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 CLASSROOM TEACHING IS BETTER THAN ONLINE TEACHING - A SURVEY REPORT IN MEDICAL COLLEGE MANDI H.P

2020 ◽  
Vol 8 (10) ◽  
pp. 1165-1170
Author(s):  
Soni Pankaj ◽  
◽  
Kapoor Kanchan ◽  
Rana Susheela ◽  
Bandana a ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Clinical Care ◽  
Developed Countries ◽  
Online Classes ◽  
Survey Report ◽  
The Government ◽  
The Developed Countries ◽  
The Impact

Around the world even the developed countries are stunned by this pandemic causing extensive pain. India is no exception and the Government has imposed a nation – wide lockdown to help restrain the virus. At the onset of the pandemic, medical students in the midst of the session were suddenly pulled out of their studies and same for 3rd and 4th years medical students clerkships were abruptly pulled out of clinical care. Faculty scrambled to adjust learning experiences by switching to online cases and remote activities to prepare students for required exams and to build clinical reasoning skills without the face to face patient encounter. In such a situation, where educational institutions across the country have been closed, both teaching and learning have affected millions of students. As per the orders from the.Government, Universities the colleges have started offering online classes to students. The objective of these online classes is to make sure that students do not lose out on any teaching and learning activities during the lockdown. This paper examines the impact of lockdown on students of medical institutions, the challenges they are facing due to lockdown.

Live broadcast impact in teaching and learning process during Covid-19 pandemic

2020 ◽  
Vol 3 (4) ◽  
pp. 145-153
Author(s):  
Andi Sahtiani Jahrir ◽  
Muhammad Tahir
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Live Streaming ◽  
Broadcast Application ◽  
Language And Literature ◽  
Online Examination ◽  
Live Broadcast ◽  
Study Type ◽  
The Impact

This research concerns the impact of the live broadcast application use in online learning during the Covid-19 Pandemic. This study aims to determine the impact of the live broadcast application in online learning during the Covid-19 pandemic. The problem essence in this study is the processes, constraints, and variations in applying the live broadcast application to online learning during the Covid-19 pandemic. This study applied a qualitative study type. The participants in this study were students of the Indonesian Language and Literature department in the Faculty of Languages and Literature, Universitas Negeri Makassar, Indonesia, in 2019-2020. This study found that the learning media used in the teaching and learning process for a regular meeting during the Covid-19 pandemic as live broadcast application were Zoom, Google Meet, and Streamyard. However, students also experienced that some lecturers only used live broadcast for online examination regarding evaluating the students’ assignment progress submitted to Google Classroom. Students also reported that lecturers use live broadcast applications to teach and other applications, such as Google Classroom and LMS. This study also found out the constraints experienced by students regarding the learning process during the Covid-19 pandemic. This study revealed that the students experienced some constraints in the learning process during the Covid-19 pandemic, such as a large amount of data or quotas in use, the inadequate time provided by media of live broadcast, which is up to about forty minutes. Also, unsupportive signals always make weak audio sounds and sometimes close the application, making it difficult for students to comprehend the materials. Therefore, this study recommends that the lecturers maximize the teaching and learning process to anticipate time, place, and internet data packages as students’ constraints by recording the live broadcast in the form of YouTube live streaming.

Technology as Integral to a New Paradigm of Adult Education

2012 ◽  
pp. 64-72
Author(s):  
Judith Parker
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Information Dissemination ◽  
Online Courses ◽  
Modern Technology ◽  
New Paradigm ◽  
Impact Of Technology ◽  
The Impact

Technology and adult education are often discussed as two separate subjects, yet just as it is impossible to live one day without the impact of technology, it is impossible to discuss adult education without considering technology. The growth of the field of adult education and the evolution of modern technology as well as the theorists and practitioners who were instrumental in moving the fields will be considered in this article as the foundation for a paradigm shift in adult education. Since effective adult education involves not only information dissemination but communication and collaboration among its participants, online learning activities and entire online courses influence how the field itself is viewed. This new paradigm will be explored in the current and future world of adult teaching and learning.

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 Instructors’ Perceptions of Instructor Presence in Online Learning Environments

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Jennifer C. Richardson ◽  
Erin Besser ◽  
Adrie Koehler ◽  
JiEun Lim ◽  
Marquetta Strait
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Master's Program ◽  
Online Instructors ◽  
Study Approach ◽  
Instructor Presence ◽  
Multiple Case

