scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

scholarly journals Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

2021 ◽  
Author(s):  
Kudakwashe Keche
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
World Order ◽  
Virtual Learning Environments ◽  
Second Republic ◽  
Face Model ◽  
Face To Face ◽  
The World ◽  
And Training

Through face-to-face interviews with lecturers, this research explored the relevancy of new higher education approaches in Zimbabwe particularly Education 5.0 and virtual learning environments (VLEs). The main finding suggests that the five missions of Education 5.0 are not new in higher education and training in the country. However, they being nigh on greased following the outbreak of the coronavirus disease (COVID 19) is exceptional and unplanned for up take. Education 5.0 charges that turned to be virtually oiled have already been cherished under the auspices of Education 3.0. Thus, lecturers do not perceive it as new. But, only the means and ways upon which it is delivered to learners in the COVID 19 era. The hype around it coming from the ‘Second Republic’ government is factory-made and politically calculated. Besides, it is difficult to underpin the development given the economic problems the country is currently facing. This research also finds out that VLEs are just more than a saga in Zimbabwe since she still lags behind the world order of internet of things. A few of the interviewees were of the view that teaching and learning though virtual means and ways is not different from the old face-to-face model.

Students' Perceptions of Teaching and Social Presence

2016 ◽  
pp. 1532-1550 ◽  
Author(s):  
James Bowers ◽  
Poonam Kumar
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Student Attrition ◽  
Traditional Classrooms ◽  
Face To Face ◽  
The Face ◽  
Preliminary Study ◽  
Major Factors

Online learning has grown dramatically over the past few years and has become an integral part of most of the higher education institutions' overall strategy. While this explosive growth has created exciting opportunities for both institutions and students, high dropout rates in online learning environments continues to be a major concern for all institutions. Research has identified lack of social and teacher presence in online courses as major factors leading to student attrition. While it is easy to establish these presences in traditional classrooms, developing them in an online environment could be challenging due to absence of any face-to-face contact. The purpose of this preliminary study is to compare students' perceptions of social and teacher presences in online and traditional classroom. Thirty-four students enrolled in an online section and 29 students enrolled in a face-to-face section of an undergraduate course participated in the study. The results indicate that students' perceived stronger teacher and social presences in the online section compared to the face-to-face section. Implications of these results for practice and research are discussed.

scholarly journals A blended learning model supported by MOOC/SPOC, Zoom, and Canvas in a project-based academic writing course

2021 ◽  
pp. 179-197
Author(s):  
Li Zhang ◽  
Yunjie Chen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Online Courses ◽  
New Approach ◽  
Face To Face ◽  
Management Platform ◽  
Writing Course ◽  
Blended Online Learning

Blended learning has played an important role in teaching English as a second or foreign language around the world. However, little research has been conducted on blended learning that is entirely online owing to the coronavirus pandemic. We aim at exploring the model of blending Massive Open Online Courses (MOOC) and Small Private Online Courses (SPOC), Zoom conferencing, and the Canvas course management platform. The new approach of blended online learning incorporates the pre-class autonomous learning of knowledge in MOOC/SPOC, in-class internalization of knowledge through case studies and discussions on Zoom, and after-class application of knowledge to the completion of a research project. A questionnaire and interviews were conducted to explore learners’ perceptions of the effectiveness of the model. Learners have a positive attitude about the new approach of blended online learning, but still hope that the in-class activities can be implemented face-to-face offline. The model will contribute to teaching and learning with the blended approach against the current coronavirus pandemic.

