scholarly journals Educating Children and the New Norm

2021 ◽  
Vol 5 ◽  
pp. 4
Author(s):  
Zabidi Azhar Mohd Hussin
Keyword(s):  
Online Education ◽  
Rural Areas ◽  
Online Teaching ◽  
Drop Out ◽  
Ministry Of Education ◽  
Vulnerable Communities ◽  
Education Delivery ◽  
Set Up ◽  
Almost All ◽  
At Home

The lockdown from March to November 2020 in its various forms have seriously impacted education of children, both nationally and internationally. In Malaysia; more than 1 million students were affected and 100,000 teachers and 20,438 members of school support staff were forced to stay at home. UNICEF noted that 24 million children around the world will drop out and students from vulnerable communities will be particularly and failed to return to class. This has forced almost all education providers to switch the education deliveries online. While some of the more established educational institutions which are more prepared than others, sailed plainly through this switch, a sizable majority found this switch a devastating blow to the delivery of education especially to children. The Parent Group for Education, Malaysia reported that 66% Malaysian children do not have good internet connectivity at home and the Ministry of Education also reported that 37% do not own devices for online learning. The outcome of these is almost predictable. 20% children were discovered to have lost interest in schoolwork and become demotivated while 7% have indeed dropped out from school. Although most children are no stranger to handphones and other devices, the use of these for education is daunting. For the first 10 weeks of the MCO, online teaching is noted to be adhoc, random, unstructured and even non-existent. Timetable was created in May but not strictly adhered to by teachers who are not familiar with technology. The Ministry of Education set up a free portal such as www.eduwebtv.moe.edu.my and the Digital Educational Learning Initiative Malaysia (DELIMA) as immediate mitigation. The future and the new norm for education is predictable and we have no choice. Online education delivery has to be strengthened by firm efforts to boost connectivity. School digital packages should consist of laptops or tablets, with video cams, telecommunication towers, especially in the rural areas must be built urgently. Mini and micro credentialing of children and teachers must be held to train them on the basics of online teaching, while more immersive applications are being prepared. We have little choice.International Journal of Human and Health Sciences Supplementary Issue: 2021 Page: S4

Effect of Digital Pedagogy in Ierventions in Rural Areas

2021 ◽  
pp. 227-240
Author(s):  
Sona Ahuja ◽  
Diksha Yadav
Keyword(s):  
Academic Achievement ◽  
Rural Areas ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Learning Experience ◽  
Learning System ◽  
School Students ◽  
Digital Pedagogy ◽  
Set Up ◽  
Teaching Learning

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

2021 ◽  
Vol 23 (09) ◽  
pp. 65-84
Author(s):  
Aditi Gupta ◽  
◽  
Anshika Sharma ◽  
Prof. Patiraj Kumari ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Classroom ◽  
School Closures ◽  
Health Crisis ◽  
Academic Activities ◽  
Almost All

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

Transforming online teaching and learning: towards learning design informed by information science and learning sciences

2020 ◽  
Vol 121 (7/8) ◽  
pp. 503-511 ◽  
Author(s):  
Nobuko Fujita
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Information Science ◽  
Interdisciplinary Collaboration ◽  
Human Interaction ◽  
Learning Sciences ◽  
Learning Design ◽  
Content Type ◽  
Education Delivery

Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.

scholarly journals EVALUATION OF EFFICIENCY OF ONLINE EDUCATION IN SPHERE OF PHYSICAL EDUCATION OF COLLEGE LEVEL STUDENTS DURING THE COVID-19 QUARANTINE IN UKRAINE

2020 ◽  
Vol 96 (3) ◽  
pp. 124-133
Author(s):  
Г. В. Глоба
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
State Level ◽  
Teaching Experience ◽  
College Level ◽  
Ministry Of Education ◽  
Climate Conditions ◽  
Teacher Student ◽  
Rapid Transition

The unexpectedly rapid transition to online education in the 2nd semester of 2020 due to the COVID-19 outbreak became a challenge for the domestic educators in Physical Education. Despite the abundance of newest health-tracking and sports devices, apps, and online platforms and channels, appropriate sport facilities and equipment are still necessary due to safety restrictions and for conduction of good quality PE and sports classes. Ukrainian climate conditions do not allow a year-round outdoor training in the public premises. Lack of sports equipment in private apartments, insufficient supply of Ukrainian families with computers and telephones of the new generation, lack of Internet access in 35% of families, inability to use sports facilities even for teachers for shooting video lessons, etc. resulted in a drop in the success of university students of PE departments. The failure of half-a-year PE classes’ results on the state level was eloquently pronounced with the Ministry of Education official recommending assessment of students’ year PE results by the I-st semester grades. Thus, the need to analyze the efficiency of online-teaching experience in domestic physical education arose. The article analyses the pitfalls of the introduction of distance education in the field of physical education of students of Ukrainian universities according to the criteria of effectiveness proposed by A. Veremchuk (effectiveness, accessibility to all segments of the population, resource intensity, efficiency, democratic communication "teacher-student", and comprehensive software technologies) and recommendations for compensation of the mentioned problem.

