scholarly journals Teaching Knowledge and Practice in the Context of Remote Classes to High-Ability/Gifted Students

2021 ◽  
Vol 9 (8) ◽  
pp. 165-180
Author(s):  
Débora Thalita Santos Pereira ◽  
Thelma Helena Costa Chahini
Keyword(s):  
Learning Process ◽  
Gifted Students ◽  
National Council ◽  
High Ability ◽  
Face To Face ◽  
Teaching Knowledge ◽  
Online Classrooms ◽  
Education Levels ◽  
Knowledge And Practice ◽  
Teaching Learning

Emergency remote teaching was regulated by the National Council of Education through Decision nº5/2020, approved on April 28th 2020, in Brazil, as an alternative to cover for the absence of face-to-face teaching. The Ordinance states that remote teaching activities must be applied to students of all education levels, steps, and modalities. As such, the main objective of this study was to investigate, through a bibliographic research, what are the skills that teachers of high ability/gifted students should have in the context of remote classes. We undertook a qualitative bibliographic research by surveying material readily available for consulting on the internet, such as educational books, periodic publications, and laws pertaining to high ability/gifted students and their learning process. After sorting through this material, we conducted an analysis to discuss data and later compiled suggestions of potential methodologies that could be applied to online classrooms. Our findings emphasize that both teaching knowledge and practice must offer high ability/gifted students optimized challenges, which integrate provocative novelties and motivate the development of their abilities and the dynamicity in activities. Furthermore, they also foster the students’ autonomy, making individual interests deeper, as well as their creative, critical and research abilities. Therefore, active learning methodologies are an asset to the teaching-learning process of students with specific educational needs.

scholarly journals ACADEMIC LEARNING PROCESS BETWEEN FACE-TO-FACE AND ONLINE CLASS OF MEDICAL TECHNOLOGY STUDENTS DURING PANDEMIC

2021 ◽  
Author(s):  
Eloisa Sandra B. Gerio ◽  
◽  
Christopher Angel Gonzales ◽  
Lyka Marie Nagum ◽  
Althea Bridget Rufino ◽  
...  
Keyword(s):  
Learning Process ◽  
Medical Technology ◽  
Academic Learning ◽  
High Ability ◽  
Online Class ◽  
Face To Face ◽  
Course Materials ◽  
Technology Students ◽  
New Information ◽  
The Mean

"The Philippine’s Commission on Higher Education (CHED) is mandated to take appropriate steps to ensure that education shall be accessible to all. In times where classes were disrupted due to health emergency and community lockdown imposed, the commission handed down Memorandum Order No. 4. Series of 2020, which directed Higher Education Institutions (HEI) to use flexible platform for academic track to better facilitate learning scheme. The sudden paradigm shin lends students to grapple in the new way of teaching and learning process. The underlying circumstance leads to determining the Academic Learning Process between face-to-face and online class of Medical Technology students during the time of contagion. This descriptive-comparative study verified the learning process between online class and face-to face strategic learning. There were fourty six (46) 3rd Year and 4th Year Medical Technology students of World Citi Colleges who assessed the two learning processes based on class preparation, absorbing and capturing new information, and reviewing of course materials. Results revealed that majority of the respondents are in the age bracket of 22-25 and mostly female students. In terms of year level, there is an equal distribution of 3rd year and 4th year Medical Technology students. It is also observed that majority of the respondents experienced a half semester of online class and are highly prepared for face-to-face class but are moderately prepared for online class. The level of preparedness for face-to-face class is greater than the level of preparedness for online class. In terms of academic learning process, the respondents have high ability to absorb new information in face-to-face class but with moderate ability compared to online class. The mean score of the level of capturing new information in face-to-face class is greater than the mean score in online class. However, the respondents have high ability to capture new information in both modes of learning. Relatively, scores on capturing new information in online class are more dispersed than scores for face-to-face class. Additionally, as to reviewing course materials, respondents have moderate ability in reviewing course materials in online class. The mean score for the level of reviewing in face-to-face class is greater than the mean score in online class. Based on the results of independent samples t-test, the researchers concluded that there is no significant difference in the academic learning process between the face-to-face and online class of 3rd and 4th-year Medical Technology students during pandemic."