Online Learning Teams

2011 ◽  
pp. 1519-1524
Author(s):  
Carla J. Thompson
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Role Playing ◽  
Online Learning Environments ◽  
Face To Face ◽  
Learning Programs ◽  
Team Player ◽  
Familiar Expression

Team player, a familiar expression in many educational and workplace environments, is also an important component of online learning environments. The inclusion of teams and groups in discussions, group projects, problem-solving exercises, and role playing activities is a vital part of teaching and learning that encourages students’ social interaction and leadership skills. The need for students in online environments to acquire and use social skills such as cooperative learning skills, group discussion strategies, and conflict resolution skills, that are traditionally included in face-to-face teaching and learning environments is an intrinsic goal of online teaching and learning. A brief historical perspective of the development of online learning programs highlights some of the factors that have influenced the need for including student teams in online learning environments.

scholarly journals The Perception of Slovak Students on Distance Online Learning in the Time of Coronavirus—A Preliminary Study

2021 ◽  
Vol 11 (2) ◽  
pp. 81
Author(s):  
Petra Poláková ◽  
Blanka Klímová
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Vocational School ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Educational Approach ◽  
Face To Face ◽  
Teachers And Students

Teaching and learning at educational institutions in Slovakia has been based on traditional education, consisting of face-to-face classes until it was disrupted by the spread of the Coronavirus disease. A sudden lockdown caused massive changes, which presented challenges not only for teachers, but also for students who were forced to adapt their learning in a very short time, without any previous preparation. Since various educational institutions were forced to remain closed, they had no option but to shift from a traditional educational approach to distance learning. This form of education requires a form of online learning. The main purpose of this study was to explore what technical equipment students had at their disposal, to understand the students’ perception of distance learning, and to ensure better learning conditions in case of future lockdowns. In order to investigate student readiness for distance learning, a questionnaire survey was conducted at the Secondary Vocational School of Tourism and Gastronomy in Nitra, Slovakia. The findings of this study revealed that the majority of students from the Secondary Vocational School of Gastronomy and Tourism are ready for distance online learning. The results also indicate that a great percentage of students have Internet access and are the owners of technological devices that can be used for educational purposes. Furthermore, students are able to work individually on their own and do not require any help from other people while working on assignments. Although they prefer different teaching methods, the synchronous online courses are their priority because it enables them to have direct contact with their teachers and peers. Overall, this research shows that distance online learning is possible provided that both teachers and students are familiarised with this new learning environment and are ready to cooperate.

scholarly journals An examination of the role of the e-tutor

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Annegret Goold ◽  
Jo Coldwell ◽  
Annemieke Craig
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Online Learning Environments ◽  
Face To Face ◽  
Roles And Responsibilities ◽  
Teachers And Students ◽  
The Face ◽  
Changing Role

<span>As online learning environments continue to evolve, both teachers and students need to adapt to make the most of opportunities afforded by these environments for teaching and learning. The focus of this paper is on the changing role undertaken by tutors in online learning environments. We present a brief review of the current perspectives on the roles and responsibilities suggested for the e-tutor for effective teaching, and then report on a study where roles of e-tutors in a large wholly online unit were examined. The study supports the view that although the role of the e-tutor is similar to that of the face to face tutor in some respects, there are sufficient differences to make e-tutoring challenging to those who have not undertaken such online activities previously. Ongoing professional development is required to meet the changing demands of the technological environment, as well as the changing needs of students.</span>

scholarly journals Development of educational kit for IoT online learning

2020 ◽  
Vol 1 (1) ◽  
pp. 26-32
Author(s):  
Nurulhuda Abdul Rahman ◽  
Muhammad Ridzuan Idris ◽  
Khairul Salleh Baharudin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
The Other ◽  
Face To Face ◽  
Other Hand ◽  
Internet Of Thing ◽  
At Home

Internet of Thing (IoT) is one of the elements that drive the development of the Industrial Revolution (IR 4.0). Therefore, IoT has become the most important agenda in the globalization era including the field of education. The IoT element has been widely engaged in higher education syllabus. However, in COVID 19 pandemic, the teaching and learning process for IoT becomes more challenging and difficult to deliver. As a solution, the Educational Kit for IoT Online Learning has been developed. This online learning kit will help students to practically learn the IoT without a face to face lecture. The objectives of the paper are to provide an overview of existing IoT education solutions and to develop IoT online learning kit. This learning kit consists of IoT development hardware and software which are equipped with a camera that connected to the online conference software. This paper will explain the development of the kit. Compared to other kits, this learning kit can directly be used for online learning and helps students to practice IoT at home, especially during a pandemic. On the other hand, IoT Online Kits is a pioneer in higher education for practical online learning.

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