ENGLISH TEACHER PARTICIPANTS’ ENGAGEMENT IN ONLINE LEARNING SESSION OF TEACHING PROFESSION CERTIFICATION PROGRAM

Today we are living in the world of technology we use this in all walks of our life. From 2019 we are facing difficult times in history. Many lost their jobs and people from commercial sector lost their business. Students are learning from home instead of going to schools, colleges or universities. We are all worried about COVID-19 and this has created a stressful situation. This research address the problems of students while learning through online mode. Today in this pandemic situation it is the only mode of teaching and learning. Objectives of the study: To understand the problems faced by students during online learning session. Population of the Study: All students studying in central university of Tamil Nadu is selected as the population of the study. Sample of the Study: Students were selected randomly and questionnaire was administered to them. Data was analysed quantitatively using percentage and graph. This study will be helpful to the educationist for understanding the student’s difficulties during online teaching and learning sessions. This will help them to design online learning session in useful and interesting manner which will benefit the students. Findings of the study: Investigator have prepared fifteen questions both of positive and negative polarity. Points 4 and 5 was taken as students positive opinion on online learning and 1 and 2 points was taken as negative opinion on online learning and point 3 is taken as neither positive nor negative. For seven questions students answered positively and six questions students answered neither positive nor negative and for one question they answered negatively. In one question there was equal load on positive and neither positive nor negative. Therefore for maximum number of questions students answered positively that is they have positive opinion on online learning.

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Analysis of Implementation and Perception of Online Formative Assessment on Students’ Speaking Skill at Sukasada

The Art of Teaching English as a Foreign Language ◽

10.36663/tatefl.v2i1.115 ◽

2021 ◽

Vol 2 (1) ◽

pp. 41-49

Author(s):

Gusti Ayu Agung Tania Gautami ◽

Made Hery Santosa

Keyword(s):

Online Learning ◽

Formative Assessment ◽

Language Skills ◽

Point Of View ◽

Learning Objectives ◽

Formative Assessments ◽

English Teacher ◽

Speaking Skill ◽

Online Formative Assessment

This study investigated the perspective and the implementation of formative assessments by the teacher to the students in the SMPN 1 Sukasada. There were 1 English teacher and 11 students investigated as the informants. The data gained through closed-ended questionnaires and the teacher was interviewed by using Whatsapp chat. The result of this study shows that the teacher cannot assess the students’ speaking skill during this pandemic. In the point of view of students, they thought that speaking is important but, they do not have any gadgets to support their improvement in speaking skill. Based on this result the teacher has important role in developing the students’ language skills in order to achieve the objectives of the learning. The students also should be able to manage themselves during online learning. It is very challenging for both of participants in achieving the successes of the learning objectives.

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Pre-service and in-service English teachers’ outlook in the use of online learning

UAD TEFL International Conference ◽

10.12928/utic.v2.5736.2019 ◽

2021 ◽

Vol 2 ◽

pp. 54

Author(s):

Nasrullah Nasrullah

Keyword(s):

Online Learning ◽

Second Language ◽

Learning Process ◽

English Language ◽

Qualitative Approach ◽

English Language Teaching ◽

English Teacher ◽

Digital Native ◽

The Status ◽

English Speaking

The advancement of technology by the emergence of various websites and applications in learning English is inevitably becoming phenomena today. However, many educators especially in-service teachers in Asian secondary schools are reluctant to embody them in the process of English Language Teaching (ELT) since this problem has existed in last decade in the English speaking countries which place English as first and second language; one emerging factor might likely be the status of either x-generations or millennial generation attached to some of them in coin with digital native or digital immigrant as proposed by Marc Prensky. Therefore, this paper is supposed to explain an investigation on the view shown by both sides (pre-service and in-service English teacher). In doing so, a qualitative approach is conducted by involving five pre-service teachers and five in-service teachers in South Kalimantan. The expected finding of this research could depict the variety of chosen views towards the insight and knowledge of ELT resources whether it can be useful for the process of pedagogy in the learning process as well as their classroom instruction.

