scholarly journals Virtual Scholarship and Real Academics:

2021 ◽  
Vol 3 (1) ◽  
pp. 37-38
Author(s):  
Michael Cowling ◽  
Sherre Roy ◽  
Lisa Bricknell ◽  
Robert Vanderburg
Keyword(s):  
Teaching Practice ◽  
Tertiary Education ◽  
Group Discussion ◽  
Systematic Evaluation ◽  
Online Delivery ◽  
Face To Face ◽  
Successful Model ◽  
Online Module ◽  
Tertiary Teaching ◽  
Regional Universities

Like many other regional universities in Australia, the authors’ university is well equipped to deal with distance and technology (Chugh, Ledger & Shields, 2017), with staff distributed across more than 10 campuses, and many working from home on a regular basis in a non-COVID year. Yet despite this, the COVID-19 pandemic in 2020 presented challenges, as staff are not immune from the digital divide issues of bandwidth speed and stability, especially as the whole world moves to a video conferenced meeting solution. This presentation will discuss how our university handled this new triple headed challenge of a renewed focus on Scholarship of Learning & Teaching (SoLT) in relation to Australian government advice (Tertiary Education Quality and Standards Agency, 2020), along with a desire for upskilling in TEL, but simultaneously the limitations of technology in the pandemic, with a view to providing guidance for other institutions looking to mount this challenge. In tackling this issue in 2020, we were fortunate that our university already provided several avenues for staff to engage in and learn about SoLT. Among these, the Scholarship of Tertiary Teaching (SoTT) conference ran over two days via Zoom and offered several virtual concurrent sessions and topics allowing staff to share the results of their systematic evaluations into their teaching practice and student’s learning. Each session is recorded and made available via a YouTube channel, providing opportunity for conference participants to watch sessions they were unable to attend and this year we recognised the work of our presenters, abstract reviewers, and session facilitators with digital badges. Based on this successful model, we realized we had the essential tools already to move our other major training avenue, the Intro to SoLT workshops (previously delivered face-to-face), online. The aim of the workshops is to provide staff with a collegial environment to discuss and develop research ideas. The virtual environment makes this harder to achieve however the SOTT conference showed us that smaller sessions (four hours over four days), along with the use of breakout rooms could provide opportunity for small group discussion and that the value of Zoom Chat as a back channel for discussion was essential and should be encouraged amongst participants to provide an environment where we could maintain consistent support (Soon & Cowling, 2019). Attendance and feedback showed us that this worked. Over 50 staff attended the event over four days, and feedback was universally positive, and this led us to rethink how our L&T events should be offered. Specifically, the success of the changes suggests the development of a hyperflexible model of delivery, asynchronous but with guided support and local contacts (assisting to build campus networks), and the foundation knowledge of how to complete a systematic evaluation turned into an online module/micro-credential as a prerequisite for face-to-face and virtual workshops. The result being a L&T model that leverages the lessons learnt during the pandemic into a new blended model, bringing the best aspects of face-to-face and online delivery into a new academy of best L&T practice.

scholarly journals Integrating MOOCs into traditional UK higher education: lessons learnt from MOOC-blend practitioners

2020 ◽  
pp. 29-36
Author(s):  
Karla K. De Lima Guedes
Keyword(s):  
Teaching Practice ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Structured Interviews ◽  
Practical Advice ◽  
Face To Face ◽  
Tertiary Teaching ◽  
Wide Range ◽  
Learning Platforms ◽  
Uk Higher Education

Tertiary teaching is going through transformations as a result of web affordances, open access, and online learning platforms, such as Massive Open Online Courses (MOOCs). Some academics are taking advantage of MOOCs by integrating them into their teaching practice. This study investigates why some UK lecturers are blending MOOCs into their Face-to-Face (F2F) lecture-based teaching, how they are using them, and what they have learnt from the experience. Semi-structured interviews were conducted with six lecturers who had the experience of integrating MOOCs into their teaching. Data analysis shows that academics have a wide range of reasons for adopting this practice, with the most common reason being giving students a platform to engage in global communities and international conversations. Results generated both an understanding of why some academics are using MOOCs in their teaching practice, and a list of practical advice for MOOC-based blending novices.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

scholarly journals Needs of lifelong learning for professionalisation of industrial workers: Opportunities and challenges

2019 ◽  
Vol 25 (1) ◽  
pp. 65-73
Author(s):  
Zarina Kassim ◽  
Nor Aishah Buang ◽  
Lilia Halim
Keyword(s):  
Lifelong Learning ◽  
Tertiary Education ◽  
Higher Learning ◽  
Personal Satisfaction ◽  
Industrial Workers ◽  
Face To Face ◽  
Perceived Needs ◽  
Human Resource Department ◽  
The Government ◽  
Learning Institutions

