scholarly journals Online Teaching. Opportunities, Challenges and Recommendations to Improve Collaboration and Quality of Learning

2021 ◽  
Vol 67 (2) ◽  
pp. 59-84
Author(s):  
Sergiu Maxim ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Real Life ◽  
Educational Process ◽  
Educational Systems ◽  
Teaching Online ◽  
Face To Face ◽  
Teaching Objectives ◽  
Teachers And Students ◽  
Asking Questions

Remote learning, also known as distance education, can be defined as teaching the students with no face-to-face contact with the teacher in class. Once the Coronavirus spread, globally imposed measures became more and more restrictive leading to a major difficulty for the educational systems: identifying fast solutions to the issue of suspending the classes and lectures in-person. The techniques of online and distance learning also needed changes to fulfill the needs of teachers and students, such as presentation, communication, asking questions and formulating answers, practicing the theory through various exercises, testing and feedback. There are several good practices popular now in online education, some of which are described throughout this article. Developing a complete set of skills in students is fundamental for facilitating the educational process and integrating them in the study and/or working groups, but also for preparing them for real life. This article presents some of the most important abilities to take into account by the educational system. However, most recommendations from instructors teaching online are presence-themed. Establishing a strong connection and feeling part of a supportive community is vital for students. Using video or Skype, video announcements instead of text, using the phone are all ways to a faster connection whenever doubts or questions arise. In addition, training and agility are on top of the priorities list: using technologies that help in achieving teaching objectives; teaching online does not mean that materials once used face-to-face are uploaded on an online platform; training is key whereas technology cannot work and there is a need for a back-up plan.

scholarly journals The Impact of Experience on the Intrinsic Motivation of EFL Teachers Who Teach Online

2021 ◽  
Vol 22 ◽  
pp. 99-112
Author(s):  
Beril Er ◽  
Necmiye Karataş
Keyword(s):  
Online Education ◽  
Intrinsic Motivation ◽  
Online Teaching ◽  
Teacher Motivation ◽  
Preparatory School ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The Impact

Remote teaching has become more popular than before in Turkey as in most parts of the world because of Covid-19 pandemic. Most of the teachers and students have had some difficulties in adapting to distance education. It has been observed that the motivation of both parties might be affected by this sudden shift to online education. Although many reasons affecting teacher motivation have been identified so far, it is believed that every single study will contribute to the purpose of bettering the present EFL teaching. The current study aims to investigate the role of experience on the intrinsic motivation of EFL teachers involved in online teaching andto find out whether years of experience have an effect on teachers' intrinsic motivation. In this study, the data was compiled from 46 EFL teachers working at Istanbul Aydin University English Preparatory School. An adapted Attitude/Motivation Test Battery (AMTB) questionnaire was used to gather the data. The obtained descriptive data were analyzed by using SPSS. The results of this study proved that experience does not have a significant impact on EFL teachers’ motivation teaching online.

scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

What to Expect When Teaching Online

2011 ◽  
pp. 48-65
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Technical Skills ◽  
Educational Environment ◽  
Hard Work ◽  
Teaching Online ◽  
Teachers And Students ◽  
Time Demands

This chapter sets out to discover how teachers view online teaching and what they experience when teaching online. It focuses on the stories that the 44 instructors shared with me during the interviews taken for this book. A brief perusal through the literature shows reports of increased time demands, more preparation and hard work, and a need for improved technical skills are just some of the issues that online education was reported to put upon teachers. Yet, as a result of this research, new issues were found, enhancing the knowledge on this subject of online teaching; for example, the extent of the adjustments made by teachers (discussed in greater detail in Chapter VII), the skill gap in technology among teachers and students (covered in Chapter V), and the tradeoffs faced by the teachers when moving to an online educational environment.

