scholarly journals Impact of COVID-19 on the Learning Processes of Typically Developing and Special Needs Students in Pakistan

2021 ◽  
Vol 17 (3) ◽  
pp. 67
Author(s):  
Shazia Nasir ◽  
Mahwish Hameed
Keyword(s):  
Mental Health ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Vulnerable Groups ◽  
Distance Teaching ◽  
Face To Face ◽  
Online Distance Learning ◽  
Online Distance

Abstract: Due to the quick spread of the COVID-19 disease, education institutions across the world had to be closed, and there was an overnight shift to online distance teaching and learning. Majority of the teachers in Pakistan are used to the traditional way of face-to-face teaching and online teaching came as a challenge. Like most of the countries, Pakistan too was not prepared for the sudden shift from face-to-face to online distance learning. Although COVID-19 impacts almost everyone in society, students with disabilities, both physical and mental, are one of the most vulnerable groups due to the restrictions in their activities. Furthermore, studying online devoid of the human touch has induced mental stress among these students. Hence this study focused on the online teaching and learning processes in Pakistan, its challenges and modern pedagogies for emergency situations particularly mental health for students with and without learning disabilities, teachers. The study includes some suggestions for the target group to cope with the sudden catastrophe of COVID-19.   Keywords: COVID-19, Learning Disability, Mental-health, Modern Pedagogies, Online Learning.

scholarly journals Practical, Technical, and Affective Aspects of Teaching English Online during the Pandemic: Instructors’ Voices

2021 ◽  
Vol 10 (1) ◽  
pp. 1-9
Author(s):  
Bora Demir ◽  
Görsev Sönmez
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Learner Engagement ◽  
Negative Attitudes ◽  
Face To Face ◽  
The Face

The aim of this study was to investigate English as a Foreign Language (EFL) instructors’ apperceptions about practical, technical, and affective aspects of online teaching as a result of the Covid-19 pandemic. Our study involved qualitative data collection using an open-ended interview form, including three sections developed by the researchers. EFL instructors (N =18) from randomly selected three state and three private universities of Turkey participated in the study. The results of the content analysis indicated that instructors perceived the distance teaching environment less favorably than the face-to-face environment, although they generally feel competent using the technology. However, the instructors were also found to have negative attitudes towards the psychology of distance teaching by reporting it as boring and an awkward way of teaching. The study concluded that EFL instructors regard distance teaching as inconvenient since teaching and learning foreign languages involve face-to-face interaction and higher learner engagement and motivation.

scholarly journals An Evaluation into the Role of Online learning in Enhancing the Delivery of an eBusiness related Masters Course

10.28945/2661 ◽  
2003 ◽  
Author(s):  
Evelyn McLellan ◽  
Mark Stansfield
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Face To Face ◽  
Lessons Learnt ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University

Within many educational institutions across the world, the delivery of undergraduate and postgraduate courses is being facilitated by online learning technologies. The development and transformation of academic courses for online learning delivery provides a number of opportunities for both the academic institution and prospective students. However, there are a number of important issues that need to be addressed if online learning is to contribute to the educational experience of the student in a positive way and actually enhance teaching and learning as compared with more traditional face-to-face delivery. This paper describes the process of transforming a Masters course in the Management of eBusiness offered by the University of Paisley from a distance learning to an online distance learning course. The paper will identify the main educational theories that informed and influenced the development of the online course as well as identify the main lessons learnt from evaluating the course which has now been running for a number of years. The lessons learnt will be of interest to many people involved in the development and running of online learning courses.

scholarly journals Exploring the Students’ Perceived Academic Value in an Exclusive Online Learning Environment

2021 ◽  
Vol 13 (4) ◽  
pp. 01-16
Author(s):  
Vincentas Lamanauskas ◽  
Rita Makarskaitė-Petkevičienė ◽  
Gabriel Gorghiu ◽  
Elena-Ancuţa Santi ◽  
Costin Pribeanu
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Process ◽  
Quality Education ◽  
Social Emotional ◽  
Face To Face ◽  
Learning Platforms ◽  
Online Distance ◽  
Life Education

