Unlocking Technology for Language Learning: A Viability at the Time of Transition from Traditional to Online Teaching and Learning

Teachers And Students ◽

Learning Platforms ◽

Online teaching and learning activities are no longer ‘a nice-to-have extracurricular facility’ but an answer to what, how, when people learn, and where they learn it from. Digitization of education helps us to find answers to how technology can enable teachers and students to access specialized materials outside the classroom, in various formats and ways that help to utilize both time and space. Educators all over the world are trying to overcome the limitations of being physically separated by moving onto online learning platforms. This paper attempts to find out the feasibility of using technology for teaching language to learners of English as a second language in the present-day context. The findings of this research are based on responses to a questionnaire answered by both the Language teachers and the Undergraduate students of Middle East College, Muscat and through literature review. Gen Z, the ‘digital natives’ do not want teachers to be replaced entirely by computers as they need motivation, inspiration, and emotional support. Virtual education is feasible, but its success depends upon the effective content generation, designing and planning for its delivery, and the effective use of teaching/learning tools that can supplement the efforts of the teachers. For online teaching and learning not only do the colleges and educational institutions need to be well-equipped, the learners also need to adapt to the changing scenario.

Unlocking Technology for Language Learning: A Viability at the Time of Transition from Traditional to Online Teaching and Learning

10.31235/osf.io/qa2rm ◽

2021 ◽

Author(s):

Reema Srivastava

Keyword(s):

Language Learning ◽

Undergraduate Students ◽

Online Teaching ◽

Teaching And Learning ◽

Language Teachers ◽

Learning Tools ◽

Teachers And Students ◽

Learning Platforms ◽

The functionality of interactive digital platforms in online teaching and learning

Nastava i vaspitanje ◽

10.5937/nasvas2101105n ◽

2021 ◽

Vol 70 (1) ◽

pp. 105-125

Author(s):

Aleksandar Novaković

Keyword(s):

Online Instruction ◽

Online Teaching ◽

Teaching And Learning ◽

Spring Semester ◽

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.

Going virtual, staying face-to-face: trajectory of ELT classes during the pandemic

The world universities’ response to COVID-19: remote online language teaching ◽

10.14705/rpnet.2021.52.1263 ◽

2021 ◽

pp. 49-61

Author(s):

Daniel A. Nkemleke

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Online Courses ◽

Virtual Classrooms ◽

Face To Face ◽

Hard Time ◽

Teachers And Students ◽

Teaching Learning ◽

The University

COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers who grappled with 14 online courses and F2F mode, the study concludes that due to students’ inability to access the internet with ease, any online teaching/learning at ENS has to be largely complemented with F2F activities.

Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

Education and Information Technologies ◽

10.1007/s10639-021-10527-x ◽

2021 ◽

Author(s):

Kingsley Okoye ◽

Jorge Alfonso Rodriguez-Tort ◽

Jose Escamilla ◽

Samira Hosseini

Keyword(s):

Teaching And Learning ◽

Linear Trend ◽

Univariate Analysis ◽

Learning Experiences ◽

Well Being ◽

Learning Tools ◽

Main Challenge ◽

Teachers And Students ◽

Efficient Learning ◽

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

Journal of Teacher Education and Research ◽

10.36268/jter/15203 ◽

2020 ◽

Vol 15 (02) ◽

pp. 07-10

Author(s):

Manpreet Kaur

Keyword(s):

Comparative Analysis ◽

Online Education ◽

Private School ◽

Online Teaching ◽

Teaching And Learning ◽

School Teachers ◽

Content Development ◽

Teachers And Students ◽

Set Up ◽

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model - Advances in Mobile and Distance Learning ◽

Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses

10.4018/978-1-7998-7760-8.ch004 ◽

2021 ◽

pp. 60-83

Author(s):

Nikleia Eteokleous ◽

Rita Panaoura

Keyword(s):

