scholarly journals The Traumatic Impact of Online Teaching of ELT in Universities of South Punjab due to MCO during COVID-19: The Post Humanist Paradigm for New Pedagogical Practices

2021 ◽  
Vol VI (I) ◽  
pp. 275-285
Author(s):  
Abdul Rashid ◽  
Muhammad Riaz khan ◽  
Raabia Yaseen
Keyword(s):  
Social Theory ◽  
Support System ◽  
Online Teaching ◽  
Essential Element ◽  
Human Interaction ◽  
Pedagogical Practices ◽  
Digital Space ◽  
Moment Control ◽  
Control Order ◽  
Traumatic Impact

Recently, during the current situation of pandemic COVID-19, human interaction has been restricted. Due to moment control order (MCO) enforcement, pedagogy had to undergo the phenomenon of posthumanist and digital blended mode. The present research is aimed to measure the traumatic impact of online teaching on university students during COVID019. The students' responses were measured through a questionnaire. The major theoretical insights have been taken from Bayley (2018)'s Post Human Pedagogies in Practice: Arts-Based Approaches for Developing Participatory Futures. It has been found that students had to undergo distressful experiences due to a lack of technological knowledge and insufficient resources. In the light of the analyzed data, it is suggested that there is a dire need the academic institutions should develop a digital support system. The findings of the current study establish that our non-preparedness of digital for digital space in classrooms would be traumatic by affecting teaching, which is considered as the essential element of progress in social theory.

scholarly journals Five Tips for Teaching and Learning During the COVID-19 Movement Control Order Era: A Family Medicine Perspective

2020 ◽  
Vol 27 (6) ◽  
pp. 183-186
Author(s):  
Malanashita Ganeson ◽  
Sasikala Devi Amirthalingam ◽  
Kwa Siew Kim
Keyword(s):  
Family Medicine ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Movement Control ◽  
Formative Assessments ◽  
Learning Activities ◽  
Online Teaching And Learning ◽  
Control Order ◽  
Online Formative Assessments ◽  
Medical University

The Malaysian government’s ongoing movement control order (MCO) to prevent coronavirus disease 2019 (COVID-19) spread, has disrupted the teaching and learning (T&L) activities of higher education institutions in the country. This paper seeks to outline the steps taken by the Department of Family Medicine of the International Medical University (IMU), Malaysia, to adapt its online teaching and learning activities. The five tips are: i) understand how to use online T&L platforms; ii) teachers should create multiple communication channels; iii) ensure attendance is captured; iv) enhance the online T&L experience and v) conduct online formative assessments.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

scholarly journals An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

2020 ◽  
Author(s):  
Catherine Attard ◽  
Kathryn Holmes
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Technology Use ◽  
Online Teaching ◽  
Mathematics Learning ◽  
Secondary Mathematics ◽  
Pedagogical Practices ◽  
Alternative Methods ◽  
Learning Approaches ◽  
Mathematics Classrooms

Abstract The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

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 Online-Teaching Space Design Based on the Flow Theory

CONVERTER ◽  
2021 ◽  
pp. 195-202
Author(s):  
Dake Qian, Hailin Su, Na Su
Keyword(s):  
Support System ◽  
Online Teaching ◽  
Flow Theory ◽  
Guidance System ◽  
Teaching Improvement ◽  
Essential Requirement ◽  
Teaching Objectives ◽  
Space Design ◽  
Online Instructional Design ◽  
Teaching Support

  The development of educational information technology makes the construction and application of online teaching space more and more common. As a field and assistant system, the essential requirement of online-teaching space is to ensure that learners can continuously engage in learning. The goal of the application of flow theory in teaching is to stimulate learners' flow experience, so as to improve the learning effect and achieve the learning goal. Starting from the design of online teaching based on flow theory, this paper puts forward the design requirements and principles of its teaching links, including the analysis of individual chemical situation, hierarchical and classified teaching objectives and tasks, multi scene teaching links and teaching improvement, and then puts forward the corresponding online teaching space framework. This paper argues that online teaching space should be composed of intelligent guidance system, teaching support system, situational intervention system and flow support system. Under such conditions, teaching space is more conducive to the implementation of online instructional design based on flow theory, and can help space constructors and participants achieve continuous improvement of teaching effect.

