scholarly journals TEACHING ONLINE IN PANDEMIC TIME:THE EXPERIENCE OF INDONESIAN EFL TEACHERS

2021 ◽  
Vol 7 (1) ◽  
pp. 117
Author(s):  
Aji Budi Rinekso ◽  
Ahmad Bukhori Muslim ◽  
Okta Lesagia
Keyword(s):  
Online Learning ◽  
Rural And Remote ◽  
Online Questionnaire ◽  
Secondary English ◽  
Teaching Online ◽  
Face To Face ◽  
Efl Context ◽  
Learning Challenges ◽  
Efl Teachers ◽  
Teachers And Students

Myriad studies reported abrupt transition of face-to-face classrooms to online learning due to pandemic and the results were various, contextually-bounded from country to another. Yet, studies exploring the aforementioned issue in Indonesian EFL context are still scarce. This study explores issues and challenges experienced by Indonesian EFL teachers in conducting English online learning during the pandemic within qualitative approach. Twenty-five secondary English teachers from urban, suburban, rural and remote area participated in this study. Subsequently, online questionnaire and semi-structured virtual interviews were employed to collect data. Then, the data were analyzed descriptively and thematically. The results showed that the participants had positive responses to online learning to maintain learning processes in pandemic time. In terms of teaching language skills, the participants argued that speaking is the most challenging to teach online. Moreover, the study identified three types of online learning challenges related to technical aspects, teachers and students. Pedagogically, this study implied that pandemic time has given teachers disguised blessings as they had an opportunity to upgrade their information technology skills and literacies.

scholarly journals Cross-sectional Survey on Online Learning during COVID-19 Pandemic in Bangladesh

2021 ◽  
Vol 11 (6) ◽  
pp. 135-142
Author(s):  
Devaroti Bhattacherjee ◽  
Sajidur Rahman Akash ◽  
Sanjida Islam Saiky ◽  
Nur E Naznin Chaity ◽  
MD. Ariful Islam ◽  
...  
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Practical Experience ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Online Application ◽  
Policy Makers ◽  
Face To Face ◽  
Teachers And Students

The educational system across the world had drastically been affected due to the pandemic outbreak of COVID-19. In this circumstance, Teaching and learning shifted from traditional way which involves face-to-face interaction among teachers and students physically in a classroom, to online learning either synchronously or asynchronously. Therefore, the aim of this study is to monitor the level of students’ perception towards online learning during the ongoing COVID-19 pandemic situation. The study adopted the way of quantitative approach by conducting a survey which was collected via a standardized online questionnaire. Data collected from 699 respondents were analyzed using SPSS 23 software. In spite of having been failed to get theoretical and practical experience as well as expected results, majority of the respondents had positive perceptions towards online learning and accepted this as the new method of learning with online application tools. The outcomes of the study will facilitate educational institutions and policy makers to take this online learning process to the next level in a prospective way. Keywords: Online Learning, COVID-19, Pandemic, Bangladesh.

scholarly journals نظام تعليم اللغة العربية عن بعد عبر الإنترنت في جائحة الوباء كوفيد-١٩ بالمدرسة المتوسطة الإسلامية الحكومة ١ بسوراكرتا

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliana Prativi ◽  
Muhammad Zaenuri
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Approach ◽  
Learning System ◽  
The Other ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Evaluation Stage ◽  
The Subject

Online learning is a learning via internet without meeting face-to-face between teachers and students. This online learning system is relatively new, therefore teachers and students should adapt quickly. This study aims to determine the online Arabic learning system during the COVID-19 pandemic at Madrasah Tsanawiyah Negeri (MTsN) 1 Surakarta. Researcher used a qualitative approach and observation, interview, and documentation as data collection techniques. The results described that e-learning madrasah was used as the main media for online Arabic learning at MTsN 1 Surakarta during the covid-19 pandemic, then assisted by Whatsapp and Youtube channel. The subject matter was presented in video, powerpoint, and pdf. The learning stages were divided into three: preparation, implementation (pre-activities, whilst-activities and post-activities), and evaluation stage. This online learning helps teachers to coordinate with and supervise students easily, on the other hand, it is difficult for them to monitor the students’ understanding and bad internet network make some students could not follow the learning process in time. 

scholarly journals Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Zakaryia Almahasees ◽  
Khaled Mohsen ◽  
Mohammad Omar Amin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Privacy ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Challenges ◽  
Face To Face Learning ◽  
Method Of Instruction ◽  
Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

scholarly journals Workshop Dan Pendampingan Pembuatan Game Edukasi Berbasis Android Bagi Guru SDN 2 Cakranegara