Faculty Experience of Online Teaching

2013 ◽  
pp. 27-44
Author(s):  
Julia Khanova
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Real Life ◽  
Future Research ◽  
Faculty Role ◽  
Research Attention ◽  
Teaching Online ◽  
Faculty Experience ◽  
Key Dimensions

Online education is growing rapidly and outpacing research efforts in this area. Online teaching in particular has received little research attention. Grounded in existing literature and empirical research, this chapter aims to describe the key dimensions of the faculty experience of preparing and teaching online courses. The differences between online and traditional teaching are highlighted, emphasizing time/effort cost, technology and support needs, as well as the relationship between online teaching technology and pedagogy. The shift in faculty role is discussed. Special attention is given to using various Web resources for online teaching and the impact of this trend on library services. Real-life examples and direct quotes from faculty who teach online are used to illustrate each of the themes and suggest directions for future research.

scholarly journals COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Basim Sulaiman Alatni ◽  
Ismaila Rimi Abubakar ◽  
Saad Arslan Iqbal
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Learning Framework ◽  
Academic Activities ◽  
Sudden Transition

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.

scholarly journals EMERGENCY ONLINE TEACHING DURING THE GLOBAL PANDEMIC – A REVIEW OF SELECTED CASES FROM INTERNATIONAL RESEARCH TO DATE

Neofilolog ◽  
2021 ◽  
pp. 237-247
Author(s):  
Krystian Kamiński
Keyword(s):  
Online Teaching ◽  
Physical Contact ◽  
Educational Systems ◽  
New Order ◽  
School Life ◽  
Global Pandemic ◽  
New Learning ◽  
The World ◽  
Teachers And Students ◽  
Asking Questions

At the beginning of 2020, educational systems around the world faced one of the greatest and most important challenges of the 21st century. Due to the global pandemic and the need to introduce social distancing rules, it was decided to close schools and switch to modes of learning that do not require physical contact between learners and teachers. This decision was associated with numerous problems and difficulties in various areas of school life and the necessity to introduce new rules. More than a year after the introduction of the new learning reality, teachers and students around the world have managed to adapt. International researchers are trying to describe this new order by asking questions about what the school looks like in the time of the pandemic, how students are doing, and what strategies teachers have adopted. The article focuses on research on education and foreign language teaching conducted in 2020 in China, South Korea, Germany, and Poland. The findings to date are combined with a brief description of the educational situation in these countries. Finally, the first conclusions and recommendations are formulated that can be drawn on the basis of data collected by international researchers. 

scholarly journals Teaching during Covid-19: Teacher and Students’ Experience

2020 ◽  
Vol 8 (2) ◽  
pp. 25-35
Author(s):  
Irtifa Mukhter ◽  
Richa Chowdhary
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Universities And Colleges ◽  
Face To Face ◽  
Teachers And Students ◽  
Social Media Platforms ◽  
Open Discussion ◽  
Research Questions ◽  
The Impact

On March 2020 most of the educational institutes in India stopped face to face contact with students as a result of countrywide lockdown which was imposed due to COVID-19 pandemic. The impact of the lockdown has affected the students and cast a shadow on the entire education system. Restrictions have led many universities and colleges to opt for online learning to curtail the spread of Coronavirus. To overcome lockdown, online education became the primary pathway amidst technological challenges. Teachers had possibly more to do than the students and those teachers who were technologically confronted had their limits tested. The students, on the other hand, had myriad challenges to face. The current study draws on the experiences of teachers and students to the introduction of the online learning method during the pandemic.   Qualitative research methods were utilised to answer the research questions.  The study recruited students in the age of 18-25 and teachers in the age of 35-60 years through social media platforms.  Informed consent was obtained, and thereafter the respondents were interviewed via telephone (NAPSWI, 2015). The study additionally utilised and analysed open discussion content of the National Association of Professional Social Workers in India (NAPSWI) webinars relevant to online teaching and their experiences.

scholarly journals The extent to which private schools in Shafa Badran area, Amman, implement their educational and legal obligations to apply online education in light of Corona pandemic: مدى تنفيذ المدارس الخاصة في منطقة شفا بدران بالعاصمة عمان لالتزاماتها التربوية والقانونية بتنفيذ التعليم عن بُعد في ظل كورونا

2020 ◽  
Vol 6 (4) ◽  
Author(s):  
Omar musa mahasneh, Othman Ibrahim bnitaha
Keyword(s):  
Online Education ◽  
Private Schools ◽  
Online Teaching ◽  
Traditional Teaching ◽  
Face To Face ◽  
Legal Obligations ◽  
Force Majeure ◽  
Teachers And Students ◽  
Descriptive Survey ◽  
Survey Approach

