scholarly journals Optimizing Online Learning Experiences and Outcomes for Hearing-Impaired Art and Design Students

2021 ◽  
Vol 20 (7) ◽  
pp. 1-22
Author(s):  
Sama’a Al Hashimi ◽  
Dalal Alsindi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Action Research ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Learning Experiences ◽  
Hearing Impaired ◽  
Teaching Approaches ◽  
Art And Design ◽  
Design Students

As many universities transitioned to online learning during the COVID-19 pandemic, the distance learning environment presented various accessibility challenges for deaf and hard-of-hearing students (DHH). In art and design higher education programs, the transition from face-to-face learning to virtual learning is difficult for students in general, and even more difficult for students with hearing loss. Art and design educators have explored approaches to effectively compensate for these challenges and optimize the distance learning experiences for DHH students. This paper aims to investigate these challenges and attempts to explore the international best practices in distance education for deaf learners. Action research is used as a methodology to guide the professional development of art and design educators on ways to refine and hone their online teaching approaches. Ten DHH students (5 Males and 5 females) participated in the action research for the needs of this study. Their challenges, experiences, preferences, needs and artworks were analysed in an attempt to optimize their online learning outcomes and provide recommendations that will lead to the implementation of effective teaching strategies and the design of appropriate e-learning environments for hearing-impaired art and design students. The preliminary findings of the study revealed that the main challenges DHH students and their instructors faced were communication barriers and misinterpretation of tasks, which led to difficulties in fulfilling the course intended outcomes. The recommendations formulated on the basis of the findings are to adapt the intended learning outcomes and teaching approaches to optimize the learning experiences of the DHH students.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

scholarly journals Meningkatkan Pemahaman Peserta Didik Berbantu Media Powerpoint Melalui Zoom Kelas 5 SD Negeri Tlogorejo 2 Guntur Demak 2020-2021

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Dewi Ratnawati
Keyword(s):  
Online Learning ◽  
Action Research ◽  
Data Collection ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Descriptive Analysis ◽  
Analysis Techniques ◽  
Grade 5 ◽  
Classroom Action Research

This research was motivated by the lack of understanding of students during online learning. The purpose of this study was to improve the understanding of students in grade 5 SD Negeri Tlogorejo 2 Guntur Demak through zoom assisted by powerpoint media. This research was conducted in November 2020, at SD Negeri Tlogorejo 2 Guntur Demak. This type of research is a Classroom Action Research with three cycles consisting of one meeting in one cycle. Each cycle consists of planning, implementing, observing and reflecting. Data collection techniques and tools in this study used descriptive analysis techniques for data in the form of documents of students' work, lists of values and observation sheets. The results showed that assisted by powerpoint media through zooming the learning outcomes of students increased, namely in the first cycle there were 3 students who achieved mastery learning or 30%. In the second cycle there was an increase to 7 students who completed or 70%. Whereas in cycle III there were 8 students completing or 80% an increase of 50%. From the learning results of these students, it can be concluded that through zoom assisted by powerpoint can improve students' understanding.Keywords: understanding, powerpoint, PTK

scholarly journals Upaya Peningkatan Hasil Belajar Daring Pada Tema Globalisasi Melalui Media Belajar Berbasis Game Edukasi Quizizz Siswa Kelas VI SD Negeri Kesongo 01 Kabupaten Semarang

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Alfera Bekti Susanti
Keyword(s):  
Online Learning ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Games ◽  
Student Learning Outcomes ◽  
Educational Game ◽  
Average Value ◽  
Home Based ◽  
Improve Student Learning

