OTLA: A New Model for Online Teaching, Learning and Assessment in Higher Education

2013 ◽  
Vol 10 (1) ◽  
pp. 10-21
Author(s):  
Yaron Ghilay ◽  
◽  
Ruth Ghilay ◽  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
New Model ◽  
Assessment In Higher Education ◽  
Teaching Learning

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
pp. 273-283
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

Exploring Datafication for Teaching and Learning Development

2021 ◽  
pp. 79-92
Author(s):  
Mark Schofield
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Traditional Classroom ◽  
Digital Data ◽  
Education Literature ◽  
Learning Development ◽  
Teaching Learning

The scale, magnitude, and diversity of higher education teaching/learning and higher education institutions (HEIs) have resulted in corresponding diverse datafication representations. Contrary to conventional datafication, where the objective is profitability (e.g., adopting facial recognition for improved policing), the datafication of HEIs should be analysed, understood, and interpreted for its unique diversity, practice, and consequences. The result of the COVID-19 pandemic has forced a paradigm shift from conventional/traditional classroom-based teaching to online teaching, which has resulted in enhanced data collection. Taking a post-digital perspective on modern practices in higher education literature, this chapter argues for an organic view, in which the datafication must consider the aspects of teaching, learning, and educational context that are absent in digital data. The findings from the discussion lead to the conclusion that datafication can complement expert judgement in HEIs when informed by the unification of pedagogy and technology.

scholarly journals When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

2021 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Luluk Iswati
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Authentic Materials ◽  
English Departments ◽  
Class Participation ◽  
Online Mode ◽  
Learning Platforms ◽  
Effective Lessons ◽  
Teaching Learning

Abstract. Online classes have been rampant since the global spread of COVID-19. ESP teaching in higher education institutions is no exception, following the national government’s call to employ an online mode of teaching. Although technology has been long used to facilitate the teaching-learning process, the practice of online teaching is not without problems. Thus, this study was aimed at investigating ESP teachers’ strategies to make effective lessons delivery, optimize students class participation, and what challenges were emergent during their online teaching. The participants of this study were six ESP teachers in five private and one state universities who teach in various non-English departments. Data were gathered through interviews via WhatsApp. The findings showed that the strategies employed by ESP teachers were among others: ensuring instruction clarity, employing various learning platforms, virtual grouping, using authentic materials, etc. To optimize students’ online class participation was done by scoring students’ active participation, not giving non-doable tasks, using more asynchronous than synchronous method, etc. The challenges are having inconsistent internet connection, teaching while taking care for children, difficulty in monitoring students’ progress, etc. The findings imply the need of serious attention from higher education institutions in conducting ESP online teaching during this pandemic as it requires not only technical preparedness, but also most importantly the human aspect involved in it. Keywords: strategies, challenges, online teaching, ESP, pandemic

Learning Online Sustainable Education Projects and Students Behavioral Intentions during Covid-19

2021 ◽  
Vol 7 (5) ◽  
pp. 3543-3558
Author(s):  
Zhao Jing ◽  
Song Lu ◽  
Jamshid Ali Turi ◽  
Andalib Tarnima Warda
Keyword(s):  
Higher Education ◽  
Information System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Asian Countries ◽  
Business Services ◽  
Cross Sectional ◽  
Online Mode ◽  
Teaching Learning

COVID-19 changed working and learning mechanism around the globe. Most of the business, services sectors including education started their functions in online mode. This study investigated the intentions and use behaviors of the students to accept information and mobile technology for the learning processes in Higher Education Institutions (HEIs) in Asian Countries Pakistan, Bangladesh and China. Multi-method was applied to get the objectives of the model using Unified Theory of Acceptance and Use of Technology (UTAUT) model and theory of planned behaviors. Focus Group Discussion from Bangladesh and the case study of China and the cross-sectional data result shows that university student’s acceptance of information system based learning is reasonably well. However, students were feeling anxiety due to load shedding and change in routine, therefore, the result showed negative relation with the intentions to use information system and mobile for online learning. Moreover, the learners also demanded for the implementation IR4.0 in Pakistan and Bangladesh has got full support for online teaching-learning and services like research. Keywords: COVID-19; online Teaching and learning; South Asian Countries, Higher Education; Social and Psychological Safety during COVID-19

scholarly journals University Teachers’ Perceptions about Assessment Practices: A Study in Five Portuguese Universities.

2017 ◽  
Author(s):  
Diana Pereira ◽  
Maria Assunção Flores
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Face To Face ◽  
University Teachers ◽  
Assessment In Higher Education ◽  
Teaching Learning ◽  
The Bologna Process

This paper looks at how Portuguese university teachers look at assessment in Higher Education. It focuses on their perspectives about assessment in higher education after the implementation of the Bologna Process, the connection between assessment, teaching and learning process and the selection of criteria and methods of assessment. Data were collected through face-to-face interviews and online open-ended questionnaires in five Portuguese Public Universities in different fields of knowledge. In total, 57 teachers participated in this study. Findings are presented according the categories emerging from the data. Issues of change in assessment practices, the connection between teaching, learning and assessment as well as difficulties to assessing students’ work are analysed. Implications of the findings are discussed.

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