scholarly journals One Head, Multiple Hats – Lessons Learned from Online Teaching

2021 ◽  
Vol 27 (2) ◽  
pp. 165-170
Author(s):  
Brândușa-Oana Niculescu ◽  
Isabela-Anda Dragomir
Keyword(s):  
Human Activity ◽  
Online Teaching ◽  
Lessons Learned ◽  
Preparation Time ◽  
Face To Face ◽  
And Training

Abstract The coronavirus (COVID-19) pandemic has caused an unprecedented crisis in all areas of human activity. In the field of education, this new and unexpected situation has led to an extraordinary shift of paradigm, as a considerable amount of institutions and faculty have been forced to pivot from purely face-to-face lessons to wholly online contexts, despite minimal preparation time and training. This paper aims to analyse the implications of this turn, as well as some of the key lessons that can be garnered from it. The gauge of this article will be on lessons learned, from the perspective of the changes that occurred in role of the teacher in the online context and the ramifications these have on teachers’ role and responsibilities.

scholarly journals Teaching and Assessment through Online Platforms during the COVID-19 Pandemic: Benefits and Challenges

2021 ◽  
Vol 8 (4) ◽  
pp. 408-415
Author(s):  
Adebunmi Yetunde Aina ◽  
Ayodele Abosede Ogegbo
Keyword(s):  
Online Teaching ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Gauteng Province ◽  
Preparation Time ◽  
Case Methods ◽  
Face To Face ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Base Data

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching and assessment strategies for teaching university students through online platforms during the COVID-19 pandemic. This study has used a framework of SWOT (strength, weakness, opportunities, and threats) analysis as its theoretical base. Data was collected through semi-structured interviews with five lecturers from three universities in Gauteng Province, South Africa. The collected data was analysed using content analysis. This study found that lecturers were able to manage the teaching and assessment processes during the COVID-19 school restrictions, using a combination of platforms such as Blackboard-collaborate, WhatsApp, Kahoot, and Google Classroom. The findings also revealed that a wide variety of teaching and assessment methodologies, including small group work, collaborative learning, case methods, discussion posts, multiple choice quizzes, chats, game activities, open-ended questions, and essays were utilized on these platforms. Although the methodologies used for teaching and assessing on these platforms require additional preparation time, they also help increase interaction between students and enable immediate grading of scripts and student feedback. Further findings revealed that online assessment is highly susceptible to test/examination malpractices. This study provided recommendations helpful to policymakers, lecturers, and students regarding online teaching and assessment strategies.

scholarly journals UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Graduate Program ◽  
Teaching Experience ◽  
Teaching Online ◽  
Face To Face ◽  
University Instructors ◽  
First Time ◽  
Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

scholarly journals Innovation in Digital Education: Lessons Learned from the Multiple Sclerosis Management Master’s Program

2021 ◽  
Vol 11 (8) ◽  
pp. 1110
Author(s):  
Isabel Voigt ◽  
Christine Stadelmann ◽  
Sven G. Meuth ◽  
Richard H. W. Funk ◽  
Franziska Ramisch ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Online Teaching ◽  
Student Evaluation ◽  
Lessons Learned ◽  
Master's Program ◽  
Computer Supported Collaborative Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Success ◽  
Future Learning

Since 2020, the master’s program “Multiple Sclerosis Management” has been running at Dresden International University, offering structured training to become a multiple sclerosis specialist. Due to the COVID-19 pandemic, many planned teaching formats had to be changed to online teaching. The subject of this paper was the investigation of a cloud-based digital hub and student evaluation of the program. Authors analyzed use cases of computer-supported collaborative learning and student evaluation of courses and modules using the Gioia method and descriptive statistics. The use of a cloud-based digital hub as a central data platform proved to be highly successful for learning and teaching, as well as for close interaction between lecturers and students. Students rated the courses very positively in terms of content, knowledge transfer and interaction. The implementation of the master’s program was successful despite the challenges of the COVID-19 pandemic. The resulting extensive use of digital tools demonstrates the “new normal” of future learning, with even more emphasis on successful online formats that also increase interaction between lecturers and students in particular. At the same time, there will continue to be tailored face-to-face events to specifically increase learning success.