This study examines whether or not the outbreak of Corona Virus under the Jordanian Defense Law considers a legal impossibility "force majeure", and it determines the obligations of private schools in the online teaching with taking into account the satisfaction of students and their guardians. For this purpose, the descriptive survey approach has followed in this research by analyzing (34) questionnaires filled by the students' guardians. From the educational side, the survey has reached that (97%) of the guardians prefer the direct/traditional teaching while (3%) prefer the online method; (65%) believe that the online teaching applied by the private schools did not take care of the various needs of students; (70%) think that non-direct communication (face to face) between the teachers and students was one of the main obstacles in the online teaching; and (90%) see that WhatsApp was the only online way for teaching the courses. From the legal side, the study has reached that the obligations of private schools changed from traditional teaching to online teaching because of the legal impossibility (majeure force) and the applied defense law. By other words, Unlike traditional teaching, the obligations of private schools have changed to online teaching and contacting as a new way since the outbreak of coronavirus.

scholarly journals Distance technologies in sustainable education: the case of Ukraine during the coronavirus pandemic

2021 ◽  
Vol 255 ◽  
pp. 01040
Author(s):  
Oksana Poplavska ◽  
Nataliia Danylevych ◽  
Svetlana Rudakova ◽  
Liudmyla Shchetinina
Keyword(s):  
Online Education ◽  
Large Scale ◽  
Negative Impact ◽  
Educational Process ◽  
Educational Systems ◽  
Classical Education ◽  
Sustainable Education ◽  
Teachers And Students ◽  
The Stability ◽  
Academic Communication

Sustainable education systems in tertiary institutions aim to reduce the negative impact of the COVID-19 pandemic. To identify the readiness of educational institutions for current and future problems, a survey was conducted among a representative number of teachers and students. The purpose is to substantiate the importance of distance technologies for sustainable education in Ukraine. As the result, we’ll have fine tools to select the best distance technologies for education that can fully support academic communication. The conducted studies allowed us to conclude that distance technologies expand the accessibility of sustainable education. However, we also The article identifies problems in the introduction of distance technologies into the system of sustainable education of a technical, organizational and psychological nature. However, the pandemic motivated teachers to actively explore the new possibilities of distance technologies, as well as to implement them in the educational process. The inclusion of online education into classical education makes it possible to expand competencies through specialized training and professional platforms, significantly improving the quality of education. A feature of the spread of distance technologies in Ukraine has become a one-time, large-scale implementation of them in the educational process, which ensures the stability of educational systems in the future.

scholarly journals Justifications for using interactive online education

2020 ◽  
Vol 10 (1) ◽  
pp. 8
Author(s):  
Zaid Yacoub Abu-Bajeh ◽  
Rabab Alayham Abbas
Keyword(s):  
Online Education ◽  
Active Role ◽  
Educational Process ◽  
Educational Systems ◽  
Feedback Process ◽  
Technological Changes ◽  
Teacher Guidance ◽  
Face To Face ◽  
Educational Environments ◽  
Educational Field

The world is currently witnessing a renaissance of knowledge that can be described as the information era, the Educational environments became increasingly diverse, therefore, the institutions working in the educational field, are constantly seeking to create an efficient educational process to communicate knowledge to learners by the best possible ways and providing methods that aim to achieve the participation and create a link between the teacher and learners within the teacher guidance, in proportion to technological changes in the educational systems, where online education has undergone major changes in the organizational method of teaching. This prompts to focus on feedback as critically important in the educational process. The amount and type of interaction and feedback between the teacher and the learners depend on the link used; it is difficult to read "body language" of the learners over an audio link or recorded video, so the success of feedback process depends on face-to-face communication. This paper presents models of online education, and provides justifications for using interactive online education, and explains that there is a need for more researches in this field and take an active role in evaluating, selecting, and integrating tools and services that emphasize more teaching interactions.  

Sign in / Sign up

Export Citation Format

Share Document