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar dalam pembelajaran daring melalui media game edukasi Quizizz. Penelitian ini merupakan penelitian tindakan kelas dengan subyek penelitian siswa kelas VI SD Negeri Kesongo 01 sebanyak 22 siswa. Penelitian ini dilaksanakan 2 siklus, masing-masing siklus 1 kali pertemuan. Setiap pertemuan terdisi dari 4 tahap yaitu perencanaan, pelaksanaan, observasi dan refleksi. Pelaksanaan tahap-tahap penelitian sedikit berbeda dari pembelajaran dalam kelas karena pembelajaran dilakukan secara terpisah atau siswa berada dirumah masing-masing. Berdasarkan hasil penelitian, pada siklus I diperoleh nilai rata-rata hasil belajar siswa 51,36 dengan katagori cukup. Sedangkan pada siklus II diperoleh nilai rata-rata hasil belajar siswa 93,45 dengan katagori tinggi. Jadi dari siklus I dan siklus II terjadi peningkatan hasil belajar siswa sebanyak 42,09. Dengan demikian penelitian dapat disimpulkan bahwa media belajar berbasis game edukasi quizizz dapat meningkatkan hasil belajar siswa dalam pembelajaran daring pada tema Globalisasi.Kata Kunci: Hasil  Belajar, Pembelajaran Daring, Game Edukasi This study aims to determine the increase in learning outcomes in online learning through quizizz educational game media. This research is a classroom action research with 22 students of grade VI SD Negeri Kesongo 01 as subjects. This research was conducted in 2 cycles, each cycle 1 meeting. Each meeting consists of 4 stages, namely planning, implementing, observing and reflecting. The implementation of the stages of research is slightly different from classroom learning because learning is carried out separately or students are at home. Based on the results of the study, in the first cycle the average value of student learning outcomes was 51.36 with a sufficient category. Whereas in the second cycle the average value of student learning outcomes was 93.45 with a high category. So from cycle I and cycle II there was an increase in student learning outcomes as much as 42.09. Thus the study can be concluded that learning media based on educational games quizizz can improve student learning outcomes in online learning on the theme of globalization. Keywords: Learning Outcomes, Online Learning, Education Game

scholarly journals Exploring Effective Practices in Managing Distance Learning for Teaching Art and Design in Bahrain

2021 ◽  
Vol 20 (6) ◽  
pp. 66-87
Author(s):  
Sama’a Al Hashimi
Keyword(s):  
Distance Learning ◽  
Focus Group ◽  
Online Teaching ◽  
Descriptive Analysis ◽  
Effective Practices ◽  
Art And Design ◽  
Hands On ◽  
Digital Environments ◽  
University Of Bahrain ◽  
The University

As universities move to virtual learning, the need to explore the most effective practices for remotely teaching art and design students became very critical. It is very important to examine the strategies universities are using to efficiently transfer skills and knowledge and meet the needs of students through an online learning environment. Art and design classes involve hands-on activities and requirements that cannot easily be met in digital environments. Therefore, the study aims to investigate the creative approaches that art and design educators adopted to transition to remote teaching. The study involved conducting an online focus group with eleven art and design educators at The University of Bahrain to investigate the experiences, perceptions, and the challenges they faced while teaching art and design remotely during the Covid-19 Pandemic. The focus group engaged the educators in a semi-structured discussion in order to gather qualitative data that would allow for a descriptive analysis of their online teaching experiences and the most effective approaches they implemented. Thus, the study is undertaken to determine the most effective practices that can be employed by educators to engage students and enhance the distance learning process in an art and design online environment. The findings suggested that the main challenges that are peculiar to art and design distance learning include difficulty in clearly seeing the value of the colors in a student’s artwork on screen and the unavailability of features that support art and design remote teaching in the currently available learning management systems.