scholarly journals THE INFLUENCE OF ONLINE TEACHING ON FACE-TO-FACE TEACHING PRACTICES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Norma I. Scagnoli ◽  
Lydia P. Buki ◽  
Scott D. Johnson
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educational Practice ◽  
Teaching Experience ◽  
Faculty Training ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Pedagogical Strategies ◽  
Face To Face

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.

scholarly journals Cybercrime Threat Landscape amid the Movement Control Order in Malaysia

2021 ◽  
Vol 22 (3) ◽  
pp. 1589-1601
Author(s):  
N.K. Tharshini ◽  
Zamri Hassan ◽  
Faizah Haji Mas’ud
Keyword(s):  
Law Enforcement ◽  
Online Survey ◽  
Movement Control ◽  
Mental Wellbeing ◽  
Law Enforcement Agencies ◽  
The Public ◽  
Digital Space ◽  
Shared Experiences ◽  
Control Order ◽  
Almost All

The COVID-19 pandemic has evolved rapidly and affected almost all the world's countries, creating unprecedented chaos on human lives, physical health, mental wellbeing, and the world economy. During this time, digital space has become an indispensable global means of communication, entertainment, and social interaction. However, high reliance on digital tools increases the risk of being prey to cyberattacks. In order to explore the cybercrime threat landscape, empirical research was conducted to examine the shared experiences related to cybercrime threats during the enforcement of the Movement Control Order in Malaysia. Data was collected using an online survey among 332 respondents across Malaysia. The finding stipulated that most of the respondents comprised females aged between 18 and 28 years old. The result also indicated that majority of female became victims of online phishing/malware distribution [(M = 0.58, SD = 0.13); t (113) = 2.24, p = 0.02] and online sexual harassment [(M = 0.56, SD = 0.11); t (107) = 2.38, p = 0.01]. The understanding of cybercrime experiences faced by the public during MCO is essential to help law enforcement agencies to stay vigilant on issues related to public safety and security during unprecedented conditions.

scholarly journals Construction and Use of a ‘Green Growth’ Tourism Decision Support System: A Multi-Model Approach

2016 ◽  
Vol 20 ◽  
Author(s):  
G Michael McGrath ◽  
Geoffrey H Lipman
Keyword(s):  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
Global Economy ◽  
Essential Element ◽  
Strategy Development ◽  
Design Development ◽  
Green Growth ◽  
Research Activity ◽  
Engineering Research

For design, development, implementation and use of an information system (IS) to constitute a valid research activity, the system should support the solution of a non-trivial and important problem and it should be original, drawing on existing theories and knowledge. The design of one such system is described in this paper: specifically, a decision support system (DSS) designed to support the development of ‘Green Growth’ (GG) strategies for Travelism (Travel & Tourism) destinations. A sound GG strategy is important: first, because tourism is a major contributor to the global economy - particularly for developing and island states; second because it represents some 5% of greenhouse gas (GHG) emissions and these are increasing faster than the global norm; and third because the environment is an essential element of destination attractiveness. Thus, the problem domain is certainly non-trivial and important. It is further argued that the design of the DSS artefact described is original and novel in the sense that: i) it supports the entire GG strategy development process (which is actually cyclical); ii) it allows for the sharing of data, functionality and knowledge between different DSS applications and different strategy development exercises in a seamless, integrated manner; and iii) it will be deployed in a global community based program in 2016. System design draws heavily on previous IS, information management and software engineering research; particularly with regard to use of abstraction and interfaces in support of component sharing and reuse.

Social theory and social policy: a challenging relationship

2017 ◽  
Author(s):  
Robert Pinker
Keyword(s):  
Social Policy ◽  
Social Theory ◽  
Policy Making ◽  
Democratic Party ◽  
Scientific Theory ◽  
Social Research ◽  
Policy Research ◽  
Essential Element ◽  
Normative Theory ◽  
Liberal Individualism

In this chapter, Robert Pinker discusses the complex relationship between social theory and social policy in democratic societies, focusing on the work of the philosophers Hilary Putnam and Karl Popper. Pinker first considers the distinction between scientific theory, normative theory and ideology and whether it is possible — or desirable — to design and implement rational social policies in the fractious world of democratic party politics. He then examines the interrelationships between policy making, policy research and public opinion and goes on to describe behavioural and structural models of poverty, as well as how poverty relates to liberal individualism, social inequality, socialism and collectivism. Pinker argues that the development and testing of theories is an essential element in the conduct of social research. He also comments on the work of Amartya Sen on the capability approach and its relevance to poverty analysis.

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