The pandemic generated by the COVID-19 challenged the education system to face the constraints of exclusively online teaching and learning. Like many other areas of life, education required rapid adaptation and finding the best solutions to continue the instructional-educational process. Teachers and researchers, educational policymakers, the community, students, and even parents, have made efforts to minimize social, emotional, cognitive losses so that the current generation is not deprived of quality education and to benefits from the optimal conditions that influence their development as autonomous, creative, physically and mentally healthy personalities. In this context, unexpected challenges arose, which teachers had to face: how to achieve a quality education in an exclusively online environment (deprived of face-to-face interaction), how to communicate effectively and transmit not only words but attitudes, examples of conduct, principles, and values, how to motivate students and how to keep in touch with each of them. The research aims to explore the students’ perceived academic value of online/distance lectures using online learning platforms (Microsoft Teams and Zoom). A model has been developed and tested on a sample of 298 university students from Lithuania and Romania. The results show that perceived enjoyment and perceived learning effectiveness are the main antecedents of the perceived academic value.

scholarly journals THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS E- LANGUAGE LEARNING IN EFL SETTING: A CASE STUDY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 309
Author(s):  
Rika Riwayatiningsih ◽  
Sulistyani Sulistyani
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Asynchronous Learning ◽  
Face To Face ◽  
Online Distance Learning ◽  
Combination Approach ◽  
Online Distance

Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platform) would be more effective in e- language learning. 55 university participants from the second semester of English Department who joined the online creative writing class in synchronous and asynchronous language learning activity received the survey questionnaire as the sampling of the collected data. The data from the interview was also obtained to get the learners insights regarding the course experiences.The results showed that the applying of the combination approach in online learning has been greatly effective in helping the learners in terms of the community interaction and  material engagement. Moreover, the learners’ response about the using blended mode of synchronous and asynchronous for their learning is very positive. Some suggestions to enfold the problems over the online learning  are also provided.

Education in Emergencies, Inequities, and the Digital Divide

2021 ◽  
pp. 529-553
Author(s):  
M. Mahruf C. Shohel ◽  
Md. Ashrafuzzaman ◽  
Muhammad Shajjad Ahsan ◽  
Arif Mahmud ◽  
Atm Shafiul Alam
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Teaching And Learning ◽  
Educational Inequality ◽  
Distance Teaching ◽  
Face To Face ◽  
Short Period ◽  
The World ◽  
Teachers And Students ◽  
Online Distance

The COVID-19 pandemic upended the daily life of every individual throughout the world and has had an impact on every sphere of life. However, its impact on education, especially higher education, is profound. This chapter is based on a recent study, which explored teaching and learning in higher education in Bangladesh during the COVID-19 lockdown. The chapter focuses on how switching from face-to-face to online distance teaching and learning within a short period of time has created educational inequality and the digital divide among teachers and students in higher education in Bangladesh. Based on the findings from the recent surveys (teachers' and students' perspectives), this chapter provides recommendations for the stakeholders to support teachers and students during the emergency remote teaching and learning. It also shows how different strategies could minimize educational inequality and the digital divide during the time of crisis and how the COVID-19 pandemic lockdown impacted on the transition and transformation of teaching and learning in Bangladesh.

scholarly journals USING INSTAGRAM ON ARABIC LEARNING IN THE POST-PANDEMIC ERA: STUDENTS’ VOICES

2021 ◽  
Vol 8 (2) ◽  
pp. 241-254
Author(s):  
Ahmad Habibi Syahid ◽  
Mehrunnisa Ani Mufti
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Skills ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Student Perspective ◽  
Online Teaching And Learning ◽  
Online Distance Learning ◽  
Online Distance

The aim of this study was to investigate whether the use of Instagram on Arabic learning in the post-pandemic era can be one of the solutions for communicative online teaching and learning. Previous studies showed that the student found difficulties because of the lack of adequate facilities and infrastructures to use online platforms. However, the other student could use and operate it easily. This article discusses students’ perspectives on learning using Instagram, especially in improving Arabic language skills. The most supportive facility and infrastructure in conducting online learning is the presence of technology. In online learning, the learning management system that has already been widely used in online distance learning. However, today, social media such as Instagram can be used as a learning tool. The result of this study showed that Instagram was one of the solutions for communicative online teaching and learning in the pandemic and post-pandemic era according to the student perspective. Using descriptive analysis in describing the findings, the qualitative was chosen as the method in this study.

