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 A Comparative Study of Online Education and Traditional Offline Education During COVID-19

2020 ◽  
Author(s):  
Yun Hong ◽  
Xiaolan Li ◽  
Yingwen Lin ◽  
Jun Xie ◽  
Xutong Yan ◽  
...  
Keyword(s):  
Online Education ◽  
Education Reform ◽  
Online Teaching ◽  
Learning Effect ◽  
Online Courses ◽  
Teaching Experience ◽  
Live Streaming ◽  
Organization And Management ◽  
Teacher Student ◽  
Teachers And Students

Abstract Background: In early 2020, a global pandemic (COVID-19) broke out and severely affected the progress of education in various countries’ universities and institutions, which promoted the progress of online courses at the same time. This article aims to conduct a comparative analysis of teacher-student surveys between online live teaching and traditional off-line teaching, and explore the direction of medical education reform in colleges and universities.Methods: Surveys among teachers and students were conducted on live broadcast courses and traditional offline courses by Guanghua School of Stomatology, Sun Yat-sen University, Guangzhou, China. Teachers were investigated from the three aspects including preparation before the class, the experience of teaching during the class, and evaluation after the class, while the students were performed investigations and statistical analysis from the aspects of class experience, learning effect, evaluation of the teachers and curricula.Results: Both teachers and students fully recognized the orderly organization and management of online live-streaming teaching, and that online courses have a positive and powerful role in improving the quality of teaching. However, teachers and students agree that the overall teaching experience and learning effect of online courses are inferior to offline, so the traditional offline courses or the mixation of online and offline modes are tended for teaching.Conclusions: The effective and proper use of online education in stomatology can help improve teaching effect significantly, but it is impossible to replace the traditional classroom. In the future, with the addition of online teaching, stomatological education could adopt a new mode of the combination of online and offline teaching as well as the integration of inside and outside the classroom.

Conclusions and Recommendations

2011 ◽  
pp. 268-293
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Educational Technology ◽  
Online Education ◽  
Online Teaching ◽  
School Administrators ◽  
Teaching Experience ◽  
Direct Application ◽  
Online Teachers ◽  
Online Curriculum ◽  
Positive Effect

This chapter concludes the discussion of the online teaching experience by making a few suggestions and offering advice presumably valuable to school administrators, online teachers, online curriculum and course developers as well as to educational technology professionals. It discusses ways to influence teachers to teach online—a direct application of the theory presented in the previous chapter. The intent of the chapter is to help these constituencies adjust to and be able to exert a positive effect on online education and online teaching in particular.

scholarly journals Refection on the development of online physical education during the epidemic

2020 ◽  
Vol 9 (6) ◽  
pp. 219
Author(s):  
Yonggang Zhang
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Current Status ◽  
Teaching Online ◽  
Teaching Principles ◽  
Teaching Characteristics ◽  
And Control

In the past few months, the sudden outbreak of new coronary pneumonia disrupted our normal study and life. However, in order not to affect the progress of students’ learning, various schools have carried out online education and carried out non-stop teaching. Online teaching has become the norm in recent months. This teaching method has caught teachers, students, and parents a little bit off guard. However, as time goes by, everyone is becoming more and more familiar with this method. There are still some problems in teaching. This article analyzes the teaching characteristics of online physical education during the prevention and control of the new coronavirus epidemic, as well as the teaching principles of online physical education and the current status of online physical education. The online teaching strategy puts forward several aspects and directions for online physical education to be improved in the future.

scholarly journals Quarantined-at-Home Teaching Experience: My E-Learning Plan and Implementation

2020 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
Azher Hameed Qamar
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching Experience ◽  
Course Content ◽  
Implementation Model ◽  
Learning Plan ◽  
Teacher Student ◽  
E Learning ◽  
Study Context ◽  
At Home