scholarly journals Peran Orang Tua Dalam Mendampingi Anak Pada Proses Pembelajaran Pendidikan Agama Islam Selama Pandemi Covid 19

2021 ◽  
Vol 1 (1) ◽  
pp. 34-47
Author(s):  
Shelanita Aulia ◽  
Zya Dyena Meutia
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Face To Face ◽  
Qualitative Research Methodology ◽  
Face To Face Learning ◽  
Role Of Parents ◽  
The Right ◽  
At Home

The Covid-19 phenomenon around the world is getting worse day by day. The covid 19 pandemic has put the world's economy in uncertainty. However, not only in the economic sector, one of the effects of this pandemic is also being felt in the education sector. Students and school have been sent home and closed. Therefore, learning must be done at home. Teachers are confused about finding the right learning method for students, then they have to ask parents for help in learning. A new problem resurfaced. Parents struggle to manage work and childcare. Moreover, Islamic Education, which must be really ascertained whether you already understand or not will have a big impact in the future. This study aims to see how the role of parents in accompanying children in learning Islam at home. Qualitative research methodology using exploratory study case method. In this study, respondents were 8 parents of students in various schools in Banyuasin. Interviews were conducted semi-structured with a list of questions compiled for interviews developed based on related literature. Respondents were selected using a purposive method. The results of this study are that there are several impacts or safety as parents and students in online teaching and learning activities and the application of face-to-face learning zoning in schools are ineffectiveness in the learning process, especially regarding the implementation of practices in Islamic education, lack of using technology and additional work for parents. in accompanying children and the limited knowledge of parents in Islamic Education.

scholarly journals PSII-B-20 Benefits of a lecture teaching assistant in hiflex courses

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 502-503
Author(s):  
Taylor Barnes ◽  
Jessica L Leatherwood ◽  
Kathrin Dunlap
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching Experience ◽  
Teaching Assistant ◽  
Graduate Teaching Assistant ◽  
Online Student ◽  
Face To Face ◽  
Science Courses ◽  
Future Success

Abstract The Covid-19 pandemic has required implantation of online education strategies, even for animal science courses, that are traditionally delivered face-to-face (F2F). As universities reopened many students were given the option of attending classes either F2F or remotely via live stream. This scenario, where some students are present in-person while others are present online simultaneously, is referred to as hiflex teaching. Face-to-face and online teaching strategies are established and literature contains pedagogical information, however hiflex teaching presents previously unencountered challenges. It can be difficult for instructors to maintain engagement with, essentially, two separative audiences of students. The objective was to address this issue by providing a graduate teaching assistant (TA) to large lecture courses, where traditionally TA positions were reserved only for lab courses. The hypothesis was that this would enable both audiences to receive appropriate focus. In this study, a TA attended the F2F lecture for an introductory equine science course (total students: n = 75; remote students: n= ~55), with the role of monitoring the simultaneous Zoom session with remote students. We found that questions from remote students increased when they had the ability to post them in real-time using the Zoom chat feature, as opposed waiting for a break in instruction in F2F situations. Having the TA present in the classroom enabled them to answer basic questions via Zoom, and to interact with the instructor should a question arise online that would benefit all students in the course. This allowed the instructor to effectively teach without taking up valuable class time alternating between programs on the computer and risking missing an online student question. This approach received positive feedback from the instructor and students alike. Additionally, it provided a novel teaching experience for a graduate TA. Similar strategies may be used to help to facilitate future success in hiflex courses.

