scholarly journals The need to provide students and educators with the tools to cross the digital divide

2021 ◽  
Vol 3 (1) ◽  
pp. 22-23
Author(s):  
Elba Ramirez
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Learning Tools ◽  
Tertiary Institution ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Internet Connections

2020 will be remembered as an unprecedented ‘global’ socio-economic and educational crisis. As a lecturer in a tertiary institution in Aotearoa New Zealand, this pandemic has heightened my awareness of inequalities in education and the impacts these have had on students and educators. Educational institutions around the world decided to continue teaching and learning online to ensure physical distancing among students, as if institutions, lecturers/teachers, and students, among others, were prepared for this shift. As a result of this shift, digital poverty and illiteracy are considered for some to have ‘emerged’ from the pandemic (Baker, 2020) failing to recognise the pre-existing digital divide (Ayre, 2020; Holmes & Burgess, 2020; Ouahidi, 2019; Wolstencroft & Zhou, 2020). However, these are problems that governmental and educational institutions have neglected to address until the pandemic rendered these issues unavoidable. Both students and lecturers were affected. For example, many lecturers were unfamiliar with online learning tools and/or strategies for online teaching and/or lacked appropriate devices and/or access to stable internet connections. Similarly, many students struggled with online platforms, such as Blackboard, or did not have access to devices or internet connections. The high demand from both students and lecturers for support from their educational institutions overwhelmed tech support infrastructures, revealing the neglectful assumption that these issues did not already exist (Ayre, 2020; Madianou, 2020; Montacute, 2020; Norris, 2001). As an educator, this year was particularly challenging because it made me reflect on how accessible my teaching practice was, how I could respond to digital poverty and illiteracy, and what gaps remained. Nonetheless, I also learnt many lessons about the amazing possibilities that technology-enhanced education can offer. This conference addresses many of these innovations, which will inspire educators. Learning can undoubtedly be enhanced by technology but this presentation endeavours to start a conversation about what changes are necessary to ensure that all students have access to what they need for their learning to be technologically supported and for lecturers to be able to utilise technological enhancements in their practices. I provide a range of instances from my practice where I tried to address the aforementioned issues and some examples of the limitations I encountered.

Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa

2021 ◽  
Vol 10 (2) ◽  
pp. 1-15
Author(s):  
Themba Ralph Mkhize ◽  
Mogamat Noor Davids
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
National Development ◽  
School Principal ◽  
Educational Institutions ◽  
Digital Inclusion ◽  
Digital Resource ◽  
Resource Mobilisation

COVID-19 is affecting the functioning of most countries globally, creating a situation now described as the “new normal”—a time of unexpected educational change. The national lockdown, accompanied by the closure of educational institutions, brought economic hardship and deepened the digital divide between the rich and the poor. Educational institutions capable of transitioning to an online mode of delivery made that shift, while the majority of South Africa’s schools remained excluded due to poverty and lack of technological infrastructure. The educational sector is at wits’ end to find strategies to curtail the growing digital divide. This paper offers a digital resource mobilisation approach as framework to keep schools on the path to achieving the National Development Plan’s aim of ICT capacitation. To consider developmental possibilities and respond to the digital exclusion of township schools, we asked the question: “What are the online teaching and learning experiences of school stakeholders?” Responses to this question assisted development of a digital resource mobilisation theory that is offered as a viable approach to digital inclusion and social change. Data were collected by telephonic interviews with three teachers, three learners, three school governing body parents, and one school principal. Based on the findings, recommendations for digital inclusion are suggested.

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

2021 ◽  
pp. 96-110
Author(s):  
Reema Srivastava
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learning Tools ◽  
Online Teaching And Learning ◽  
Teachers And Students ◽  
Learning Platforms ◽  
Teaching Learning

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.

scholarly journals Impact of COVID-19 on Higher Education. A case study of Uzbekistan

2021 ◽  
Vol 10 (2) ◽  
pp. 51-66
Author(s):  
Izabela Cytlak
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Educational Institutions ◽  
Higher Education System ◽  
Aged People ◽  
Teachers And Students

