Effectiveness of ‘Pocket Mandarin’ for Online Learning among Mandarin as a Foreign Language Basic Learners

2021 ◽  
Vol 5 (3) ◽  
pp. 122-137
Author(s):  
Hie Ling Ting ◽  
◽  
Kum Yoke Soo ◽  
Lay Choo Siang ◽  
Sing Ee Ooi ◽  
...  
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning System ◽  
Survey Method ◽  
Teaching Online ◽  
Mandarin Language ◽  
The Face ◽  
The Impact

In the face of difficulties of teaching and learning due to the impact of Covid-19, online lessons have become vital. This has also affected the teaching of Mandarin as a foreign language at universities. Since Mandarin is considered as a difficult language to learn especially to non-native learners, teaching online has posted an even greater challenge to Mandarin language instructors. This study thus examines the use of a combination of platforms and applications online, customised to create an online learning system called ‘Pocket Mandarin’ to facilitate online Mandarin learning at the beginner level. The purpose is primarily to enable learning to take place in a fun and interactive manner by means of online flashcards, pronunciation, games and quizzes placed in an LMS platform called Padlet. To better understand how ‘Pocket Mandarin’ can effectively facilitate online teaching and learning among EFL basic learners at the tertiary level, a survey method was applied and it consisted of 5 parts which are students’ motivation, students’ attitude, cognitive development, design and interface as well as expectations. The results show that ‘Pocket Mandarin’ was positively accepted by the students who found the lessons motivating, upbuilding, cognitively applicable, with exceptional design and interface and was better than their initial expectations. Thus, there is great potential for the ‘Pocket Mandarin’ to be widely used at a greater scale.

scholarly journals Online Learning Benefits and Challenges During the COVID 19 - Pandemic-Students’ Perspective from SEEU

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 86-103
Author(s):  
Brikena Xhaferi ◽  
Gëzim Xhaferi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Online Courses ◽  
Online Classes ◽  
East European ◽  
Language And Literature ◽  
Student Questionnaire ◽  
The Impact

Abstract Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.

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 Module as an Alternative In Material Delivery in an Online Drawing Course

2022 ◽  
Vol 6 (2) ◽  
pp. 24-36
Author(s):  
Renata Kusuma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technology Development ◽  
Education Institution ◽  
Learning System ◽  
Fine Motor ◽  
Learning Needs ◽  
New Strategy ◽  
Information Technology Development

Information Technology development has been a driving force to improve teaching materials more effectively and efficiently nowadays. Revolution in teaching must be done continuously without neglecting reading or listening habits as has been practiced. In addition, in the year 2020 the global Covid-19 pandemic happened which has forced the education institution to change the conventional way of learning. Having been implemented to avoid the crowd, online learning needs a new strategy in its implementation. In fact, the online teaching and learning system is not free from obstacles, especially in courses requiring fine motor skills like those in the Basic Drawing course. One of the solutions to tackle the problems is by designing modules to be used as course materials. Online medium developed nowadays utilizes module platform with instructions in pdf format and video materials. This paper describes how modules have been used to implement teaching and learning in one semester during online learning nowadays. Key words: online learning, module, drawing course

DAMPAK SISTEM PEMBELAJARAN DARING TERHADAP KEGIATAN BELAJAR MENGAJAR PADA MASA PANDEMI COVID 19 DI SDN 3 SRIMINOSARI

2020 ◽  
Vol 9 (2) ◽  
pp. 189-206
Author(s):  
Nurul Hidayah
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Positive Impact ◽  
Learning System ◽  
Learning Activities ◽  
Financial Conditions ◽  
Teachers And Parents ◽  
Internet Networks ◽  
The Impact

This article aims to describe the impact of teaching and learning activities using an online learning system during the Covid 19 pandemic at SDN 3 Sriminosari, Labuhan Maringgai District. This research uses descriptive qualitative method, data collection is done by interview, documentation and observation. The results showed that the impact of teaching and learning activities with the online learning system during the Covid 19 period led to increased parental concern for children in accompanying learning activities and breaking new clusters of the spread of Covid 19, but this was not matched by good children's learning outcomes this was due to not all teachers and parents of students are able to operate technology, weak internet networks, unstable public financial conditions, no moral guidance from teachers, and the material presented is very unattractive to students. The expected positive impact of this article as a media of information requires that it is necessary to be prepared to implement an online learning system by paying attention to supporting facilities and infrastructure; and socialization of applications used in learning activities so that all users can use them well.