scholarly journals Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges

2021 ◽  
Vol 99 ◽  
pp. 01018
Author(s):  
Tatiana Markova
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Emergency Situation ◽  
Research Data ◽  
Distance Teaching ◽  
Negative Attitudes ◽  
Online Distance Education ◽  
Digital Pedagogy ◽  
Online Distance

This paper aims to present Russian educators’ and students’ perceptions of online education before and during the pandemic. The author analyses the primary research data collected by the team of USUE authors via quantitate research methods, and secondary research data. Based on the empirical sociological data the author identifies the key challenges facing educators’ community – negative attitudes to online teaching and learning, lack of digital pedagogy skills and ineffective interaction practices. It is concluded that in the emergency situation teachers overall managed to fit rapid curriculum transformations. Yet, university leadership and educators should come up with solutions how to address the identified challenges in online distance teaching. These solutions can involve conducting in-depth research into digital pedagogy, disseminating knowledge about the specifics of online interactions and running professional development programs for the university teachers to enhance their performance in courses delivered online.

scholarly journals COVID-19: Impact on undergraduate nursing education in Sri Lanka

2020 ◽  
Vol 9 (s1) ◽  
Author(s):  
Ilankoon Mudiyanselage Prasanthi Sumudrika Ilankoon ◽  
Kisokanth Gnanaselvam ◽  
Sudath Shirely Pathmasiri Warnakulasuriya
Keyword(s):  
Nursing Education ◽  
Sri Lanka ◽  
Low Income ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Clinical Placements ◽  
Learning Gap ◽  
Undergraduate Nursing ◽  
Online Distance Learning ◽  
Online Distance

“Novel Corona Virus” (COVID-19) is a new infectious disease spreading all around the world which has a significant morbidity and mortality globally at present. Nurses as frontline care provider in hospitals and community are exposed to a major risk. This brief report aims at providing an overview of COVID-19 impacts on Sri Lanka and to highlight educational implications from the perspective of nursing degree programs. The major impacts of COVID-19 on nursing education were unequal access to online distance learning, disruption of academic calendars, cancellation of clinical placements, teaching and learning gap, lack of facilities for online learning, disruption towards professional development, and inability to conduct proper clinical assessments and standard operationalization procedures. It suggests that higher education institutions should take actions to provide material support for students from low-income households to close the gap between teaching and learning and training for academics on different online teaching strategies.

scholarly journals A Comparative Study on Students’ Performance in Entrepreneurial Education Using Face-To-Face and Online Distance Learning (ODL) Instructional Approaches

2021 ◽  
Vol 16 (2) ◽  
pp. 129-137
Author(s):  
Nazlin Emieza Ngah ◽  
Azlina Shamsudin ◽  
Marha Abdol Ghapar ◽  
Norlaila Ibrahim ◽  
Rusnah Ismail ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Study Data ◽  
Learning Approach ◽  
Learning Approaches ◽  
Face To Face ◽  
The Difference ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

Malaysia’s Ministry of Higher Education announced in early March 2020 that all universities’ teaching and learning (TL) processes must be conducted entirely online until the end of the year to prevent Covid-19 from spreading. This change has drastically altered the way teachers teach and students learn, and as a result, the impact on both lecturers and students has been enormous. This study aimed to compare students’ performance in the Introduction to Entrepreneurship (ENT300) subject at UiTM Cawangan Terengganu when using an online learning approach as against a traditional face-to-face approach. Many scholars agreed that the face-to-face approach is more effective and gives students more fulfilment than the online method because students prefer to see and hold paper-based reading material and the satisfaction derived from experiencing the lessons live. This descriptive study data was taken from two different learning approaches, face to face and online distance learning (ODL) classes, and the results showed that students’ performance is better when lessons are conducted face to face, proving that the difference in teaching and learning approach has an effect on the students’ grades.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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