Only 23% of Malaysian workforce has tertiary education compared to Organisation for Economic Co-operation and Development countries such as Singapore and Finland that have tertiary education with an average of 28% and around 35%, respectively. This study investigates perceived needs lifelong learning programmes for professionalisation among the workers. A survey was conducted on workers from the industries. Most of the workers felt that lifelong learning programmes provide personal satisfaction. In terms of perceived needs, workers from higher positions in industries need lifelong learning programmes to get better positions and better salaries as compared to those with lower positions in industries to get better job and education. Both groups have different preferences for means of learning whether face-to-face or online learning. The implications are that the government has to change their policy in terms of requirement for these companies to register with the Human Resource Department Fund so that their workers be subsidised for attending lifelong learning programmes and to encourage the participation of public higher learning institutions for providing online and weekend lifelong learning programmes to the workers.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

Group Discussion in a Blended Environment in Engineering Education

TEM Journal ◽  
2021 ◽  
pp. 508-516
Author(s):  
Deepti Mishra ◽  
Gonca Gokce Menekse Dalveren ◽  
Frode S. Volden ◽  
Carly Grace Allen
Keyword(s):  
Engineering Education ◽  
Group Process ◽  
Eye Gaze ◽  
Group Discussion ◽  
Group Discussions ◽  
Verbal Cues ◽  
Face To Face ◽  
Seating Arrangement ◽  
Key Factor ◽  
Group Members

Group work is a necessary element of engineering education and group members need information about one another, group process, shared attention and mutual understanding during group discussions. There are several important elements for establishing and maintaining a group discussion such as participant’s role, seating arrangement, verbal and non-verbal cues, eye gaze, gestures etc. The present study investigates these elements for identifying the behavior of group members in a blend of traditional face-to-face discussion along with computer supported cooperative work (CSCW) setting. The results of this study have shown that, speaking duration is the key factor for identifying the leadership in a group and participants mostly used eye gazes for turn taking. Although this study is a mix of face-to-face and CSCW discussion setting, participants mostly behave like faceto- face group discussion. However, unlike the previous studies involving face-to-face discussion, the relation between seating arrangement and amount of attention is not apparent from the data during this study.

Pelatihan Keselamatan dan Keamanan Radiasi Pengion di RSUP Dr Kariadi Pada Masa Pandemi

2021 ◽  
Author(s):  
Sanggam Ramantisan ◽  
◽  
Siti Akbari Pandaningrum ◽  
Suwardi Suwardi ◽  
Syarifudin Syarifudin ◽  
...  
Keyword(s):  
Ionizing Radiation ◽  
Radiation Protection ◽  
Radiation Safety ◽  
Community Members ◽  
Medical Field ◽  
Online Delivery ◽  
Face To Face ◽  
Security Training ◽  
Field Practice ◽  
Radiation Workers

Ionizing radiation safety in the medical field, referred to as radiation safety, is an action taken to protect patients, workers, community members, and the environment from the dangers of radiation. One of the efforts to achieve this is by increasing the qualifications of radiation workers in understanding and implementing radiation protection and safety through ionizing radiation safety and security training initiated by the Radiation Protection Officer (PPR) team at Dr. RSUP. Kariadi Semarang. During the current pandemic, implemented the training by modifying what was previously done using face-to-face and field practice into online delivery of material and making videos as a substitute for field practice. As a result, these activities can run well and smoothly. The impression from the training participants stated that this training was beneficial and should be done regularly. Keywords: training, ionizing radiation, radiation protection officer

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Semester students’ perceptions about online class during COVID-19 pandemic

2020 ◽  
Vol 3 ◽  
pp. 137-150
Author(s):  
Bhan Singh Dhami
Keyword(s):  
Qualitative Study ◽  
Sampling Technique ◽  
Phenomenological Research ◽  
The Internet ◽  
Delivery Mode ◽  
Master's Level ◽  
Online Delivery ◽  
Online Class ◽  
Face To Face ◽  
Phenomenological Research Design

Face-to-face delivery of education system had been greatly affected due to the outbreak of COVID-19. As an alternative to it, classes were run online wherever there was access to the Internet with technological devices. With this scenario, this study explored the perceptions of semester students about online class at master’s level during COVID-19 pandemic. By using the phenomenological research design of qualitative study, purposive sampling technique was used to collect the views of three students of master’s level studying at third and fourth semesters at an affiliated campus of Tribhuvan University (TU) and a constituent campus under Far Western University (FWU) of Nepal. Semi-structured online interview was conducted to collect the data. The result showed that the students were positive towards online delivery mode due to the need for getting education during COVID-19 pandemic.

scholarly journals Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

2021 ◽  
Vol 26 ◽  
pp. 168-174
Author(s):  
Cherie Chu-Fuluifaga
Keyword(s):  
Online Learning ◽  
Tertiary Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Short Period ◽  
The World ◽  
Face To Face Learning

The importance of maintaining connections and relationships across tertiary education for students is discussed as a way of examining the nature of Pacific education in challenging times, particularly in terms of fractured face-to-face learning. Universities have been thrust into an unpredictable time of remote/distance/online learning in a short period of time. The process has been unsettling and challenging for people across the world. As Pacific students and staff experience the unchartered waters of Covid-19 and global disturbances, they are searching out ways to build purposeful connections, shape-shifting and ways to maintain communities of academic togetherness while harnessing the tools of their knowledge trajectories in research. This article will focus on four key principles: valuing personal and academic connections beyond the textbook; discovering heart-warming methods of connection; and connecting for growth and wellbeing.

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