Purpose – To identify the main challenges experienced at local Higher Educational Institutions by students while studying online during the pandemic. The research will find out the difficulties faced, and detect the areas to improve in further implementation of distance education in the country. Motivation - Only about 11% of applicants have been accepted to High Educational Institutions in Uzbekistan for the last two years. The integration and development of distance learning will create opportunities for more young and middle-aged people who do not have enough resources to study in a traditional way. Due to the pandemic, all the educational institutions had to transfer into the online teaching system. This unexpected situation made both teachers and students of Uzbekistan face the challenges. At the same time, it created an opportunity to experience remote teaching and learning, which can become a groundwork on approval and application of distance education in Uzbekistan. Design/Methodology/Approach – Quantitative type of research was implemented. The questionnaire was designed and the students who experienced remote learning during the pandemic at least for one semester were invited to participate. Implications – The results of the research can be implied to develop educational policy in the Higher Education system of Uzbekistan. The outcomes of surveys were analyzed to understand how the findings can be implemented in the Higher Education of Uzbekistan. Moreover, the conclusions of the research may constitute recommendations for decision-makers in the field of higher education (rectors and dean's authorities of universities).

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

2021 ◽  
Author(s):  
Reema Srivastava
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learning Tools ◽  
Online Teaching And Learning ◽  
Teachers And Students ◽  
Learning Platforms ◽  
Teaching Learning

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.

scholarly journals The challenges faced by english teachers in Bogotá during the pandemic in the Colombian context

2020 ◽  
Vol 9 (11) ◽  
pp. 130-141
Author(s):  
Gina Maritza Prieto Guerrero ◽  
Astrid Ramírez Valencia
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Public Institution ◽  
English Teacher ◽  
Online Teaching And Learning ◽  
The Family ◽  
Teachers And Students ◽  
Inexperienced Teacher ◽  
The Voice

This article presents the reflections and considerations from the voice of a novice English teacher, in the context of a remote teaching practice carried out in a public institution, in times of pandemic derived from the Covid 19. The effects of this situation on the educational environment have become a major concern as teachers and students have become involved in this new home school dynamic. Thus, attention must be paid to the effects that both the unexpected shift to online teaching and learning and the quarantine have had on teachers, students, and parents. This article aims to provide a perspective of  a novice English teacher, highlighting the challenges faced by him/her in this pandemic circumstance in Bogotá. To develop it, a qualitative and interpretative look was adopted by the researcher, who used the teacher’s diary as a tool. Finally, the successes and failures of this experience in which the inexperienced teacher made an incursion mediated by technology are presented, highlighting, by way of conclusion, the commitment  required  from  the  family,  the educational community and above all the student, who have developed a crucial role in the advancement of this remote education.

scholarly journals Research and practice of online emergency teaching based on electronic information technology under the influence of COVID-19

2021 ◽  
pp. 002072092098504
Author(s):  
Ya Zhao ◽  
Yongfang Tang ◽  
Fang Liu ◽  
Zhiyong Peng ◽  
Jie Kong ◽  
...  
Keyword(s):  
Information Technology ◽  
Online Teaching ◽  
Evaluation Method ◽  
Teaching Practice ◽  
Self Control ◽  
Educational Institutions ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Engineering Cost ◽  
The Impact

The new crown pneumonia (COVID-19) epidemic in 2020 has spread globally, causing schools around the world to stop routine teaching. Educational institutions in various countries have adopted online teaching methods in response to this crisis. This research, carried out in Human Institute of Information Technology with a number of teachers and students as its subjects, sets out to give statistical analysis upon the students' selections of online teaching platforms as well as their evaluations of online teaching. At the same time, based on the online teaching practice of “Building Structure”, a certain quantity of research upon the online teaching practice is completed among the students who began their college studies in engineering cost in the year of 2018. According to all these studies, it is evident that multiple factors such as teachers' ages, professions, and the features of various online teaching platforms, can determine which one is used by different individuals. The evaluation results suggest that online teaching is necessary under the impact of the epidemic despite the fact that students may face a series of problems for lack of self-control and other possible reasons. Through practice, an innovative teaching and evaluation method can partially solve the problems found in online teaching and provide useful ideas for creating higher quality teaching on the Internet.

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

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 ◽  
Teaching 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.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

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.

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