Lived Experiences ◽

Online Teaching ◽

Teaching And Learning ◽

Online Courses ◽

Digital Learning ◽

Online Environment ◽

Learning Tools ◽

Education Faculty ◽

Faculty Experiences ◽

Online Teaching And Learning

In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”

WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

International Journal of English Language Education ◽

10.5296/ijele.v4i2.9711 ◽

2016 ◽

Vol 4 (2) ◽

pp. 70 ◽

Cited By ~ 4

Author(s):

Job W. Mwakapina ◽

Abdulkarim S. Mhandeni ◽

Onesmo S. Nyinondi

Keyword(s):

Second Language ◽

Language Learning ◽

Undergraduate Students ◽

Discussion Board ◽

Language Teachers ◽

Learning Tools ◽

Interactive Learning Environment ◽

English Grammar ◽

L2 Learning ◽

The Government

<p>Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student’s L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.</p>

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

Sustainability ◽

10.3390/su122410367 ◽

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 ◽

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.

Computer-Assisted Instruction (CAI) in Language Teaching and Learning

Annual Review of Applied Linguistics ◽

10.1017/s0267190500000507 ◽

1980 ◽

Vol 1 ◽

pp. 58-69 ◽

Cited By ~ 3

Author(s):

Frank Otto

Keyword(s):

Teaching And Learning ◽

Language Teaching ◽

Teacher Educator ◽

Language Teachers ◽

Future Research ◽

Computer Assisted ◽

Programmed Learning ◽

Teachers And Students ◽

Teaching Learning ◽

Language Teaching And Learning

Many language teachers have had sporadic exposure to applied linguistics, limited experience with programmed learning/individualized instruction, and an incomplete understanding of ways in which educational technology can significantly augment the quality of the teaching–learning process. what is the process. what is the probability that administrators, teacher educator, materials developers, teachers, and students will appreciate and accept CAI as an approach that seeks to combine these three fields meaningfully? The propose of this discussion is to examine CAI is terms of key definitions, observations, concerns, developments, and contributions that have achieved significance during the 1979–80 academic year in the area of language teaching and learning. Implications and a challenge for future research studies will also be listed.

THE EFFECTIVENESS OF ONLINE TEACHING AND LEARNING FOR THE APPRECIATION OF ETHICS AND CIVILIZATION (PEdP) COURSE: A CASE STUDY OF UNDERGRADUATE STUDENTS AT UNIVERSITI MALAYSIA SABAH

International Journal of Law, Government and Communication ◽

10.35631/ijlgc.623004 ◽

2021 ◽

Vol 6 (23) ◽

pp. 57-67

Author(s):

Mohd Sohaimi Esa ◽

Abang Mohd Razif Abang Muis ◽

Romzi Ationg ◽

Irma Wani Othman ◽

Siti Aidah Lukin @ Lokin ◽

...

Keyword(s):

Undergraduate Students ◽

Online Teaching ◽

Teaching And Learning ◽

Ethnic Relations ◽

Learning Activities ◽

Traditional Teaching ◽

Face To Face ◽

Analytical Thinking ◽

University Course

The Appreciation of Ethics and Civilization (PEdP) is a compulsory university course introduced in 2020 for the Institution of Higher Learning (IHL) in replacement of Ethnic Relations. As a new compulsory university course, among its objectives is to ensure the students appreciate the ethics and civilization that appears in the multi-ethnic society of Malaysia. Accordingly, High Impact Education Practices (HEPs) have been practiced in Teaching and Learning activities to improve the students’ critical and analytical thinking in dealing with challenges both at present and in the future. This paper presents a discussion on the effectiveness of online teaching and learning of PEdP in accordance with the new norm. To do so, a study was conducted among the undergraduate students of Universiti Malaysia Sabah (UMS). The matters examined include the objectives, curriculum, and methods of teaching and learning. The study shows that the fundamental aims and objectives of this course were achieved despite being thought entirely online but it is expected that both goals and objectives can be highly achieved vita the application of traditional teaching and learning method of face to face teaching and learning activities.