scholarly journals Effect of Covid-19 Pandemic on Teaching

2021 ◽  
Vol 4 (1) ◽  
pp. 1-4
Author(s):  
Vikrant Verma ◽  
Keyword(s):  
Alternative Education ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Face To Face ◽  
Evaluation Systems ◽  
The Road ◽  
Traditional Training ◽  
Standard Operating ◽  
History Of ◽  
Face To Face Instruction

In more than 200 nations, the COVID-19 Pandemic has caused the greatest disruption in the history of education systems, affecting up to 1,6 billion students. More than 94 percent of the world's student population have been affected by closures in schools, institutions, and other educational areas. This has brought about profound changes in our life in many facets. Social dissociation and limited rules on movement have greatly disrupted traditional training. Reopening schools following limitation easing is another problem with several new standard operating procedures. Within a brief period of the COVID-19 epidemic, numerous scholars have contributed their efforts on teaching and learning in diverse methods. Several institutions, colleges and universities have ceased face-to-face instruction. In the approaching year, there is a worry that 2020 will be lost or more. The time is needed to develop and implement alternative education and evaluation systems. The COVID-19 epidemic gave us a chance to set the road for digital learning. This article attempts to offer a thorough assessment on the influence on the online learning of various aspects of the COVID-19 epidemic, and to outline the way ahead.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals PERANCANGAN ARSITEKTUR E-LEARNING DAN E-LIBRARY MENGGUNAKAN THE OPEN GROUP ARCHITECTURE FRAMEWORK- ARCHITECTURE DEVELOPMENT METHOD DI STKOM AL MA’SOEM BANDUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Tiffany Puspa Ramadhani
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Learning Activities ◽  
Digital Learning ◽  
Face To Face ◽  
Storage Media ◽  
Architecture Framework ◽  
E Learning ◽  
Architecture Development ◽  
Effective Teaching And Learning

The concept of digital learning or e-learning is now widely applied in many universities. in this research is done architecture design of e-learning information system equipped with e-library as storage media of material needed in learning and also as media of search of library material which amount is not limited. The background of this architectural design is two, which is less effective teaching and learning activities when there is holiday or lecturer absence and the last is the limited number of library  materials in hardcopy. E-learning and e-library as one of the impacts of information technology advances can be utilized to overcome the obstacles in STKOM Al Ma'soem. With e-learning lecturers can provide lectures without having to  face-to-face with students. Whereas with the use of e-library students can get library materials online without limited space and time.

Pedagogical design in teaching future bachelors of preschool education in the field of organization of artistic and aesthetic development of children

2020 ◽  
pp. 35-43
Author(s):  
Anastasia A. Druzhinina
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Learning Objects ◽  
Learning Goals ◽  
Digital Learning ◽  
Face To Face ◽  
Aesthetic Development ◽  
Pedagogical Design ◽  
Digital Learning Objects

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

scholarly journals How teachers experienced the COVID-19 transition to remote instruction

2020 ◽  
Vol 102 (3) ◽  
pp. 46-50
Author(s):  
David T. Marshall ◽  
David M. Shannon ◽  
Savanna M. Love
Keyword(s):  
Special Needs ◽  
Student Learning ◽  
English Learners ◽  
Digital Learning ◽  
Students With Special Needs ◽  
Face To Face ◽  
School Calendars ◽  
Face To Face Instruction ◽  
Training Opportunities ◽  
Future School

The COVID-19 viral pandemic affected all facets of life, including schooling. In March 2020, schools abruptly ended face-to-face instruction and transitioned to emergency remote instruction. David Marshall, David Shannon, and Savanna Love surveyed teachers nationally between mid-March and early April 2020 to understand their experiences during this time. Teachers found all aspects of teaching more challenging during remote instruction and shared a range of experiences related to training opportunities, barriers to student learning, as well as support for English learners and students with special needs. Based on the teachers’ comments, the authors recommend incorporating digital learning days in future school calendars and putting clear plans in place for future emergencies.

scholarly journals Digital Elements for SAP ERP Education and Training: Results from a Systematic Literature Review

2021 ◽  
Vol 11 (4) ◽  
pp. 115
Author(s):  
Sigita Soellner
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Education And Training ◽  
Future Research ◽  
Digital Learning ◽  
Face To Face ◽  
Industry Standard ◽  
Hands On ◽  
Face To Face Instruction ◽  
And Training