<p class="2">As online learning continues to grow significantly, various efforts have been explored and implemented in order to improve the instructional experiences of students.  Specifically, research indicates that how an instructor establishes his or her presence in an online environment can have important implications for the students’ overall learning experience. While instructor presence appears to be an important aspect of online learning, more research is needed to fully understand this construct. The purpose of this study was to consider online instructors’ perceptions related to presence, beliefs about actions, and the perceived impact of instructional presence. Using an explanatory multiple-case study approach, this research considered the perspectives of 13 instructors teaching in an online master’s program at a large Midwestern public university.  Results indicate instructors viewed instructor presence as an important component in online courses but their reasons varied. Furthermore, the instructors discussed a number of communication strategies they used, the importance of using such strategies to connect to students, and the potential impact of these strategies on student participation and learning. Additional themes from the interview data are discussed, and implications for online teaching and learning are suggested.</p>

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 INSIDE ONLINE LEARNING: COMPARING CONCEPTUAL AND TECHNIQUE LEARNING PERFORMANCE IN PLACE-BASED AND ALN FORMATS

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Drew Parker ◽  
Andrew Gemino
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Coming Of Age ◽  
Learning Performance ◽  
Asynchronous Learning ◽  
Online Teaching And Learning ◽  
Asynchronous Learning Network ◽  
Online Programs

Online learning is coming of age. ‘Traditional’ universities are embracing online components to courses, online courses, and even complete online programs. With the advantage of distance and time insensitivity for the learning process, there appears to be a growing sense that this form of teaching and learning has strong pedagogical merit. Research has shown that students do comparatively well in this new format. There is, however, a lack of evidence illustrating particular strengths and weaknesses of online teaching and learning. This paper discusses experiences with a single course taught using two forms: (1) traditional place-based, and (2) a form of asynchronous learning network (ALN) defined as interactive virtual seminars. Differences in learning performance are tested using longitudinal observations. In a course comprised of both conceptual material and the application of techniques, the students performed overall equally well in either place-based or virtual format. Their degree of learning, however, differed significantly between conceptual and technique-based material. Implications are promising, showing that there are relative strengths to be exploited in both place-based and virtual formats.

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 Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (9) ◽  
pp. 5038
Author(s):  
Amanda Chu ◽  
Connie Liu ◽  
Mike So ◽  
Benson Lam
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Course Design ◽  
Online Courses ◽  
Peer Interactions ◽  
Educational Institutions ◽  
Online Teaching And Learning ◽  
Short Period

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn to navigate the digital array of courses without much training. Our study examined factors that affect students’ attitude toward online teaching and learning during the COVID-19 pandemic. It is different from other online learning studies where online courses are mostly a method of choice, with suitable support from institutions and expectation from instructors and students, rather than a contingency. Under this specific environment, we utilized an online survey to collect students’ feedback from eleven universities across Hong Kong. Using partial least squares for analysis on the 400 valid samples we received, we found that peer interactions and course design have the most salient impact on students’ attitude, whereas interactions with instructors has no effect at all on students’ attitude. Furthermore, we also provide suggestions on using the existing technologies purchased during COVID-19 for a more sustainable learning environment going forward.

scholarly journals Online Learning: A Post Covid-19 Alternative Pedagogy For University Students

2021 ◽  
Vol 16 (4) ◽  
pp. 137
Author(s):  
Sandra Phek-Lin Sim ◽  
Hannah Phek-Khiok Sim ◽  
Cheng-Sim Quah
Keyword(s):  
Online Learning ◽  
University Students ◽  
Online Teaching ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Online Survey ◽  
English Language ◽  
Past Research ◽  
The State ◽  
Alternative Pedagogy

The sudden COVID-19 pandemic situation experienced globally has caused many schools and institutions of higher learning to resort to fully online teaching and learning throughout the world, including Malaysia. As many educators and students braved the situation, and until a remedy is found to prevent the spread of this deadly coronavirus, the question that lingers in the mind of many people is ‘Will online learning be the way forward for university students in post COVID-19’? Most past research have reported on students’ experience of online mode of learning via a blended learning approach but there is relatively little research focusing on the real experience of students embarking on full online learning mode, especially in the state of Sarawak. Thus, this quantitative research aimed to identify the level of acceptance of online learning among university students who have experienced full online learning mode. It also intended to identify the factors that facilitated online learning and the challenges of online learning among university students. Data were collected using an online survey involving 156 respondents from a public university in the state of Sarawak. The data collected from the survey were analysed using descriptive statistics (means, frequency counts and percentages). Results showed a moderate high level of acceptance of online learning among the university students. In addition, results revealed that among the four main factors that facilitated online learning among the students, enhancement of English language skills ranked the highest, followed by enthusiasm, self-efficacy and satisfaction. This study also found that among the main challenges encountered by the majority of the students are issues of delivery speed of teaching and learning, students’ attitude, struggles and stress of online learning mode. Results yielded in this study add to the existing literature on the possibility of online learning as an alternative pedagogy in post COVID-19 for the education sector.    Keywords: Online Learning, Virtual Learning, Online Learning Pedagogy, Post COVID-19 Education, Challenges, University Students

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