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

2007 ◽  
pp. 81
Author(s):  
Begoña González Pérez ◽  
Enrique López González ◽  
Cristina Mendaña Cuervo
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
European Higher Education Area ◽  
Face To Face ◽  
New Information ◽  
Information And Communication ◽  
European Higher Education ◽  
Teaching Learning

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa.<br /><br />The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

Model for an Interaction Assessment Strategy in Hybrid Learning Including Web 2.0 Resources

2010 ◽  
pp. 450-465
Author(s):  
Raquel Hijón-Neira ◽  
Angel Velázquez-Iturbide ◽  
Jonay Rodríguez-Martín
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Data Model ◽  
Hybrid Learning ◽  
Face To Face ◽  
Assessment Strategy ◽  
Teaching Learning ◽  
The Web ◽  
The Way

Who being a Hybrid Learning teacher in the Web 2.0 era has not made him/herself ask this question: “Are students working effectively while they are not in face to face class?” Sometimes the questions are asked but he/she does not have the knowledge to create an Interaction Assessment Strategy that could provide this information. The authors present in this chapter a Model that provides the steps and data that should result in a much better teaching/learning process. Thus, the Model presents the questions that should be made, the data model that should be worked on, the visualizations that should better fit each type of data and the process of analysis teachers could make to improve different features, such as: the way of presenting information to the students through the year, prevent students’ dropping outs and failures, and generally improve the pace of teaching.

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

2021 ◽  
Vol 20 ◽  
pp. e3133
Author(s):  
Daniela Carine Schmitt ◽  
Diones Kleinibing Bugalho ◽  
Silvana Dalmutt Kruger
Keyword(s):  
Learning Strategies ◽  
Social Isolation ◽  
Teaching Strategies ◽  
Learning Process ◽  
Face To Face ◽  
The Social ◽  
Teaching Cases ◽  
Teaching Learning ◽  
Isolation Period

The purpose of this text is to identify the main strategies of the teaching-learning process, as well as the perceptions of professors during the period of social isolation in the context of the pandemic generated by Covid-19. The study sample consists of 52 professors from the Administration, Accounting, and Economic Sciences courses, working in four higher education institutions in the southern region of Brazil. The survey carried out through a questionnaire comprising 32 questions, collected the respondents' identification, the perceptions of the teaching process, and the teaching-learning strategies used from the insertion of classes remotely as an alternative in the social isolation period. As data treatment, descriptive statistics, and the Mann-Whitney statistical test were used, the analysis is quantitative. The results show that, for 96% of those surveyed, the disciplines took place remotely; 92% indicate pedagogical adaptations, and 76% responded that the institution offered training. The main teaching strategies used in the period of social isolation are: expository classes with the presentation of content on slides (98%); exercises with resolution (90%); case study (69%); and content-oriented research/reading (52%). The statistical analysis shows that professors who used problematization/teaching cases, debates, and games believe they have achieved the teaching-learning objectives. In the perception of 54% of professors, classes held remotely do not represent losses in students' teaching-learning process and have achieved their objectives. In general, the results demonstrate adaptation of face-to-face classes to the remote format. The findings suggest the importance of inserting technologies as teaching strategies, regardless of whether the model is face-to-face or not.

scholarly journals LESSONS LEARNED FROM REMOTE EDUCATION

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 74-86
Author(s):  
Květoslava Šimková ◽  
Jitka Ramadanová
Keyword(s):  
Learning Process ◽  
Best Practice ◽  
Lessons Learned ◽  
Business English ◽  
Remote Education ◽  
Face To Face ◽  
Language Studies ◽  
West Bohemia ◽  
Teaching Learning ◽  
The University

This paper focuses on some aspects of remote education that can be implemented in face-to-face classes in order to improve and enhance the teaching/learning process. The authors present the results of the questionnaire survey conducted among the teachers of the Institute of Applied Language Studies of the University of West Bohemia in Pilsen (hereinafter referred to as ‘UWB’) and also among the students of the Faculty of Economics at the same university in the spring term of 2021, evaluating two semesters of remote education. Having analyzed the results of the questionnaires, the authors of the paper aim to share their experience and introduce the best practice that the Business English (hereinafter referred to as ‘BE’) teachers at the UWB have decided to apply to their future BE courses.