Using my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I have taught half of the course content during the first half of the semester in a formal university setting. However, after the novel corona breakout, we are engaged in online teaching. In line with university guidelines and available support, I initiated my e-learning plan based on blended learning and led by the core objectives to maintain accessibility and quality. Using asynchronous and synchronous modes I used common and easily available options to enhance two-way teacher-student communication. The feedback that I received after three weeks of implementation of my e-learning plan proved my understanding of the study context as workable and realistic. My conceptual models about the objectives leading the e-learning plan and the implementation model presented in this article can be helpful for the teachers teaching social sciences for the first time in ‘quarantined’ settings. 

scholarly journals HIGHER EDUCATION LEARNERS’ ATTITUDES TOWARDS EMERGENCY ONLINE INSTRUCTION DURING COVID-19 PANDEMIC: THE CONTEXT OF TURKEY

2021 ◽  
pp. 123-132
Author(s):  
Mohammadreza Valizadeh ◽  
Fatemeh Soltanpour
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Instruction ◽  
Quantitative Data ◽  
Online Teaching ◽  
Assessment Procedure ◽  
Technological Infrastructure ◽  
Teacher Student ◽  
Face To Face Learning ◽  
Online Format

This mixed-methods study aimed at investigating the Turkish higher education learners’ attitudes towards Emergency Online Teaching (EOT) under the Covid-19 pandemic in order to discover the benefits and drawbacks of it. The participants were 251 higher education learners who received the EOT during the Covid-19 crisis in Turkey. Both qualitative and quantitative data were gathered by means of a questionnaire in August 2020. Quantitative data were obtained via closed-ended questions with the response on a Likert-scale format. Qualitative data were acquired through open-ended questions. The results showed that the hurried shift to an online instruction by universities in Turkey was not fully satisfactory and the majority of the respondents (74.1%) preferred face-to-face learning to the online format, however, the participants also stated that they felt safer during this pandemic disease thanks to the availability of distant online education. The drawbacks they mentioned included inadequate technological infrastructure or facilities, lack of sufficient teacher-student and peer interaction, lack of learners’ attention and concentration, tediousness of online lessons, learners’ inadequate engagement in class activities, as well as the absence of comprehensive assessment procedure.

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Revisiting and Reassessing Pedagogical and Methodological Skills after the Global Pandemic - Online Teaching/ Learning Challenges

2021 ◽  
Author(s):  
Onorina Botezat ◽  
Ramona Mihaila
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching Experience ◽  
Modern Technology ◽  
Computer Assisted ◽  
Daily Routine ◽  
Digital Learning ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms

As reported by the UN, the COVID-19 pandemic has touched almost 1.5 billion students forcing school cessations in 191 countries, changing the daily-routine of over 63 million teachers. While UNESCO and partners launched the Global Educational Coalition to produce solutions to “make digital learning more inclusive,” aiming at helping countries to gather resources to implement “remote education through hi-tech, low-tech and no-tech approaches,” a lot of actors have been holding webinars on the educational challenges and dimension of the pandemic, with participants enrolled from all over the world, from East to West.The European Association for International Education, through its EAIE Community Moment and EAIE Webinar Academy organized virtual meetings on a range of subjects, COVID19 response, mobilities and international students’ recruitment, the regional Francophone center for Central and Eastern Europe organized webinars on how to teach online the Francophonie today, the Electronic Platform for Adult Learning in Europe has constantly published updates on distant learning tools or MOOCs courses.While the webinars discuss strategies to maintain education continuity, considering children and young people in need, presenting to professors and educators a wide variety of tools, there are quite a few discussing the pedagogy of online education. Although educators have been sharing debates and exchanging opinions in reference to the e-learning platforms for more than ten years now, this very situation made them found themselves obliged to embrace, at last, the distant online learning. So, from hypothetical, theoretical, or, in some happy cases, complementary mode of e-learning platform teaching and learning, we quickly moved to the reality that imposed immediate response, within modern technology tools’ use in order to make our students carry on with their studies. And here comes the real challenge! Moving to the e-learning platforms does not mean relocating your lesson from the textbook to an educational e-learning platform, but rather translating pedagogy strategy into tool-adapted, computer-assisted online education that shall surely ease our task to reach the proposed objectives, if we are opened to change! In this paper, we will address these issues based on our teaching experience through the pandemic.

