scholarly journals Affordances in Educational Technology: Perceptions of Teachers and Students in Oman

10.28945/4662 ◽  
2020 ◽  
Vol 19 ◽  
pp. 931-952
Author(s):  
Wafa Al-Maawali
Keyword(s):  
Educational Technology ◽  
Adult Students ◽  
Social Interactions ◽  
Cognitive Abilities ◽  
Online Teaching ◽  
Future Research ◽  
Statistical Measures ◽  
Teachers And Students ◽  
E Learning ◽  
Perceptions Of Teachers

Aim/Purpose: This study of affordances in educational technology focuses on how the self-perceptions of teachers influence the creation of educational opportunities and how these are received by learners. Background: It is important to explore the affordances offered by teachers, when using educational technology, from the perspective of their students. Within this topic, the interface of the educational technology affordances with the two agents—teachers and students—has often been neglected. Hence, the learning possibilities in educational interactions for the learners cannot be separated from the interactional possibilities created by teachers. The extent to which teachers can create opportunities to address their students’ needs, while effectively conveying the value of these opportunities to their students, is likely to impact on how well these affordances for learning and collaboration are utilised. Methodology: A survey that includes two questionnaires was used. The questionnaires were circulated to 102 teachers and their 354 adult students in six higher education institutions in Oman. The questionnaires were analysed by SPSS Amos v20 for statistical measures such as mean, standard deviation, and correlation. Contribution: The study contributes to the field of e-learning because it demonstrates that the affordances offered by teachers for e-learning have an impact on the possibilities for students to engage. Both affordances were found to be highly correlated statistically. Further, teachers were found to primarily use the lowest level of engagement for online tasks, requiring low levels of cognitive challenge and social involvement from the learner. Findings: The results indicate a low to medium level of self-directed learning that significantly correlates with perceptions of teaching possibilities for learning interactions. Recommendations for Practitioners: Teachers are encouraged to vary approaches to student engagement in online teaching materials such as enhancement, additional engagement opportunities, and extension so that students are encouraged to use different cognitive abilities and capabilities to engage in social interactions. Impact on Society: This study presents a strong recommendation with regards to extending the online affordances towards social interactions of learning beyond the boundary of the classroom. Future Research: Further studies on e-heutagogy and affordances of both teachers and students are needed. The effect of teachers created opportunities on students learning actions is an area that grants further investigation.

Online Instructors as Distance Education Experts

2015 ◽  
pp. 167-189
Author(s):  
Libi Shen
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Empirical Research ◽  
Online Teaching ◽  
National Standards ◽  
Future Research ◽  
Technology Standards ◽  
Online Instructors ◽  
Online Teachers ◽  
National Educational Technology Standards

An expert is a person with content knowledge and professional skills in a field. Are online teachers distance education experts? What are the main behavioral, cognitive, and emotional characteristics of distance education instructors? What competencies should online instructors possess in order to be distance education experts? In this chapter, the researcher examines National Educational Technology Standards for teachers, National Standards for Quality Online Teaching, and empirical research on teachers' roles and competencies to seek a definition for online instructors as distance education experts. Several issues related to online teachers' competencies and technology standards are discussed. Future research studies are recommended.

scholarly journals COVID-19 and Online Education in Iran’s Universities of Medical Sciences: A Narrative Review

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Meisam Dastani
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Clinical Training ◽  
Narrative Review ◽  
Online Classes ◽  
Medical Sciences ◽  
Teachers And Students ◽  
E Learning ◽  
Education Support ◽  
Simulation Systems

Context: With the outbreak of COVID-19 pandemic and the rapid growth of online education, Iranian universities of medical sciences began to hold online classes for students. Accordingly, the present study aimed to examine different aspects of online education in medical universities during the COVID-19 pandemic. Methods: This narrative review study was to review studies on online education during the COVID-19 pandemic in Iran’s universities of medical sciences. To this end, the PubMed and Sciencedirect databases as well as the Google Scholar scientific search engine were searched on April 20, 2021 using the following keywords: ‘online education,’ ‘virtual education,’ ‘virtual learning,’ ‘e-learning,’ ‘COVID-19,’ and ‘Iran’. Results: The present findings revealed Navid, Adobe Connect, and SkyRoom platforms as the most popular online teaching tools in Iran’s universities of medical sciences during the COVID-19 pandemic. The main challenges in online education in Iranian universities of medical sciences was students’ non-equal accessibility to appropriate hardware, software, and communication tools, students and professors’ insufficient knowledge and unfamiliarity with information technology tools and e-learning, lack of proper interactions between professors and students, and the lack of a suitable platform for practical clinical training and internships. Conclusions: Educational simulation systems and online education support systems are useful in teaching clinical, practical, and internship courses to students and promoting interactions between teachers and students.