Accounting education in a Latin American country during COVID-19: proximity at a distance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hugo A. Macias ◽  
Ruth Alejandra Patiño-Jacinto ◽  
Maria-Fanny Castro
Keyword(s):  
Latin American ◽  
New Technologies ◽  
Educational Process ◽  
Accounting Education ◽  
Content Type ◽  
Large Cities ◽  
Face To Face ◽  
Online Classrooms ◽  
Action Process ◽  
Teaching Learning

Purpose This paper aims to contribute to the emerging literature on accounting education in the COVID-19 context. It proposes expanding the literature in its methodological, geographical and conceptual components. Design/methodology/approach This paper is a qualitative study that used a survey as the method. A total of 122 instructors answered the survey from 22 accounting programmes offered in 11 Colombian cities. The dialogic education model of Paulo Freire is the framework for analysis. Findings The accounting instructors’ response was to move from face-to-face classrooms to online classrooms, using widely known platforms. The instructors quickly learned to use tools that enabled new dialogue mechanisms with the students. The result was, paradoxically, closer communication at a distance. Research limitations/implications The COVID-19 lockdown accelerated the changes in teaching, learning, contextualisation, use of “new” technologies and, above all, practising Freirian dialogue. There is a need to research longer periods and use more data collection and analysis tools. Practical implications Evidence of how to teach accounting en masse from online classrooms in a developing country could accelerate the expansion of virtual accounting programmes. Social implications The new context allows increasing the number of students because it does not require travel to large cities. Originality/value This paper makes three contributions to the literature on accounting education in the COVID-19 context as follows: it describes the phenomenon in Colombia, a context little studied in the international accounting literature; transcends autoethnographic studies, as it is based on a qualitative survey of national scope and analyses the phenomenon based on Paulo Freire’s complete model, which includes context, educational process design and action process.

PKM Khatmil Kitab Washiyat al-Mustafa li al-Imam 'Ali Karrama Allah al-Wajhah melalui Mixed Method Sorogan dan Bandongan pada Santri PDF Tingkat Ulya di Pondok Pesantren Nurul Qadim

2020 ◽  
Vol 1 (2) ◽  
pp. 72-89
Author(s):  
Hasan Hasan
Keyword(s):  
Community Service ◽  
Learning Process ◽  
Mixed Method ◽  
Deep Understanding ◽  
Boarding School ◽  
Islamic Education ◽  
Small Class ◽  
Advanced Level ◽  
Face To Face ◽  
Teaching Learning

This article describes the result of community service in terms of finishing book (khatmil kitab) Abdul Wahab al-Sya'rani’s work, Washiyat al-Mustafa li al-Imam 'Ali Karrama Allah al-Wajhah, among students of the advanced level of Formal Islamic Education (Pendidikan Diniyah Formal Tingkat Ulya) in Nurul Qadim Islamic Boarding school in order to strenghten narrative of the deep understanding of religion (tafaqquh fi al-din). This program is begun from socialization of the scheduled activities to the students from class to class. It has been advanced for eight times of face-to-face teaching-learning process with using large-class-teaching (bandongan) and small-class-teaching (sorogan). Based on the community service-based program of khatmil kitab, students are able to get knowledge, to hope for blessing (tabarrukan), to worship in every  Friday, and to pragmatically fulfill the productive period with giving free snacks during that activity.

scholarly journals The E-learning educational model, a different experience in Solfeggio classes during COVID-19

2020 ◽  
pp. 8-17
Author(s):  
Arién Rodríguez-Juan
Keyword(s):  
Instructional Design ◽  
Learning Process ◽  
Academic Unit ◽  
Educational Model ◽  
Face To Face ◽  
The World ◽  
E Learning ◽  
Teaching Learning

From a totally face-to-face teaching, the Solfeggio subject, like others included in the curriculum of a musician, required an improvement from models that would ensure its development in the exceptional conditions in which the world lives after the onset of the pandemic (Covid-19). This work is to recapitulate the modifications made to the instructional design of the Solfeggio for the e-learning modality in the Academic Unit of Arts of the Autonomous University of Zacatecas (UAAUAZ), Mexico. Basically, the instructional design was carried out according to the characteristics of the ASSURE model, which facilitates the continuity of the teaching-learning process and the participation of students in a synchronous and asynchronous manner.

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