2021 ◽  
Vol 1 (2) ◽  
pp. 23-29
Author(s):  
Muhammad Makki ◽  
Dyah Indraswati ◽  
Muhammad Erfan ◽  
Aisa Nikmah Rahmatih ◽  
Vivi Rachmatul Hidayati
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Educational Games ◽  
Visual Learning ◽  
Face To Face ◽  
Learning Content ◽  
Teachers And Students ◽  
Service Activity ◽  
The Face ◽  
Face To Face Learning

The Covid-19 pandemic has led to policies that make teachers and students have to adapt the face-to-face learning model to online learning. The teacher of SD N 2 Cakranegara admits that there are limitations to the variety of audio-visual learning media used. The teachers also don't know and have never tried to develop game games with learning content, even though Android-based games are very possible to be developed and accessed portable on smartphones, the majority of which are already owned by teachers and students. The provision of workshops and assistance in making Android-based educational games for SD N 2 Cakranegara teachers aims to improve skills in creating and developing learning media in the form of educational games and maximizing the use of smartphones. The targeted output in this service activity is the existence of educational games that are ready to be used for the online learning process through appsgeyser.com and quickappninja.com.  

scholarly journals Learning Strategies at SMP Muhammadiyah 3 Pandaan During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Devi Wulandari
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Process ◽  
Learning Activities ◽  
Learning Challenges ◽  
Teachers And Students ◽  
History Of ◽  
Using Data

The purpose of this study is to examine several aspects, including: the history of the establishment of SMP Muhammadiyah 3 Pandaan, learning strategies carried out in the midst of the covid 19 pandemic, learning methods, learning challenges, and effectiveness in learning at SMP Muhammadiyah 3 Pandaan. The research process uses descriptive qualitative methods. in the research process using data collection techniques by means of observation, interviews, and photos when the research was conducted. This study aims to determine the learning strategy in SMP Muhammadiyah 3 Pandaan. The strategy used at SMP Muhammadiyah 3 Pandaan in the midst of a pandemic is to use online learning strategies. Learning is carried out using zoom, google meet, wa, and youtube media, this is as an intermediary for learning in the midst of a pandemic, using these strategies can facilitate teaching and learning activities carried out by teachers and students online. SMP Muhammadiyah 3 Pandaan also experienced several challenges in carrying out learning in the midst of the covid-19 pandemic, one of which was that many students did not have the tools to do online learning such as cellphones, laptops, or computers, and some had problems such as having cellphones but many did not. have a quota or it is difficult to reach a signal when online learning is done. Although there are many challenges in carrying out learning activities in the midst of a pandemic like this, it does not eliminate the enthusiasm to keep learning even though you have to be at home online

The Willingness of Jordanian EFL Teachers to Endure Taking Online Professional Development Programs Rather Than Face to Face: رغبة معلمي اللغة الإنجليزية في متابعة الانخراط بالتنمية المهنية عن بعد عوضا عن التعلم المباشر

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Suha Abdulrazzaq Slim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Public Schools ◽  
Online Professional Development ◽  
Development Programs ◽  
Structured Interviews ◽  
Face To Face ◽  
Efl Teachers ◽  
Professional Development Programs ◽  
Face To Face Learning

This study attempts to investigate the willingness of Jordanian EFL teachers to endure taking Online Professional Development Programs (OPD) rather than face to face learning in both private and public schools. Therefore, a qualitative research methodology was carried out to examine the extent to which Jordanian EFL teachers are willing to endure taking Online Professional Development Programs (OPD) rather than face to face learning. Data were collected via online interviews with teachers through e-Learning forums as well as other means of interactive social Medias such as Zoom, Facetime and Microsoft teams during COVID-19 Pandemic in the second semester of the scholastic year 2019-2020. Ten EFL teachers were randomly chosen from forty public and private EFL school teachers to respond to the interviews. The sample consisted of ten teachers who were selected randomly for the interview. The interview content focused on two domains which are: the challenges faced teachers in online learning and the good learning practices experienced by EFL teachers during online learning regarding their experiences through the pandemic. The interviews were taking the form of semi-structured interviews. The findings of the study revealed that the majority of EFL teachers are unwilling to continue taking online professional development programs as they faced many troubles and obstacles through experiencing distant learning during the COVID-19 Pandemic as part of their first hands on experience. Two teachers showed a tendency to continue Online Professional Development Programs in parallel with face to face programs.