scholarly journals Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future

2021 ◽  
Vol 10 (3) ◽  
pp. 285
Author(s):  
Stefano Cesco ◽  
Vincenzo Zara ◽  
Alberto F. De Toni ◽  
Paolo Lugli ◽  
Giovanni Betta ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Lessons Learned ◽  
World Health ◽  
Pedagogical Issues ◽  
Face To Face ◽  
The World ◽  
Learning Software ◽  
Health Organization ◽  
The Impact

In the last year a new virus (SARS‑CoV‑2) and the disease caused by it (COVID-19) has quickly spread around the world, leading the World Health Organization to declare a public health emergency and, then, a global pandemic status. The strategies adopted by many countries to reduce the impact of the pandemic were mainly based on social distancing rules and on stay-at-home measures or lockdowns. These strategies had severe disruptive consequences on many sectors, including all levels of education. While the “traditional” (face-to-face) Higher Education (HE) system was unprepared for the lockdown (e.g., no plans for a massive shift to online teaching were available/ready), it reacted in an extremely quick and effective way, replacing face-to-face teaching with online teaching. While COVID-19 has been extremely challenging for education, the experience has undoubtedly provided positive inputs for the digitalization of the HE system. The question is however, if whether after the COVID-19 emergency everything will go back to the previous situation or instead if the pandemic has irreversibly changed HE. While we are still in the middle of the crisis, it is in our view beneficial to start to reflect on the challenges and open issues that emerged during this period and the lessons learned for the “new normal” (as it is often referred to). In this conceptual paper we seek to start this discussion by focusing on the following relevant aspects that should be considered to succeed in the digital transformation: broadband network infrastructure and hardware devices; e-learning software; organization of teaching activities; pedagogical issues; diversity and inclusivity; and a number of other issues. We conclude that the COVID-19 pandemic will irreversibly change HE and probably for the better.

scholarly journals Pelatihan Pembuatan Bahan Ajar Online Berbasis Web Pada Sekolah Menengah Kejuruan Negeri 1 Tanah Miring

2021 ◽  
Vol 9 (2) ◽  
pp. 248-259
Author(s):  
Syamsul Bahri ◽  
Merta Simbolon ◽  
Abraham Laurens Rettob
Keyword(s):  
Online Teaching ◽  
Teaching Materials ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
The Subject ◽  
Website Content ◽  
The Impact ◽  
And Training ◽  
The Web

Abstract. SMK Negeri 1 Tanah Miring is one of the schools whose lessons have been affected by the Covid-19 pandemic. The main problem faced by teachers at SMKN 1 Tanah Miring is the lack of accessible teaching materials in the learning process, especially online teaching materials during the Covid-19 pandemic. The purpose of this training is to provide knowledge and training to teachers on various types of online teaching materials that can be developed with the web. This training and mentoring are carried out in the form of presentations, training, and mentoring, both through face-to-face and online activities so that at the end of the activity it is hoped that you will know about online learning and various online teaching materials. The results of the evaluation of the activities showed that the majority of the participants, who were all teachers of SMK Negeri 1 Tanah Miring, were very satisfied with the implementation of this activity. However, the results of the evaluation of the impact of these activities indicate that the activities that have been implemented have been ineffective. Even though 88% of teachers managed to have their website address, only 10% of them managed to develop their website content according to the subject they were teaching.Keywords: Online Teaching Materials, Web-Based learning, Learning During the Covid-19 PandemicAbstrak. SMK Negeri 1 Tanah Miring merupakan salah satu sekolah yang pembelajarannya terdampak pandemi Covid-19. Masalah utama yang dihadapi oleh guru di SMKN 1 Tanah Miring adalah minimnya bahan ajar yang dapat diakses dalam proses pembelajaran, khususnya bahan ajar online pada masa pandemi Covid-19 ini. Tujuan pelatihan ini adalah memberikan pengetahuan dan pelatihan kepada guru tentang berbagai jenis bahan ajar online yang dapat dikembangkan dengan web. Pelatihan dan pendampingan ini dilaksanakan dalam bentuk presentasi, pelatihan, dan pendampingan, baik melalui kegiatan tatap muka maupun secara online sehingga pada akhir kegiatan diharapkan sudah memiliki pengetahuan tentang pembelajaran online serta berbagai bahan ajar online. Hasil evaluasi kegiatan menunjukkan bahwa mayoritas peserta kegiatan yang seluruhnya terdiri atas guru SMK Negeri 1 Tanah Miring sangat puas terhadap pelaksanaan kegiatan ini. Hal ini dapat dilihat dari 88% guru yang berhasil memiliki alamat website sendiri. Namun, jika dilakukan evaluasi terhadap dampak kegiatan ini bagi peserta di dalam melaksanakan aktivitasnya di sekolah, hanya 10% dari mereka yang berhasil mengembangkan konten websitenya sesuai dengan mata pelajaran yang diajarkannya. Oleh karena itu, dapat disimpulkan bahwa kegiatan yang telah dilaksanakan tidak efektif.Kata Kunci: Bahan Ajar Online, Pembelajaran Berbasis Web, Pembelajaran Masa Pandemi Covid-19