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Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany

Education Sciences ◽

10.3390/educsci10070182 ◽

2020 ◽

Vol 10 (7) ◽

pp. 182 ◽

Cited By ~ 1

Author(s):

Christian Hofmeister ◽

Matthias Pilz

Keyword(s):

Online Learning ◽

Teacher Training ◽

Online Education ◽

Vocational Education ◽

Teaching Profession ◽

Vocational Education And Training ◽

Further Training ◽

Online Questionnaire ◽

Training Tool ◽

E Learning

For teachers in vocational education and training (VET), lifelong learning and related further training is important to meet the growing demands of the teaching profession. This paper analyses the perception of technology and e-learning of teachers in Poland, Italy and Germany. The innovative aspect of this study lies in its combination of general perceptions of online learning and technology on the one hand and findings in relation to a specific online Teacher Training Tool on the other hand. The aims of this study are to show the relevance of e-learning in teacher training and to measure the perception and acceptance of this form of further training by VET teachers. The results should provide support for the further design and development of online education formats for teachers. The evaluation was carried out using a quantitative cross-cutting study using a standardised questionnaire. The results of an online questionnaire show that the approach of online learning as a form of teacher training was met with great interest among VET teachers and that the perception of one’s own benefit from such a training option was positive. The quality of the online learning units is decisive for the acceptance of e-learning opportunities. One limitation of this study is that the diverse country-specific cultural aspects and systems of teacher training could only be taken into account to a limited extent. This paper enables international comparative research on teacher training to be integrated using e-learning formats.

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Advantages and Challenges of Fostering Cognitive Integration Through Virtual Collaborative Learning: a Qualitative Study

10.21203/rs.3.rs-1151573/v1 ◽

2021 ◽

Author(s):

Jeanette Ignacio ◽

Hui-Chen Chen ◽

Tanushri Roy

Keyword(s):

Online Learning ◽

Collaborative Learning ◽

Focus Group ◽

Learning Activity ◽

First Year ◽

Cognitive Integration ◽

Focus Group Discussions ◽

Learning Session ◽

Group Discussions ◽

Face To Face

Abstract BackgroundThe drastic shift from face-to-face classes to online learning due to the COVID-19 pandemic has enabled educators to ensure the continuity of learning for health professions students in higher education. Collaborative learning, a pedagogy used to facilitate knowledge integration by helping students translate theory from basic sciences to clinical application and practice, has thus been transformed from a face-to-face to a virtual strategy to achieve the learning objectives of a multi-disciplinary and integrated module.ObjectivesThis study aimed to describe and evaluate, through focus group discussions, a virtual collaborative learning activity implemented to assist first year undergraduate nursing students to develop cognitive integration in a module consisting of pathophysiology, pharmacology and nursing practice.MethodsFourteen first year undergraduate students and four faculty involved in facilitating the virtual collaboration participated in the study. Focus group discussions were conducted to elicit the perceptions of students and staff on the virtual collaborative learning session conducted at the end of the semester.ResultsThree themes were generated from the thematic analysis of the students’ focus group scripts. These were: (1) achieving engagement and interaction, (2) supporting the collaborative process, and (3) considering practical nuances. The three themes were further subdivided into subthemes to highlight noteworthy elements captured during focus group discussions. Three themes also emerged from the focus group discussion scripts of faculty participants: (1) learning to effectively manage, (2) facing engagement constraints, and (3) achieving integration. These themes were further sectioned into salient subthemes.ConclusionThe virtual collaborative learning pedagogy is valuable in fostering cognitive integration. However, meticulous planning considering various variables prior to implementation is needed. With better planning directed at addressing the learners’ needs and the faculty’s capabilities and readiness for online learning pedagogies, and with a strong institutional support to help mitigate the identified constraints of virtual collaborative learning, students and faculty will benefit.

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The Influence of Instructional Syntax to Engage EFL Students in Online Learning Environment

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) ◽

10.21093/ijeltal.v4i1.337 ◽

2019 ◽

Vol 4 (1) ◽

pp. 121

Author(s):

Darmawansah Darmawansah ◽

Setyabudi Indartono

Keyword(s):

Online Learning ◽

Learning Environment ◽

Language Learning ◽

English Learners ◽

English Language ◽

Group Discussion ◽

Lesson Plans ◽

English Language Learning ◽

Online Learning Environment ◽

Learning Session

This paper aims to analyse the instructional syntax for an online learning environment in English language learning. The data collection used lesson plans in a Spain-based English Academy. The research method used Hemphill’s engagement criteria to find the syntax characteristic in the lesson plans instructions. Also, the study analysed the factors of engagement during the learning session. The study revealed the frequencies of the instructional syntax used by EFL teachers and how these instructions engage the students. The lessons plans were coded to find the most syntax used and the engagement criteria. The result identified ‘ask’ is the most used syntax with 15.3% while inquiries method (38.9%) was using the most in teaching students online. Moreover, the distribution item of engagement factors as EFL online teachers’ focus group discussion shows how the engagement model can be used for English learners. This study will contribute as an expanding method of English language learning in an online setting widely.