scholarly journals Formalism in online education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Serdyukov
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Literature ◽  
Original Material ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Automated Learning ◽  
The Impact

PurposeWith the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.Design/methodology/approachQualitative analysis of contemporary research literature, educational trends and practices.FindingsIt was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.Research limitations/implicationsThis is a qualitative research based on the analysis of current research literature and teaching practices.Practical implicationsWhile formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.Social implicationsFormalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.Originality/valueThe authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.

scholarly journals Surviving Online Foreign Language Learning: The Case for French Language

2021 ◽  
Vol 11 (9) ◽  
pp. 421-433
Author(s):  
Saidah Ismail ◽  
Omrah Hassan ◽  
Nor Azhar Mohd Taib ◽  
Noor Hanim Rahmat
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
French Language ◽  
Teaching Learning

Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.

scholarly journals Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

2020 ◽  
Vol 2 (2_DEC_2020) ◽  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Student ◽  
Sense Of Presence ◽  
Language Students ◽  
The Uk ◽  
The Impact

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacher-student interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning.

scholarly journals Moving learning online and the COVID-19 pandemic: a university response

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aleksandra Webb ◽  
Ronald William McQuaid ◽  
C. William R. Webster
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Age Groups ◽  
Unintended Consequences ◽  
Digital Learning ◽  
Skill Levels ◽  
Content Type ◽  
Teaching Online

PurposeThis article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic.Design/methodology/approachThe article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland.FindingsFor most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically focused, effective inclusive digital interventions. A range of initiatives that have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups. Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses.Research limitations/implicationsMore research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights.Practical implicationsInsights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.Originality/valueThis article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term.

scholarly journals IMPACT AND VULNERABILITY OF DISTANCE LEARNING ON THE MENTAL HEALTH CONDITIONS OF STUDENTS

2021 ◽  
Vol 1 (1) ◽  
pp. 8-11
Author(s):  
Raden Aditya ◽  
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Distance Learning ◽  
Negative Impact ◽  
Learning System ◽  
Health Conditions ◽  
Mental Health Conditions ◽  
Offline Learning ◽  
The Face ◽  
The Impact

Background: Since the first cases of COVID-19 were discovered, various countries have sought various methods and ways to deal with the pandemic. Some adaptations also need to be made to avoid further adverse effect, such as lockdown which has an impact in learning for all students around the world.. The face-to-face or offline learning system that has been applied as a learning method has also been changed to a distance or online lerning method. This has the potential to have a negative impact on the mental health of students . This study aims to discuss the impact and vulnerability of students to distance or online learning methods. Method: Researchers used 15 journals and literature that discuss the impact and vulnerability of distance learning on students' mental health conditions. Conclusion: Distance or online learning is one of the methods to reduce the spread of covid, but this has a negative impact on mental health especially on the students. The effects experienced by students include anxiety, mild to severe stress, social media fatigue, and depression. The things that underlie this impact have several factors such as unfamiliarity and time needed for adaptation , the ability to use technology, a heavy burden of responsibility, and concerns about the economic burden of parents to finance learning activities. In this pandemic condition, efforts from all parties are needed so that the bad impact on the mental health of students can be minimized.

From In-Person to Online Teaching

2022 ◽  
pp. 45-80
Author(s):  
Douglas Graham Fenderson
Keyword(s):  
Online Learning ◽  
Teacher Perceptions ◽  
Online Teaching ◽  
Survey Method ◽  
Teaching Online ◽  
Teachers Perceptions ◽  
Twelfth Grade ◽  
Texas School District ◽  
Perceptions And Expectations ◽  
High Level

Restrictions from the COVID-19 pandemic forced many teachers across the United States to teach their students remotely using online teaching strategies. Analyzing teachers' perceptions and expectations of online teaching before and during the pandemic help stakeholders understand how to better handle the challenges of online learning. The literature review examines the traditional differences between teaching online and in-person courses, challenges faced when teaching online courses, and teacher perceptions of online learning. The survey method was used to collect data on the experiences of online teaching before and during the pandemic from ninth through twelfth grade teachers in a North Texas school district. The study results show that factors such as a teacher age or years of experience had less influence determining if they were prepared for online teaching. Rather, factors like a teacher school campus, prior experience, and access to support structures correlated more to teachers having a high level of preparedness for online teaching.

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