GDPR and Distance Teaching and Learning

2021 ◽  
Author(s):  
Maria da Conceicao Freitas ◽  
Miguel Mira da Silva
Keyword(s):  
Teaching And Learning ◽  
Distance Teaching

BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Greig Krull ◽  
Brenda Mallinson
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Staff ◽  
Online Communication ◽  
Distance Teaching ◽  
Online Learners ◽  
Web Technologies ◽  
Course Material ◽  
Practical Experiences ◽  
Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

scholarly journals Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ali Alamer ◽  
Fawaz Alharbi
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Distance Teaching ◽  
Undergraduate Medical Students ◽  
Student Attendance ◽  
Perceived Satisfaction ◽  
Fourth Year Medical Students ◽  
Self Administered Questionnaire

Abstract Background The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students’ perceived satisfaction and concerns. Students’ perceptions were correlated with their attendance, grades, and frequency of technical difficulties. Methods The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students’ attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. Results A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. Conclusion Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

THE POSSIBILITIES OF THE INTERNET-BASED BLACKBOARD PLATFORM IN DISTANCE TEACHING AND LEARNING OF BULGARIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 3 (7(71)) ◽  
pp. 47-50
Author(s):  
V. Simeonova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
The Internet ◽  
Distance Teaching ◽  
Electronic Environment ◽  
Internet Platform ◽  
Medical University

The paper presents the effectiveness of teaching Bulgarian as a foreign language in an electronic environment in a medical university through internet platform “Blackboard”.

scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

scholarly journals Factors Affecting Students’ Acceptance of Mobile Learning Application in Higher Education during COVID-19 Using ANN-SEM Modelling Technique

Electronics ◽  
2021 ◽  
Vol 10 (24) ◽  
pp. 3121
Author(s):  
Mohammed Amin Almaiah ◽  
Enas Musa Al-lozi ◽  
Ahmad Al-Khasawneh ◽  
Rima Shishakly ◽  
Mirna Nachouki
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Service Providers ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Modelling Technique ◽  
Distance Teaching ◽  
Perceived Ease Of Use ◽  
Learning Platform ◽  
Learning Platforms

Due to the COVID-19 pandemic, most universities around the world started to employ distance-learning tools. To cope with these emergency conditions, some universities in Jordan have developed “mobile learning platforms” as a new tool for distance teaching and learning for students. This experience in Jordan is still new and needs to be evaluated in order to identify its advantages and challenges. Therefore, this study aims to investigate students’ perceptions about mobile learning platforms as well as to identify the crucial factors that influence students’ use of mobile learning platforms. An online quantitative survey technique using Twitter was employed to collect the data. A two-staged ANN-SEM modelling technique was adopted to analyze the causal relationships among constructs in the research model. The results of the study indicate that content quality and service quality significantly influenced perceived usefulness of mobile learning platforms. In addition, perceived ease of use and perceived usefulness significantly influenced behavioral intention to use mobile learning platforms. The study findings provide useful suggestions for decision makers, service providers, developers, and designers in the ministry of education as to how to assess and enhance mobile learning platform quality and understanding of multidimensional factors for effectively using mobile learning platforms.

The Contribution of Lev Vladimirovich Shcherba to the methodology of teaching foreign languages.

2021 ◽  
Vol 58 (1) ◽  
pp. 2082-2089
Author(s):  
Yuldasheva Dilshoda Musaevna
Keyword(s):  
Teaching And Learning ◽  
Educational Aspirations ◽  
Current Debate ◽  
Professional Lives ◽  
Distance Teaching ◽  
Learning Loss ◽  
School Closures ◽  
Policy Makers ◽  
Time Distance ◽  
Long Term Impact

The coronavirus pandemic has spread globally, upending the personal and professional lives of millions of people, including students, educators, and education researchers. At all levels of education, instructors, institution leaders, and policy makers are facing an unprecedented challenge, trying to ensure that high quality and equitable teaching and learning continues under rapidly changing and unpredictable conditions. During this time, distance-learning solutions were implemented to ensure education continuity, and much of the current debate focuses on how much students have learnt during school closures. However, while this potential learning loss may only be temporary, other elements that happen in the absence of traditional schooling, such as the curbing of educational aspirations or the disengagement from the school system, will have a long-term impact on students’ outcomes, thus distance- teaching has also faced rapid changes. For educators to turn traditional classes into video classes was also unexpected. But still  the methodology that was used in offline classes also was the good aid in online classes but a little bit limited. For example excluding teachers physical presence, kinesthetic learning and etc.    

Beginning Chinese as a Foreign Language Online Course Design

2016 ◽  
pp. 104-142
Author(s):  
Bailu Li ◽  
Sijia Yao ◽  
Wei Hong
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
First Year ◽  
Distance Teaching ◽  
Design Development ◽  
Learning Content ◽  
Language Courses ◽  
Virtual Interaction

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.

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