SAP ERP knowledge is becoming more and more important and the demand for corresponding education and training is constantly increasing. As of today, curricula around SAP ERP typically include face-to-face instruction by a lecturer as well as hands-on practice phases in the SAP system to apply and reinforce the theoretical knowledge. In the era of COVID-19, this created challenges, since courses needed to be redesigned to fully digital within a very short amount of time. The purpose of this paper is to identify existing digital elements around SAP ERP education and training that could help lecturers to design engaging hybrid or fully digital learning offerings. To achieve this goal, a systematic literature review was conducted, and the results show that the identified offerings are either infrastructural offerings or simulations. Furthermore, SAP S/4HANA is hardly addressed in prior research, even though it is supposed to become the industry standard by 2027. Consequently, future research should focus on developing digital elements for education and training around SAP S/4HANA. Existing simulations might be adapted, but research should also try to explore further digital elements beyond simulations.

scholarly journals Creating communities of practice: The Harvard Language Center’s role in supporting language instruction during the pandemic

2021 ◽  
pp. 139-152
Author(s):  
Andrew F. Ross ◽  
Sarah Luehrman Axelrod
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Emergency Evacuation ◽  
Language Instruction ◽  
Harvard University ◽  
Face To Face ◽  
Support Mechanisms ◽  
Face To Face Instruction ◽  
Training And Support ◽  
Academic Year

When Harvard University moved all instruction into an online modality in response to the COVID-19 pandemic, The Language Center positioned itself as a critical source of guidance on best practices in this new environment. For Harvard, an institution that has always prioritized face-to-face instruction above all other formats, 2020 has been a watershed moment that has forced faculty to reconsider nearly everything about the way they organize and deliver their courses. Owing to the pandemic crisis, we find ourselves in a moment in which the efficacy of these modalities in language learning is, despite initial concerns, being proven day after day. In the context of this crisis, The Language Center has developed training and support mechanisms for this transition, focusing on desired learning outcomes, centering instructor and student experience, and positioning the language faculty to be able to successfully employ hybrid and online approaches to instruction that will continue to serve them well after the crisis abates. This contribution describes the strategies and actions that The Language Center took to ensure the success of the remote teaching and learning of languages at Harvard University in the first term of the 2020-2021 academic year, after the emergency evacuation of campus in March of 2020, and offers a model for other centers engaged in academic support. While extensive insights on the success of these efforts are still pending, given the timing of this crisis and the interventions undertaken, early feedback suggests that faculty have found provided resources to be useful, and their intention is to adopt aspects of technologically-mediated instruction in their face-to-face teaching going forward.

Designing Quality Blended Courses

2015 ◽  
pp. 630-642
Author(s):  
Amy M. Grincewicz
Keyword(s):  
Teaching And Learning ◽  
Instructional Delivery ◽  
Learning Approach ◽  
Educational Benefits ◽  
Development Team ◽  
Learning And Teaching ◽  
Face To Face ◽  
Blended Courses ◽  
Face To Face Instruction ◽  
Blended Course

Over the last few years, a growing number of courses have been incorporating online elements into traditional face-to-face instruction. This movement has led to the emergence of a blended teaching and learning approach, which, in turn, has increased the need to discuss the educational benefits and underlying challenges of this type of instructional delivery. When developing a blended course, a number of important principles should be kept in mind to ensure the effectiveness of the course. Effective blended design takes into consideration the differences between face-to-face and online learning and incorporates different learning and teaching strategies. The purpose of this chapter is to discuss designing a quality blended course. This chapter discusses designing activities to encourage interaction, motivation, and engagement within a blended course that can be used in the online components. In addition, how to structure a blended course and benefits of working with a development team are discussed.

Blended for Student Engagement and Retention

2015 ◽  
pp. 129-146 ◽  
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

Ancient Indian Medical Education

2020 ◽  
pp. 95-100
Author(s):  
M. R. Raghava Varier
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
First Century ◽  
Face To Face ◽  
Indian Medical ◽  
Centre Of Excellence ◽  
Stages Of Learning ◽  
Face To Face Instruction ◽  
Talented Students ◽  
The University

Some Jātaka stories relate the story of how a bōdhisattva who studied at Taxila treated the king of Kāśi. Taxila remained a centre of excellence for several centuries until it was destroyed by the Huns who invaded India in the first century BCE. Towards the end of the Gupta dynasty there was a resurgence of the old tradition of universities as noticed and described by the Chinese traveller Hsuan-tsang. He has recorded an excellent account of the mahāvihāra and the university at Nālanda. According to Hsuan-tsang students from distant places came to Nālanda for higher studies in all subjects, including medicine, under great scholars. Teaching and learning were properly systematized during the time of the samhitas and this can be explicitly found in the Carakasamhita that lays specific rules and regulations for various stages of learning medicine. It is assumed that side by side with the university stream of education, the ancient gurukula system also flourished for the training of physicians and that mode of teaching and learning attracted great masters as well as talented students. It may be learnt from the description of the process of learning given in the section śisyōpanayanīya in the Sūtrasthāna that teaching was following the method of face-to-face instruction.

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