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

2021 ◽  
pp. 102831532110614
Author(s):  
Yesul Han ◽  
Yunjeong Chang ◽  
Erin Kearney
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
International Education ◽  
Online Teaching ◽  
Learning Experiences ◽  
The United States ◽  
International Graduate Students ◽  
Factors Affecting ◽  
International Graduate ◽  
Sudden Transition

This study aims to understand the learning experiences and challenges of international students enrolled in Master's and PhD programs in various institutions who were forced to transition to online learning during the pandemic. In particular, the study explores the experiences and perceptions of seven non-native English-speaking international graduate students who came from six different countries and studied at different schools of education through phenomenological interviews. Analysis yields insight into these students’ online learning experiences and identifies factors which contributed to the mixed quality of these learning experiences. Overall, students tried to adapt to the “new normal,” while enduring learning and emotional challenges due to the harsh conditions of the pandemic in the United States and their home countries. Instructors’ readiness for online teaching as well as the extra support provided to help students cope with the sudden transition in the learning environment were particularly important factors affecting the students’ learning experiences. Our findings lead us to several recommendations for practice within graduate-level online learning environments and suggestions for further research, as well as broader considerations of what broader implications the case suggests for international education in light of digitalization.

scholarly journals Transforming Criminal Justice Internships into Capstone Courses: A Response to the Challenges of the COVID-19 Crisis

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Beau Shine ◽  
Kelly Brown
Keyword(s):  
Online Learning ◽  
Criminal Justice ◽  
Learning Outcomes ◽  
Learning Experiences ◽  
Lessons Learned ◽  
Academic Learning ◽  
Criminal Justice Students ◽  
Face To Face ◽  
Capstone Courses ◽  
National Emergency

The COVID-19 pandemic in March 2020 resulted in the declaration of a national emergency that closed universities across the nation. With no warning, faculty were required to move classes from face-to-face to completely online instruction. This situation posed many difficulties, but particularly for faculty who were teaching and supervising students completing internships. Interns were removed from their internships abruptly as agencies and departments moved to essential personnel only. Faculty scrambled to create online learning experiences that met academic learning outcomes and the goals of criminal justice students enrolled in these courses. This paper details our experiences with these challenges, particularly as we revised criminal justice internship courses and developed capstone courses to replace face-to-face internship experiences. While the challenges we faced involved criminal justice internships, they were not unique to the major, and the approaches taken and lessons learned are likely applicable to a host of disciplines.

Impact of Online Learning in K-12

2018 ◽  
pp. 357-375
Author(s):  
Jerri Ward-Jackson ◽  
Chien Yu
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Distance Learning ◽  
Online Education ◽  
Learning Outcomes ◽  
Success Rates ◽  
Learning Capabilities ◽  
Online Distance Learning ◽  
Online Distance ◽  
K 12

Online learning capabilities in K-12 education have changed tremendously in the past years and are continually evolving in the traditional classrooms. The overall growth in the total number of high school students currently taking online distance learning courses as well as the importance of distance learning as a solution to educational challenges has increased the need to study more closely the factors that contribute to distance learning outcomes and success rates in K-12. Therefore, the challenge that emerges for educators, researchers, scholars, and advocates for students is to carefully and effectively join the growth and power of K-12 online learning for the benefit of the students involved. This chapter provides an overview of factors that contribute to learning outcomes and success rates for K-12 distance education. Some of the challenges, issues, and considerations affecting implementation of K-12 online education are discussed.

Constructing an Affective Tutoring System for Designing Course Learning and Evaluation

2017 ◽  
Vol 55 (8) ◽  
pp. 1111-1128 ◽  
Author(s):  
Cheng-Hung Wang ◽  
Hao-Chiang Koong Lin
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Tutoring System ◽  
Modern Life ◽  
Face To Face ◽  
Key Factor ◽  
Digital Environments ◽  
Technological Developments ◽  
User Friendly

Computers and the Internet are indispensable in modern life. Increasingly useful digital environments and technological developments have reshaped models of knowledge acquisition. Studies on the development of online learning have yielded valuable insights. In the design of online teaching systems that can replicate face-to-face teaching, user-friendly design is a key factor determining whether a system is immediately accepted by users. In this study, we designed an affective tutoring system (ATS) for curriculum teaching. Participants’ learning processes were recorded during ATS teaching sessions. Negative emotions in the participants were recognized in real time and recorded in a learning state database. We determined the learning outcomes of students who were taught using the ATS or normal online learning. The experimental results indicated that the ATS is an effective tool and significantly improves learning outcomes.

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