning in freely. Video recording and note taking were recorded during the validation activity. Active learning program for primary English teachers is approved before implementation in different school contexts. The uncertainty situations, COVID-19 pandemic may be affected to schooling, teachers have to redesign lesson. The implementation though active online learning is needed to discuss and rethinking how it be effectively in authentic classroom.

scholarly journals TEACHING STRATEGIES USED BY ENGLISH TEACHERS IN ONLINE LEARNING

2021 ◽  
Vol 5 (2) ◽  
pp. 79
Author(s):  
Putu Devi Cahyaningsih ◽  
I Nyoman Adi Jaya Putra ◽  
Gede Mahendrayana
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Data Collection ◽  
Teaching Strategies ◽  
Case Study Research ◽  
English Teachers ◽  
Learning By Doing ◽  
Interview Guide ◽  
The Subject

This study aimed at finding out teaching strategies used by English teachers in an online learning. The subject of this study is English teachers at SMP Negeri 6 Singaraja. This study was qualitative research which uses a case study research design. The methods of data collection were observation and interview. This study used three instruments such as observation checklist, questionnaire, and interview guide. The findings showed that English teachers at SMP Negeri 6 Singaraja used learning by doing and learning by reflection in the online learning. Four English teachers were considering about aspects of learning by doing and learning by reflection. Besides, during the online learning, it was found five obstacles. The English teachers were also provided the solutions for the obstacles.

scholarly journals Evaluating an e-Learning Program to Strengthen the Capacity of Humanitarian Workers in the MENA Region: The Humanitarian Leadership Diploma

2021 ◽  
Author(s):  
Shadi Saleh ◽  
Dayana Brome ◽  
Rania Mansour ◽  
Tracy Daou ◽  
Amar Chamas ◽  
...  
Keyword(s):  
Online Learning ◽  
Personal Development ◽  
Qualitative Data ◽  
Qualitative Content Analysis ◽  
Organizational Level ◽  
Learning Program ◽  
Mena Region ◽  
Course Content ◽  
Engagement Strategies

Abstract Background: The Middle East and North Africa (MENA) region is consistently plagued with humanitarian crises while having little response capacity. Despite their obvious growing need, there exist limited educational opportunities for humanitarian workers to develop their capacity in humanitarian topics. The present study evaluates an online training program, the Humanitarian Leadership Diploma (HLD), which targeted humanitarian workers across the MENA region.Methods: A mixed-methods design was used, comprising short and long-term quantitative and qualitative data, targeting individual and organizational-level outcomes. A total of 28 humanitarian workers across the MENA region enrolled in the program starting September 2019 until October 2020, 18 of which completed the full diploma. Short-term quantitative data such as knowledge assessments, course evaluations, and reflective commentaries were collected from all learners, whereas long-term qualitative data was collected only from those who completed the full diploma and from peers at their organizations, 6 months after completion. Data was triangulated, analyzed using qualitative content analysis, and reported as themes.Results: The program was overall successful given multiple factors reported by participants such as enhanced knowledge, high satisfaction, and improved practice, with some important challenges being identified. Themes under the strengths category related to (1) online learning, (2) significance of diploma, (3) course content, (4) instructors, (5) transfer of learning into practice, and (6) personal development. Themes under the challenges category related to (1) barriers to applying changes in behavior and performance, (2) engagement and interaction, and (3) pedagogical approach.Conclusion: This is one of very few evaluations of locally developed and delivered online learning programs for humanitarian actors in the MENA region. The findings are especially important as they may inform researchers and humanitarian actors looking to design and deliver similar programs in the MENA region or other fragile settings. Key recommendations are discussed in the manuscript, and include to combine synchronous and asynchronous approaches, design concise course materials, limit theoretical pedagogical approaches, ensure topics are contextualized to the region, and consider continuous engagement strategies for learners.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yating Li ◽  
Chi Zhou ◽  
Di Wu ◽  
Min Chen
Keyword(s):  
Online Learning ◽  
Information Literacy ◽  
High Performance ◽  
Behavioral Data ◽  
Online Information ◽  
Process Data ◽  
Content Type ◽  
Information Behaviors ◽  
Learning And Teaching ◽  
Performance Group

PurposeAdvances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).Design/methodology/approachFirst, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.FindingsThe results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.Originality/valueThe evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

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