scholarly journals Family Conditions and the Accessibility of Online Education: The Digital Divide and Mediating Factors

2021 ◽  
Vol 13 (15) ◽  
pp. 8590
Author(s):  
Jiafeng Gu
Keyword(s):  
Online Education ◽  
Digital Divide ◽  
Low Income ◽  
Rural Areas ◽  
Urban Areas ◽  
Internet Access ◽  
Broadband Internet ◽  
Low Income Families ◽  
The Impact ◽  
At Home

This study is an exploration of the digital divide between urban and rural areas, and it was conducted to assess the impact of the minimum living guarantee system on online education in China. The results of the research showed that 83.38% of students in low-income families have been able to participate in online education at home during the pandemic, while 16.62% of students in low-income families have been unable to do so. The absence of computers, smartphones, and broadband Internet access in low-income households reduces the likelihood of children being able to participate in online education at home. In terms of accessing online education at home, students from urban areas have obvious advantages over those from rural ones, and students from minimum living guarantee families have obvious advantages over those from marginal minimum living guarantee ones. This study also showed that the presence of online education-related amenities, including computers, smartphones, and Internet access, mediates the relationship between the subsistence allowance system, Hukou, and accessibility of online education. To address this issue, this paper includes suggestions for bridging the digital divide in online education.

scholarly journals Kreativitas Pembelajaran Melalui Communication Skill dalam Masa Pandemi COVID-19 Oleh Guru TK di Kecamatan Sawangan, Kotamadya Depok

2020 ◽  
Vol 1 (4) ◽  
pp. 272-279
Author(s):  
Iis Mariam ◽  
Nining Latianingsih ◽  
Titik Purwinarti ◽  
Endah Wartiningsih ◽  
Muhammad Zaenal Abidin Eko Putro
Keyword(s):  
Information Technology ◽  
Community Service ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Basic Education ◽  
Learning Strategy ◽  
Ministry Of Education ◽  
Tertiary Institutions ◽  
At Home

Abstrak: Dalam masa pandemic COVID-19 saat ini merujuk pada kebijakan Mendikbud untuk penyelenggaraan kegiatan pembelajaran masih tetap menggunakan school from home (SCH) mulai dari tingkat pendidikan dasar sampai pada perguruan tinggi mengakbiatkan perubahan dalam system penyelenggaraan pembelajaran.  Pola pendidikan dan pengajaran pada tingkat pendidikan anak usia dini (PAUD) dan Taman Kanak-Kanak (TK) mengalami perubahan dalam aspek strategi dan media pembelajaran dari para guru kepada siswa, sehingga pola belajar harus dibuat sedemikian rupa agar tetap memberikan rasa nyaman, menyenangkan dan sesuai dengan tujuan pembelajaran di sekolah TK di Kotamadya Depok.  Kendala yang ditemukan dalam proses pembelajaran ini adalah media teknologi informasi serta bentuk komunikasi yang tetap mudah dan menarik untuk disampaikan kepada siswa yang tetap belajar di rumah.  Masalah dalam pengabdian ini adalah bagaimana pemanfaatan media teknologi informasi sebagai media pembelajaran yang dapat diakses dengan mudah oleh siswa di rumah, serta perlu peningkatan keterampilan komunikasi para guru TK dalam pembelajaran. Dalam pengabdian kepada masyarakat ini ada dua mitra yang terlibat, yaitu: TK Islam Al Yazid dan TK Aisyiah Bustanul Atfhal 14, Sawangan, Depok. Metode yang digunakan dalam pengabdian kepada masyarakat ini adalah pelatihan dan pendampingan kepada peserta, dengan metode diskusi, tanya jawab dan latihan. Hasil dari pengabdian kepada masyarakat ini adalah peserta telah mampu menggunakan media pembelajaran online seperti zoom meeting, whats app, menyampaikan materi dengan menarik, memparaktekkan komunikasi secara interaktif sehingga proses belajar mengajar secara online oleh guru tetap memberikan rasa nyaman, kreatif dan menyenangkan siswa.Abstract: In the current COVID-19 pandemic, referring to the Ministry of Education and Culture's policy for implementing learning activities and learning delivery system still using school from home (SCH) that applies from the basic education level to tertiary institutions. Education and teaching patterns at the early childhood education (PAUD) and Kindergarten (TK) levels have changed in the aspects of strategies and learning media from teachers to students and impact of this situation is patterns must be made in such a way of teaching and learning provide a sense of comfort, fun and creative to fulfill the learning objectives in kindergarten schools in Depok Municipality. The constraints found in this learning process are information technology media and forms of communication that remain easy and interesting to convey to students who are still studying at home. The problem in this service is how to use information technology media as a learning strategy that can be accessed easily by students at home, and also need to improve the communication skills of kindergarten teachers in learning. In this community service there are two partners involved, such as: TK Islam Al Yazid and TK Aisyiah Bustanul Atfhal 14, both of two schools located in Sawangan, Depok. The method used in this community service is training and mentoring to participants, with methods of discussion, question and answer and exercises. The result of this community service is that participants have been able to use online learning media such as zoom meetings, whats app, to delivery all the material attractively, practice interactive communication, so that the online teaching and learning process by the teacher still provides a sense of comfort, creativity and fun for students.

