scholarly journals Scribe Hero: An Online Teaching and Learning Approach for the Development of Writing Skills in the Undergraduate Classroom

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Kimberly Francis ◽  
Meagan Troop ◽  
Jodie Salter ◽  
Rosheeka Parahoo ◽  
Lucia Costanzo ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Secondary Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Small Scale ◽  
Student Writing ◽  
Post Secondary ◽  
Learning Modules

This study examined whether or not writing skills could be taught to post-secondary students via online learning modules and what student perceptions of such a learning process were like. A pilot study of the modules developed—called Scribe Hero—was conducted in the Fall of 2017. Statistical analysis of quantitative data reveals an improvement in student writing skills following their engagement with the online learning modules. Thematic analysis of qualitative data revealed that the students were engaged by the experience, finding it educational and refreshingly different from in-class options. The feedback also suggested that user-friendly technology, tone of the online environment, incentivising meaningful feedback, and maintaining a sense of direct applicability of content are essential to capitalising on this sort of teaching and learning methodology. Overall, the findings of this small-scale research study support further development of this technology while also offering lessons that can be transferred to other contexts for teaching writing.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

scholarly journals STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

2020 ◽  
pp. 196-213
Author(s):  
Bharat Kumar Lakra
Keyword(s):  
Regression Analysis ◽  
Online Education ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Perceived Usefulness ◽  
Educational Institutions ◽  
Online Class ◽  
Teaching Characteristics

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

scholarly journals Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021 ◽  
Vol 11 (5) ◽  
pp. 105
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Hanno Hortsch
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Communication ◽  
Communication Strategy ◽  
University Teaching ◽  
Pilot Training ◽  
Training Course ◽  
Engineering Pedagogy

The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

Teaching Through a Pandemic

2021 ◽  
pp. 46-60
Author(s):  
Katrina Kirby
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New World ◽  
Effective Practices ◽  
Full Time ◽  
Online Teaching And Learning ◽  
Parent Communication ◽  
The Times

During the times of COVID-19, teachers quickly had to address the barrier of virtual learning and adapt to a new world of online teaching. This chapter will look into effective practices for online teaching and learning. Additionally, it investigates parent communication in the classroom and how that has changed and developed during this season of COVID-19. This chapter will explore how the learning environment rapidly changed, developed, and improved. It also looks at useful resources that allow for online learning to continue to evolve and grow. In addition, this shift into an online world and how it can be transferred over when learning returns full time to classrooms to grant continued, uninterrupted learning are explored. Looking at how students from low socio-economic backgrounds were affected with the immediate shut down of schools and services, we must examine how to better set our students up for success for the future. Reflecting how schools can better prepare families will create an environment that is proactive, not reactive.

The Transition to Online Teaching and Learning

2021 ◽  
pp. 188-196
Author(s):  
Greg Whateley ◽  
Alan Manly
Keyword(s):  
Online Learning ◽  
Staff Member ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Support Staff ◽  
Educational Institutions ◽  
Online Teaching And Learning ◽  
Senior Staff ◽  
Online Format ◽  
Senior Staff Member

The onset of the COVID-19 pandemic in early 2020 provided both a need and an opportunity for educational institutions in Sydney to explore new ways of providing teaching and learning for their students. UBSS was able to respond quickly because it had already prepared to introduce online learning. In mid-2019, the institution had decided to offer an online option and a senior staff member and support staff had been working since then to convert existing product into suitable online format. By the time the demand for online teaching and learning arrived, the institution was already well placed for the conversion.

Opportunities and Challenges of Connections, Trust, Diversity, and Conflict for Motivation, Volition, and Engagement in Online Learning

2021 ◽  
pp. 49-67
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Assessment Practices ◽  
Design Assessment ◽  
Assessment And Evaluation ◽  
Computer Monitors ◽  
Teaching Learning ◽  
Online Facilitation

Motivation is an important parameter for successful completion of the course by the student. There are many factors that can mar such motivation like digital fatigue, poor instructional design, facilitator competency, course design, assessment practices, and student support. For online teaching learning, the authors spend a lot of time in front of computer monitors, keep typing on computer keyboard, listen to audio using headsets, etc. The students may be sitting in live meeting of their class and not understand what is expected of them. They may have a sense of being lost and demotivated. The students may not want to ask questions for fear of appearing foolish. This chapter looks into the factors related to motivation in online teaching and learning settings. It examines the factors related to motivation like deepening connections, dealing with diversity, managing conflict, teacher capabilities for online facilitation, providing feedback, providing educational resources to students, digital fatigue, assessment and evaluation practices for online learning, and conversing.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

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