scholarly journals Exploring the Pros and Cons of Implementing Flipped Classroom in a Virtual Learning Environment in Mathematics 7

2021 ◽  
Vol 13 (2) ◽  
pp. 61-75
Author(s):  
Anton A. Romero ◽  
Edarlyn D. Angeles
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Relevant Information ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Learning Groups ◽  
Pros And Cons

Effective implementation of virtual learning has been a challenge encountered by many teachers. This paper investigates the experiences of twenty (20) grade seven students from a university exposed to virtual learning using the flipped classroom model in Mathematics. The informants were chosen from eight learning groups (LG) enrolled in online learning from 2020-2021. The study employed a case study design and used the Clarke and Braun thematic analysis (TA) approach to interpret the qualitative data. It used individual interviews, focused group discussions (FGD), and interviews with parents and teachers to collect relevant information. Google Meet was used to gather the data needed. This study aims to address the challenges encountered by the implementation of virtual classes during the pandemic. It also seeks to explore the pros and cons of putting the flipped classroom approach into practice in a virtual learning environment. The findings revealed that the flipped classroom approach could be an effective strategy in enhancing students’ positive attributes toward learning and socialization in an online learning environment. Also, the teacher could transform the teaching and learning process into a more student-centered classroom in which assessment could be carried out effectively. For future purposes, researchers could address the cons of this study by integrating anecdotal records and performance trackers into the new flipped classroom model developed.

Pandemonium, panic and the pandemic: implications for human resource development from an unplanned shift to online learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petra A. Robinson ◽  
Maja Stojanović ◽  
Zachary Z. Robinson ◽  
Renata Russo Lyons
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Resource Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Multiple Perspectives ◽  
Content Type

Purpose This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment. Design/methodology/approach Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment. Findings The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies. Originality/value In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

Using ‘Formally’ Informal Blogs to Create Learning Communities for Students on a Teaching and Learning Programme

2014 ◽  
pp. 163-175 ◽  
Author(s):  
Elaine Tan ◽  
Eleanor Loughlin
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Peer Mentoring ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Learning Communities ◽  
Formal Tool ◽  
Online Spaces

This chapter details the use of informal blogs as part of teaching induction programme and their role in creating small online learning communities. The chapter explores the informal appropriation of a seemingly formal tool within a virtual learning environment to create a student-owned space for discussion, reflection and online peer mentoring. The blogs were analysed and combined with feedback from the students themselves on this process with the results indicating that the students used the online spaces for a number of interactions, both learning and socially orientated.

Virtual Learning in Smart Education

2020 ◽  
pp. 173-197
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Use Of Technology ◽  
Learning Principles

This chapter expands the knowledge about virtual learning in smart higher education, and how these processes can be a tool for motivated and student-centered learning in a resource-enriched virtual learning environment with technology-embedded tools. Methodologically, selected articles are reviewed to expand the knowledge about virtual learning in smart higher education and with an example analysis of an open question (N=57) among teacher educators (N=105) about what kind of education they need for using a virtual learning environment with different tools. Theoretically, the analysis of the answers is based on the TPACK model and Gees five learning principles. The findings highlight that higher education and academic researchers have much to learn about teaching and learning in a virtual learning environment and in virtual reality that can enhance student-centered learning and reveal the pedagogical surplus value in their own teaching and learning context through the use of technology for an educational purpose.

scholarly journals Accompanying Students in Online Learning: Challenges and Interventions

2021 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Gilbert Santos Arrieta ◽  
Reuben C. Calabio ◽  
Elna M. Rogel
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Affairs ◽  
Time Management ◽  
Teaching And Learning ◽  
Guidance Counselors ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Learning Challenges ◽  
Home And School

When children come to school, parents endorse them to the teachers and staff who have the duty to take care of their formation and growth while they are in school. Being in school does not only allow the students to learn formally but also to meet new people who become their classmates and friends. The home and school which are the primary places of children/students should be nurturing environments where they grow and assisted. In school, the systems are already in place in terms of teaching and learning including the emotional assistance to students. However, this remains to be seen in a virtual learning environment. The Covid-19 pandemic forced teaching and learning to be conducted in an online environment, a road less traveled in education. Though the learning continuity plan was developed and directives were issued, it was expected that there will be challenges and concerns that will emerge. Managing the challenges experienced by the students is another concern. This study aims to find out the difficulties and challenges encountered by the students as shared and observed by the teachers, and how the students were assisted by the teachers. Based on the findings, it was found out that overload of requirements, time management, isolation, and lack of privacy are the main challenges and concerns encountered by the teachers. According to the teachers and guidance counselors, these were managed by being available online to the students, coordination of the student affairs, teachers, and guidance counselors, listening, and counseling/giving of advice. From these findings, the challenges and concerns will be addressed appropriately and lesser concerns will emerge as the online learning progresses.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Cloud Computing Enabled Virtual Learning Environment

2013 ◽  
Vol 4 (3) ◽  
pp. 52-65
Author(s):  
Rabindra Ku Jena
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technological Advancement ◽  
Learning And Teaching ◽  
Information And Communication ◽  
E Learning

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

scholarly journals Traditional versus virtual learning: How engaged are the students in learning English literature?

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Siti Hajar Halili ◽  
Nurul Hanani Abdul Rahman ◽  
Rafiza Abdul Razak
Keyword(s):  
Learning Environment ◽  
School Engagement ◽  
Teaching And Learning ◽  
English Literature ◽  
Descriptive Analysis ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Traditional Learning ◽  
Four Dimensions ◽  
Learning English

This study is aimed to investigate students’ levels of engagement in learning English literature for traditional learning and virtual learning environment. There are four dimensions of engagement that were studied, which are the cognitive, behavioural, emotional and agentic engagement. A self-determination theory perspective on student engagement by Reeve (2012) was used for the foundation of this study. A questionnaire of School Engagement Measure was used to collect data from 80 respondents. The data were analysed using descriptive analysis utilizing the SPSS software. The results of this study show that the engagement level of the virtual learning environment is higher than the engagement level of the traditional learning. Based on the results, further research is recommended to focus on the effectiveness of virtual learning environment in the classroom for the teaching and learning process.

scholarly journals Factors Affecting Teachers Attitude towards Designing Virtual Learning Environment

2020 ◽  
Vol 5 (SI3) ◽  
pp. 173-179
Author(s):  
Kumar Raman ◽  
Norasmah Othman ◽  
Haryanti Mohd Affandi ◽  
Indera Irawan Md. Rawi
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Publishing House ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Information And Communication

In many developing countries, Information and Communication Technology had been introduced. Its integration with the curriculum is limited. In view of this, a survey was conducted to examine the factors that affect teacher’s attitude in adopting virtual learning environment in their classroom teaching. The result of regression analysis revealed that Perceived usefulness and Perceived ease of use, had been seen to have more considerable significance than Social Influence and Facilitating Condition in affecting teacher’s attitude to adopt Frog VLE. Together these constructs explained 57 per cent the variance in teacher’s intention to use VLE application in their teaching. Keywords: Virtual Learning Environment; ICT in teaching and learning; teacher’s attitude towards e-learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2560

Sign in / Sign up

Export Citation Format

Share Document