scholarly journals COVID-19 Pandemic and University Teachers’ Experiences about Challenges of Online Teaching: A Phenomenography Approach

2021 ◽  
Vol 6 (2) ◽  
pp. 131-146
Author(s):  
Sufiana Khatoon ◽  
Nasreen Akhter ◽  
Nadeem Talib
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Text Data ◽  
Teachers Perceptions ◽  
Face To Face ◽  
University Teachers ◽  
Delivery Services ◽  
Education Delivery ◽  
Teaching Paradigm ◽  
Teaching Learning

With the advent of current Corona pandemic /COVID-19, the universities around the world were closed for face -to- face education. In the pandemic crisis, universities had to transform teaching- learning milieus instantly and online teaching went viral at universities. This transition from on campus to online education delivery services affected university teachers in many ways. By applying phenomenography approach, the present paper examines university teachers’ perceptions about the challenges they faced in Pakistani context, university teachers’ re-action towards university decision about the overnight teaching paradigm shift from face-to- face to online teaching, institutional support to teachers for online teaching; students’ caliber for online learning,   and to assemble university teachers’ opinion about the pre- requisites of online teaching. The data was collected through written answers to open- ended research questions. Interpretative phenomenography analysis (IPA) framework was used to extract finding from the text data.  The major findings emerged that mostly university teachers accepted the transition of teaching paradigm however some were under stressed for the online teaching. The training provided to teachers was not sufficient to meet actual requirements of online teaching. Teachers realized that universities did not have up-graded relevant infrastructure required for online education.  Teachers perceived that mostly students did have the caliber to learn online moreover many students who were living in the remote areas did not have resources to get benefit from online classes. There was common consensus among university teachers that before launching online educational programs all pre- requisites of online education may be fulfilled at satisfactory level to achieve the targets.

scholarly journals Teaching Translation during COVID-19 Outbreak: Challenges and Discoveries

2022 ◽  
Author(s):  
Rafat Y. Alwazna
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Qualitative Data ◽  
Teaching Experience ◽  
The World ◽  
Experience Good ◽  
Teaching Learning ◽  
Almost All

The present paper addresses translation teaching during the COVID-19 outbreak, seeking to discover the challenges translation teachers encounter in online education and the solutions available to resolve them. Its importance springs from the fact that teaching almost all over the world had to depend on distant teaching/learning through electronic platforms to face the pandemic of COVID-19. Therefore, the present study seeks to discover the challenges encountered in online translation teaching and the proposed solutions to overcome them. It intends to answer the following questions: how does teaching translation during the COVID-19 outbreak look like? What are the challenges encountered in teaching translation during the COVID-19 outbreak? What are the discoveries found in teaching translation during the COVID-19 outbreak that may serve as advantages/solutions for the challenges faced? The paper uses a comprehensive questionnaire containing closed-ended and open-ended questions to elicit quantitative and qualitative data from sixty translation teachers. The data shows that 40% of the participants evaluate their online translation teaching experience during the COVID-19 outbreak as enjoyable. In contrast, no participant has assessed their online translation teaching experience as not good. About 23.33% of the participants consider their online translation teaching experience very good, and the same percentage applies to those who evaluate their online translation teaching experience as good to some extent. Thus, around 13.33% of the participants consider their online translation teaching experience good. The data also indicates that most participants have encountered obstacles in online teaching and have concurrently proposed solutions to resolve them.

scholarly journals TRANSITIONING TO ONLINE EDUCATION IN ENGLISH DEPARTMENTS IN BANGLADESH: LEARNER PERSPECTIVES

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ahmed Bashir ◽  
Md Elias Uddin ◽  
Bijoy Lal Basu ◽  
Rubina Khan
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Public Universities ◽  
Online Classes ◽  
Structured Interviews ◽  
English Departments ◽  
Access And Equity ◽  
Logistic Support ◽  
Teaching Learning ◽  
Almost All

During the brief coronavirus-induced hiatus in March and April 2020, educational institutions in Bangladesh including public universities began preparations for online classes. By the end of June, almost all private universities and a few public universities had started online classes with limited or no preparation which was met with appreciation as well as censure from different stakeholders. Against this backdrop, this study was conducted with a view to examining the online teaching learning scenario at Bangladeshi public universities from the perspective of one important stakeholder, the students, with a specific focus on the challenges they faced in this new mode of instruction. Suggestions were also sought from them regarding how the barriers to online instruction could be overcome. Data were collected from 26 students of English Departments of 11 public universities through semi-structured interviews. The major challenges reported in the data include issues of access and equity, inadequate logistic support and poor infrastructure. Concerns related to curriculum, pedagogy, assessment and psychological issues were also highlighted. In addition, lack of prior experience and training were identified as serious obstacles. Major suggestions from the participants include ensuring access and equity, providing training opportunities and digital devices to students and engaging in curriculum and assessment reforms. 

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