scholarly journals Online Learning in the Quran Reading Class during Covid-19 Pandemic

2021 ◽  
Vol 20 (5) ◽  
pp. 142-158
Author(s):  
Muhammad Wildan Bin H. M Yahya ◽  
Taqia Rahman ◽  
Asep Ahmad Siddiq ◽  
Parihat Parihat
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Rapid Change ◽  
Comfort Level ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
And Performance ◽  
Muslim Communities

The COVID-19 pandemic has forced higher-education institutions to switch to emergency online learning. This situation has also challenged the Muslim communities and institutions across the world to shift to the online mode of teaching Quran and Islamic studies. This research explored undergraduate students’ and instructors’ perceptions of the emergency online learning of Quran reading in Indonesia. Several aspects were analysed to compare the students’ perspective towards face-to-face class versus online learning, including class interaction, learning experience, motivation, satisfaction and comfort level. The study also compared students’ Quran reading performance in the online-learning setting with the records from a traditional face-to-face class during the previous year. The survey and performance data were obtained from 923 students. The findings indicated no significant difference in students’ performance between Quran reading classes in face-to-face and online classroom settings. Furthermore, although students and instructors felt that some aspects had changed, they generally tended to accept the Quran class in online mode. This is likely because, amidst the pandemic, students and instructors have no other options except to adapt to the rapid change and embrace the transition. Nevertheless, the study indicated signs of fatigue and reduction in the students’ acceptance of the Quran online learning over time.

scholarly journals Something Old, Something New:  Initial Teacher Education in the Online Mode

2021 ◽  
Author(s):  
◽  
Anne Yates
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Beginning Teachers ◽  
Learning Experience ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Online Study ◽  
Online Mode ◽  
Multiple Case

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>

scholarly journals Learning Remotely during a Pandemic: Are Students in a Developing Country Fully Equipped with Tools for Swift Changes?

2021 ◽  
Vol 13 (15) ◽  
pp. 8635
Author(s):  
Eranda Perera ◽  
Kelum A. A. Gamage
Keyword(s):  
Online Learning ◽  
Developing Country ◽  
Rural Areas ◽  
Learning Experience ◽  
Battery Life ◽  
Face To Face ◽  
Resource Limitations ◽  
Online Mode ◽  
Higher Educational ◽  
Remote Learning

Many higher educational institutes are forced to the online mode of lecture delivery without fully understanding students’ perspectives of remote study during COVID-19, and the resource limitations of students to engage successfully in remote learning. The present study aimed to understand this gap and the students’ perspective. We collected and analysed the devices, which used by the students to connect to remote learning in a developing country. It was found that the majority of students are dependent on the laptop-smartphone combination to engage in remote learning, particularly the students in rural areas. The results highlighted the importance of smartphones in the online learning experience, considering their affordability, relatively long battery life, inbuilt internet capabilities, and portability. Although students indicated their willingness for remote learning, they clearly recognised the need for face-to-face teaching return to avoid some of the challenges and disadvantages they face as a part of remote learning.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
pp. 381-397
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

scholarly journals Something Old, Something New:  Initial Teacher Education in the Online Mode

2021 ◽  
Author(s):  
◽  
Anne Yates
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Beginning Teachers ◽  
Learning Experience ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Online Study ◽  
Online Mode ◽  
Multiple Case

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

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