scholarly journals COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN CONDUCTING ONLINE EDUCATION

2021 ◽  
Vol 2 ◽  
pp. 167-171
Author(s):  
Veselina Ivanova ◽  
Eleonora Mileva
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
New Technologies ◽  
Educational Activity ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Alternative Analysis ◽  
Chi Square ◽  
Online Technologies

The state of emergency, as a result of the COVID-19 pandemic, has completely changed the education system in Bulgaria, including the training of physical education and sports in Bulgarian schools. Physical education and sports training have been transformed into distance and online education and training. The aim of the research was to study the competencies of PE teachers in the country for the implementation of online teaching. The subject of the study was a total of 138 teachers, of whom 100 (72.5%) were female and 38 (27.5%) were male. The teachers were aged from 24 to 68 years old, with different pedagogical experience and were representatives of all regions of the country. A specially developed international questionnaire with closed questions was applied. Alternative analysis and chi-square Pearson's test (ײ) were used to analyze the results. The results show that the sampled teachers evaluated the current use of online education in physical education and sport as relatively good (47.1%). At the same time, the acquired results show that the educational activity of sports pedagogues during the pandemic has reduced their motivation for professional activity (43.5%). Teachers have rated as very good (29.7%) and good (45.7%) their competencies for using online technologies to conduct physical education and sports classes. The majority of them – 79%, actively applied the new technologies in the training process. No differences were found in the answers of the respondents to any of the questions on the criteria of gender, age and pedagogical experience.

scholarly journals Student Teachers' Interactions with Students during Middle School Physical Education Game Play

2008 ◽  
Vol 14 (2) ◽  
pp. 20-25
Author(s):  
David BARNEY ◽  
Gary LIGUORI
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Game Play ◽  
Student Interactions ◽  
Teacher Student ◽  
Course Work ◽  
Physical Education Majors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Teacher/student interactions are a daily occurrence during a class period. What the teachers say, and how they say it, can affect student learning (Rink, 2002). The purpose of this study was to investigate the types of interactions student teachers had with the students during their middle school physical education game play. The subjects were two male senior physical education majors who were concluding their course work with their student teaching experience. For this study students wore a wireless microphone in order for the researcher to hear the types or interactions they had with their students during class time. It was found that these student teachers generally had positive and general interactions with students. Many of the interactions that were given usually included the word “good” or “nice” in it. It is recommended that student teachers are more specific in their interactions with students during class work. 老師與學生的互動作用是在學校內常見的現象。老師所説的和所做的事情都能夠影響學生的學習(Rink, 2002)。這項研究的目的是調查師生之間互動作用的種類，實習教師與學生的體育遊戲活動。本研究以兩位男性體育教師為對象，了解他們與學生的互動行為。學生佩帶一個無線話筒，研究員能聽見所表現的互動行為。結果顯示實習教師與學生一般有正面的互動作用。教師時常給予互動作用的詞語有「好」，這是一種很多的師生互動。

scholarly journals Design and Realization of Big Data Learning Aid System Based on MOOC

2021 ◽  
Vol 275 ◽  
pp. 03017
Author(s):  
HongHai Ping
Keyword(s):  
Big Data ◽  
Online Teaching ◽  
Large Scale ◽  
Main Body ◽  
Ministry Of Education ◽  
Teaching Resources ◽  
Student Activities ◽  
Internet Education ◽  
Teacher Student ◽  
Teachers And Students

At the beginning of 2020, in the face of the sudden new crown epidemic, the Ministry of Education proposed an emergency response policy of “stopping classes without stopping school”, and various teaching units have carried out unprecedented online teaching practices. This large-scale online teaching wave has accelerated the development speed and application scope of “Internet + Education”. Based on the big data learning support system, with teachers and students as the main body, using big data technology to integrate high-quality teaching resources and reduce teaching Cost, design and implement teaching aid system for teachers and students. Based on massive online learning data, through intelligent analysis of academic data, it will provide learners with learning suggestions, online examinations, teacher-student activities, assist teachers in implementing student evaluations, carry out precise teaching and research, and improve the curriculum resource construction system.

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