Arranging and Rearranging Practice in Digital Spaces

2018 ◽  
pp. 567-585
Author(s):  
Laurette S. M. Bristol ◽  
Merilyn Childs
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Teacher Educators ◽  
Learning Program ◽  
Learning Space ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

Teaching Online

2010 ◽  
pp. 84-102
Author(s):  
P. Toyoko Kang
Keyword(s):  
Online Learning ◽  
Second Language ◽  
Social Distance ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Prosodic Phrase ◽  
Mental Language ◽  
Face To Face Learning ◽  
Audio Files

This chapter provides an argument endorsing blendedlearning and teaching for foreign language (FL)/second language (L2) courses, in lieu of total online learning andteaching or total face-to-face learning and teaching (FFLT). Two main arguments are posed, citing concrete examples. First, that in total online learning and teaching, one of the greatest challenges is to reduce the psychological and social distance between teacher and student that leads to a dysfunctional parser (a mental language processor) for FL/L2. And secondly, online learning and teachingencourage more input, hence clarify communication---by making not only currently incomprehensible input comprehensible but also hard-tobe-comprehended output easy-to-comprehend---- through “self-negotiation of form and meaning,” and the parser’s strategy of being “first (prosodic phrase) come, first interpreted/processed.” This chapter proceeds to strongly recommend that FL/L2 teachers make simple audio files to provide their students with spoken input to prevent students from employing the L1 strategy of “first come, last interpreted/ processed.” Furthermore, this chapter shows what kind of spoken input is to be recorded in audio files for students in Elementary Japanese II and Intermediate Japanese I.

scholarly journals Pupils’ Perceptions and Suggestions for the Improvement of Distance Education in Greece

2021 ◽  
Vol 14 ◽  
pp. 205-213
Author(s):  
Maria Eftychia Angelaki ◽  
Theodoros Karvounidis ◽  
Christos Douligeris
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Online Questionnaire ◽  
Face To Face ◽  
Teaching Tools ◽  
Learning Challenges ◽  
Class Schedule ◽  
Technological Means ◽  
Implementation Data ◽  
First Time

During the first wave of the COVID-19 pandemic, Greek schools were closed, and for the first time in Greece, distance education has been implemented using mostly technological means. This work aims to capture the Greek pupils' perceptions and suggestions on the transition from a face-to-face educational process to a pure distance synchronous and asynchronous education implementation. Data have been collected by 41 pupils via an online questionnaire on a volunteer basis. The purpose of the questionnaire was to identify the pupils' learning challenges and unforeseen benefits connected to the offered distance education. The assessment revealed that the majority of the pupils, although they consider distance education as necessary and useful, do not want to replace the traditional means of education. The pupils suggested that the entire process should be stricter in terms of class schedule, assignment submission, and presence requirements and should be enhanced by incorporating better and more "vivid" e-teaching tools.

scholarly journals Differences in assessment methods of face-to-face and online learning

2021 ◽  
Vol 127 ◽  
pp. 01015
Author(s):  
Nadezhda Mamatkulovna Glushkova ◽  
Karine Henrickovna Apresyan ◽  
Daria Aleksandrovna Mironova ◽  
Tatiana Nikolaevna Lyubimova ◽  
Natalya Vladimirovna Chernyishkova
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Foreign Language ◽  
Educational Process ◽  
Assessment Methods ◽  
Assessment System ◽  
Assessment Process ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Learning

The article is devoted to the study of differences in assessment methods of face-to face and online learning of a foreign language in higher education, in particular, the issue of the effectiveness of the assessment techniques used in different formats. Numerous questions that accompanied foreign language online learning in 2019-2020 and 2020-2021 academic years, as well as contradictory reviews about the assessment methods of students’ knowledge were the prerequisites of the study. The experience demonstrated that online learning differs significantly from face-to-face learning in a number of requirements for teachers and students. The aim of the study is to modify traditional methods of students’ knowledge evaluation and assessment in the form of credits or examinations towards greater independence and objectivity and achieve the autonomy of the assessment process. We carried a survey of students’ opinions on the effectiveness of the forms of assessment adopted at the higher education. Based on the survey results, recommendations are made for improving methods of students’ knowledge assessment system with respect to the educational format. The conclusions made on the basis of data analysis provide a number of changes in the methods of online assessment both in the educational process at higher education and in staff training programs.

Sign in / Sign up

Export Citation Format

Share Document