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The Effectiveness of Synchronous Online Flipped Learning in College EFL Reading Course During the COVID-19 Epidemic

10.21203/rs.3.rs-84578/v1 ◽

2020 ◽

Author(s):

Guihua Ma

Keyword(s):

Online Learning ◽

Social Presence ◽

Online Teaching ◽

Teaching And Learning ◽

Influence Factors ◽

Flipped Learning ◽

Online Questionnaire ◽

Learning Session ◽

Asynchronous Online Learning ◽

Synchronous Online

Abstract The purpose of this study was to examine the effectiveness of synchronous online flipped learning (SOFL) when no one can go to school and merely rely on online learning during the COVID-19 epidemic. According to community of inquiry (CoI), put forward by Garrison et al (2001), only when the three key elements of blended teaching, social presence, teaching presence and cognitive presence reach a high level, can effective learning occur, which were used as the framework of this study. Mixed methods were used to evaluate the effectiveness of SOFL teaching. A total of 60 undergraduates from pre-service English teacher training program participated in an online questionnaire survey and 25 of them voluntarily joined online in-depth interviews. Results showed that the learning effect was improved in SOFL context. Anonymity was found to improve learning in asynchronous online learning while distraction and lack of sustainable attention were found in synchronous online learning session. The findings suggest that instructors may need to have a careful design, strict organization and scientific implementation of synchronous online teaching and learning in order to achieve distinctive teaching effects, and that they may also consider the complex influence factors of synchronous and asynchronous online learning to arouse students’ interest and attention, and meet their learning needs (Wong 2020).

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The Development of the Quality of Indonesian Educators through Professional Teachers: A Literature Review

International Journal of Current Science Research and Review ◽

10.47191/ijcsrr/v4-i7-13 ◽

2021 ◽

Vol 04 (07) ◽

Author(s):

Teti Nurhidayah ◽

Keyword(s):

Legal Protection ◽

Teaching Profession ◽

School Level ◽

Teaching Staff ◽

Certification Program ◽

Tertiary Institutions ◽

Education Levels ◽

Activity Center ◽

The Government

The government’s efforts to continue to develop the teaching profession as a strong and respected profession in line with other professions can be seen from the issuance of Law No. 14 of 2005 concerning Teachers and Lecturers who seek to develop the teaching profession through legal protection. The government has made efforts to improve the professionalism of teachers, including increasing the qualifications and requirements for higher education levels for teaching staff from the school level to tertiary institutions. Other efforts made by the government are the certification program and the establishment of the PKG (Teacher Activity Center), MGMP (Subject Teacher Consultation) and KKG (Teacher Working Group).The important thing and needs to be done by the government is to build self-reliance among teachers.

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Improving Students' Listening Skills and Vocabulary Mastery through Contextual Teaching and Learning by Using Online Learning

Journal of English Language Teaching and Cultural Studies ◽

10.48181/jelts.v4i1.10557 ◽

2021 ◽

Vol 4 (1) ◽

pp. 10-21

Author(s):

Yeni Ghonivita ◽

John Pahamzah ◽

Murti Ayu Wijayanti

Keyword(s):

Qualitative Research ◽

Online Learning ◽

Action Research ◽

Research Method ◽

Teaching And Learning ◽

English Teacher ◽

Listening Skills ◽

Listening Skill ◽

Post Test ◽

Contextual Teaching

The aim of this research is to describe the process of improving the students’ listening skill and vocabulary mastery through contextual teaching and learning (CTL) by using online learning at the eleventh grade of SMAN 1 Sajira. This study also attempts to find out the improvement of the students’ skill in listening and vocabulary mastery through contextual teaching and learning (CTL) by using online learning. The method used in this research was qualitative research method by implementing classroom action research (CAR). This research was conducted in three cycles actions in cycle I, cycle 2 and cycle 3. The result of the research is the use of contextual teaching and learning (CTL) by using online learning can improve the students’ listening skill and vocabulary mastery. The finding of the research are (1) the process of teaching and learning using CTL through online learning is conducted successfully in terms of the feeling of happiness and enthusiasm of the students, (2) there is an improvement of the students’ listening skill from 57.85 in pre-test became 81.11 in post-test. This study proves that English teacher can improve students’ listening and vocabulary mastery by optimizing the use of materials at school, and be creative in selecting, developing, and giving materials at class.

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