scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

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.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

scholarly journals The Architectural Design of Successful Online English Classes

2021 ◽  
Vol 27 (2) ◽  
pp. 121-124
Author(s):  
Daniela-Elena Duralia
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
English Classes ◽  
Self Confidence ◽  
The Impact

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

scholarly journals Meta-Analysis of EMF-Induced Pollution by COVID-19 in Virtual Teaching and Learning With an Artificial Intelligence Perspective

2022 ◽  
Vol 17 (4) ◽  
pp. 1-20
Author(s):  
Sanjita Das ◽  
Shilpa Srivastava ◽  
Aprna Tripathi ◽  
Saumya Das
Keyword(s):  
Online Education ◽  
Soft Computing ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Meta Analysis ◽  
Online Teaching And Learning ◽  
Soft Computing Techniques ◽  
Frequent Exposure ◽  
Online Office

Concerns about the health effects of frequent exposure to electromagnetic fields (EMF) emitted from mobile towers and handsets have been raised because of the gradual increase in usage of cell phones and frequent setting up of mobile towers. Present study is targeted to detrimental effects of EMF radiation on various biological systems mainly due to online teaching and learning process by suppressing the immune system. During COVID-19 pandemic the increased usage of internet due to online education and online office leads to more detrimental effects of EMF radiation. Further inculcation of soft computing techniques in EMF radiation has been presented. A literature review focusing on the usage of soft computing techniques in the domain of EMF radiation has been presented in the article. An online survey has been conducted targeting Indian academic stakeholders’ (Specially Teachers, Students and Parents termed as population in paper) for analyzing the awareness towards the bio hazards of EMF exposure.

scholarly journals Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

2020 ◽  
Vol 10 (2) ◽  
pp. 62
Author(s):  
Abdelrahman Abdalla Salih ◽  
Lamis Ismail Omar
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Language Education ◽  
Virtual Learning Environment ◽  
Higher Learning ◽  
Computer Assisted ◽  
Online Teaching And Learning

The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

scholarly journals Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Sabine Fabriz ◽  
Julia Mendzheritskaya ◽  
Sebastian Stehle
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Survey Study ◽  
Online Teaching And Learning

The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students’ basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students’ perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.

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