scholarly journals MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

scholarly journals Listening in Older Second Language Learners: The Teachers’ Perspective

2017 ◽  
Vol 8 (1) ◽  
pp. 148-163
Author(s):  
Agata Słowik
Keyword(s):  
Adult Students ◽  
Language Learners ◽  
Older Adult ◽  
Cognitive Abilities ◽  
Second Language Learners ◽  
Future Research ◽  
Learning And Teaching ◽  
Teaching Preferences ◽  
Older Adult Students ◽  
Older Adult Learners

There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 

scholarly journals Students' readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Donnie Adams ◽  
Kee Man Chuah ◽  
Bambang Sumintono ◽  
Ahmed Mohamed
Keyword(s):  
Learning Environment ◽  
Online Teaching ◽  
Sudden Change ◽  
Student Diversity ◽  
Future Research ◽  
Field Of Study ◽  
Content Type ◽  
Level Of Education ◽  
E Learning ◽  
Mode Of Instruction

PurposeUniversities have shifted from face-to-face learning environments to e-learning in response to the COVID-19 pandemic. However, the sudden change to online teaching has raised concerns among lecturers about students' readiness for e-learning. This study investigates students' readiness for e-learning during the COVID-19 pandemic and specifically assesses any significant differences between students' gender, age, ethnicity, level of education, field of study and their readiness for an e-learning environment.Design/methodology/approachThe study employed a non-experimental quantitative research design. Data were gathered from a sample of 298 undergraduate and 101 postgraduate students. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive, inferential statistics and differential item functioning (DIF) test were used to assess students' readiness for an e-learning mode of instruction with the latter specifically analysing students' demographic factors and their readiness for an e-learning environment.FindingsFindings identified that most students are ready for an e-learning mode of instruction. Further analysis indicated that there were differences in students' readiness for e-learning based on their demographic profiles.Research limitations/implicationsThis study provides insights on students' readiness towards e-learning, discusses implications for e-learning practices in higher education institutions during the COVID-19 pandemic and offers recommendations for future research.Originality/valueThis study provides evidences of students' readiness for e-learning in respect to their gender, age, ethnicity, level of education and field of study. This information could help lecturers to reflect on their own teaching practices, adjust their teaching approaches and subsequently, develop appropriate e-learning methods that best suit the student diversity in their classrooms.

Senior high school teachers’ and students’ engagements during the emergency remote teaching (ERT)

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Juland Salayo ◽  
Jann Ernest R. Fesalbon ◽  
Lorena C. Valerio ◽  
Rodrigo A. Litao
Keyword(s):  
High School ◽  
High School Teachers ◽  
Online Teaching ◽  
Senior High School ◽  
Academic Challenges ◽  
Educational Advancement ◽  
Catholic University ◽  
Significant Difference ◽  
Teachers And Students ◽  
E Learning

This quantitative study investigates teachers' and students' perceptions on remote emergency teaching in terms of readiness, attitude, and competence, their significant differences based on their profile, and the significant difference of the respondents' identified variables. Participated by 147 teachers and 409 students of a Senior High School in a comprehensive Catholic university in Manila, results revealed that respondents show their readiness, positive attitude, and competence toward online teaching; however, specific measurements affect student attitude on their online engagement and learning, such as their discomfort and ineffectiveness of this learning modality in producing creativity, interaction, and innovation in e-learning that affects the acquisition of knowledge. Among the respondents' profiles, only their age shows a statistically significant difference, while educational advancement established its significant difference in readiness and competence. Finally, a statistically significant difference between the teachers' and students' readiness, attitude, and competence was evident. Results further proved that behind the sudden shift of the learning environment, the respondents remain positive and resilient in dealing with academic challenges caused by the COVID-19 pandemic. This study further implicates that measuring teachers' and students' readiness, attitude, and competence in different inevitable circumstances remains a significant frame of reference for academic and instructional policy-making.

Implementing ability grouping in EFL contexts: Perceptions of teachers and students

2012 ◽  
Vol 16 (3) ◽  
pp. 289-315 ◽  
Author(s):  
YouJin Kim
Keyword(s):  
Curriculum Design ◽  
Ability Grouping ◽  
Initial Assessment ◽  
Future Research ◽  
Materials Development ◽  
School Settings ◽  
English Classes ◽  
Teachers And Students ◽  
Middle School English ◽  
Perceptions Of Teachers