scholarly journals Peran Teknologi Dalam Pembelajaran Di Masa Pandemi Covid-19

2020 ◽  
Vol 17 (2) ◽  
pp. 188-198
Author(s):  
Unik Hanifah Salsabila ◽  
Lailli Irna Sari ◽  
Khusna Haibati Lathif ◽  
Ayu Puji Lestari ◽  
Asyharinur Ayuning
Keyword(s):  
Online Learning ◽  
Education System ◽  
Academic Culture ◽  
Learning Material ◽  
Face To Face ◽  
Use Of Technology ◽  
Almost All ◽  
To Receive ◽  
And Training

The Covid-19 pandemic has caused major changes in almost all aspects of life, one of which is the education system. Changes in the education system make it difficult for students to receive the material, especially students at the Elementary School and Kindergarten levels, because learning that is usually done conventionally turns into distance-learning or done online, the implementation of which cannot be separated from the use of technology information. This journal aims to examine the role of technology in the implementation of learning during the Covid-19 pandemic, besides that it also examines the challenges of education during the Covid-19 pandemic using descriptive-analytical literature methods. The results and conclusions in this paper show that technology has an important role in the implementation of learning, especially during the Covid-19 pandemic like today. Technology plays a role as a medium in making interactions between educators and students in the implementation of online learning. In addition, technology also plays a role in facilitating educators to deliver learning material so that learning continues even though it is not done face to face. In the implementation of online learning, of course, there are obstacles that become challenges for educations actors, related to academic culture, including values, attitudes, knowledge, skills, and readiness of technology-related facilities and infrastructure. The implementation of literacy and training related to the use of technology can be a solution to facing some of the challenges of online learning during the current Covid-19 pandemic.

Entrepreneurship and the role of universities in generating youth employment in Africa.

2021 ◽  
pp. 198-211
Author(s):  
Anthony Egeru ◽  
Sylvanus Mensah ◽  
Serge Abihona ◽  
Adnane Alaoui Soulimani
Keyword(s):  
Development Strategy ◽  
Education And Training ◽  
Lessons Learned ◽  
Employment Opportunities ◽  
Unemployment Rates ◽  
Working Models ◽  
Youth Population ◽  
Demographic Challenge ◽  
And Training

Abstract This chapter explores the role of Africa's universities in facilitating the proliferation and success of entrepreneurship as a development strategy. In particular, the discussion is intended to articulate how Africa's universities can support the generation of much-needed employment opportunities by providing education and training in entrepreneurship. The chapter first examines the prevailing entrepreneurial ecosystem, (i) by providing context from the available literature on the demographic challenge Africa faces in light of its rapidly-growing youth population and associated high unemployment rates and (ii) by exploring the means by which entrepreneurship can be fostered. Thereafter, the chapter focuses on working models of education and training in entrepreneurship, including intentions and adaptations, real-world successes, lessons learned and potential future directions.

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