Ability grouping – defined as a practice that places students into classrooms or small groups based on an initial assessment of their readiness or ability – has received considerable attention in educational research for years in many countries (Ireson & Hallam, 1999, 2001; Slavin, 1987). In Korea, ability grouping has been implemented in elementary, middle, and high school settings for certain subjects such as English. The purpose of the current study was to determine how the ability grouping policy has been implemented in Korean middle school English classes and to examine the perceptions of teachers ( n = 55) and students ( n = 754) regarding this policy. The results showed that schools implemented the policy in a variety of ways (e.g. different number of grouping levels). Teachers and students indicated their concerns regarding students’ emotional problems and showed mixed attitudes towards ability grouping. They also argued that schools need large support to maximize the putative effectiveness of ability grouping in different areas such as curriculum design, materials development, and teacher training. The findings are discussed in terms of pedagogical recommendations for increasing the effectiveness of ability grouping in English classes and other options for future research to investigate this and relevant educational language policies.

scholarly journals IMPLEMENTING E-LEARNING ENVIRONMENT IN REAL VOCATIONAL SCHOOL

2012 ◽  
Vol 39 (1) ◽  
pp. 8-14
Author(s):  
Ilche Acevski ◽  
Valentina Acevska ◽  
Linda Fahlberg-Stojanovska
Keyword(s):  
Online Teaching ◽  
Team Work ◽  
Learning Needs ◽  
School Students ◽  
Educational Plan ◽  
Teaching Preparation ◽  
Video Tutorials ◽  
Teachers And Students ◽  
Information And Communication ◽  
E Learning

Students in vocational schools in Macedonia are less motivated and both enter and finish with ever decreasing knowledge. Teachers are still keeping to conventional ways of teaching. How to improve this situation? Is it possible that a Moodle eLearning environment will do this? Тhe project, by itself, will lead to easier communication between students and teachers, 24-hour support for the students learning needs, modern e-learning and improvement of the teachers Information and Communication Technology (ICT) competences. With implementation of this educational plan, both teachers and students will increase their use of ICT (e-tests and quizzes, online teaching, preparation of electronic multimedia lectures) and improvement of the group and team work among teachers and students as well. In surveys, teachers and students confirmed that they want to be trained to begin to use the eLearning environment, and underwent training. Also, video tutorials are prepared for that purpose. The results can be seen through observations and interviews in which students are asked if this project started to improve their knowledge skills and whether teachers have started to prepared electronic resources and activities for them. Key words: eLearning, ICT, moodle, teachers, school, students, surveys, vocational.

scholarly journals Impact of Self-Directed Learning and Educational Technology Readiness on Synchronous E-Learning

2021 ◽  
Vol 33 (6) ◽  
pp. 1-20
Author(s):  
Ka Yin Chau ◽  
Kris M. Y. Law ◽  
Yuk Ming Tang
Keyword(s):  
Educational Technology ◽  
Instructional Strategy ◽  
Online Teaching ◽  
Key Factors ◽  
Self Directed Learning ◽  
Synchronous Learning ◽  
Global Impacts ◽  
E Learning ◽  
Directed Learning ◽  
Synchronous Learning Environments

The coronavirus (COVID-19) has had severe global impacts in many aspects of education. Asian countries and regions have been the first responders to move entirely online since the epidemic started. The aim of this paper is two-folded. First, this study investigates the correlations in order to understand the compounded effects on presences in the participating synchronous learning environments. Second, this paper provide empirical evidence and insights for educators on the future trends of learning and instructional strategy in online teaching. This study investigated students’ perception of synchronous e-learning during the COVID-19 pandemic for the better design of the e-learning teaching pedagogy and determines how the key factors of e-learning perception are inter-correlated enabling educators to focus on. The study has important implications that student readiness in educational technology is critical to assist the recent practice in implementing online learning.

scholarly journals Introductory Survey on Challenges Encountered by University Teachers in Online Teaching of STEM Subjects During COVID-19 Lockdown

2021 ◽  
Vol 3 (3) ◽  
pp. 22-32
Author(s):  
Elena Hadzieva ◽  
Jan Guncaga ◽  
Subash Chandra Bose ◽  
Kalina Sotiroska Ivanoska
Keyword(s):  
Online Teaching ◽  
Future Research ◽  
Small Scale ◽  
The Czech Republic ◽  
University Teachers ◽  
Science Technology ◽  
Educational Processes ◽  
E Learning ◽  
Interview Survey ◽  
And Mathematics

2020 will be remembered for COVID-19, a pandemic that forced the world to lock down and urged most educational providers to promptly implement e-learning solutions. In this paper, we point out some challenges faced by university teachers who had almost no earlier practice in online teaching. Nine lecturers working in different universities from Brazil, the Czech Republic, Estonia, Hungary, India, Macedonia, and Slovakia – all teaching science, technology, engineering, and mathematics (STEM) subjects – were interviewed to share their online teaching experiences during the COVID-19 lockdown. The aim of this introductory small-scale research paper is to provide a basis for future research regarding the influences that the COVID-19 situation has had on educational processes, as well as to assist educational providers in foreseeing and eliminating the possible problems of lecturers when establishing an online educational environment. Some conclusions are formulated from the interview survey, and possibilities for further research are described.

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