scholarly journals Students and Teachers' Perceptions on English Online Teaching-Learning in Sumbawa Island during Covid-19: Challenges and Strategies

2021 ◽  
Vol 7 (4) ◽  
pp. 795
Author(s):  
Suciaty Ramdhani ◽  
Muhammad Azhar Kholidi
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Teaching Method ◽  
School Principal ◽  
Teachers Perceptions ◽  
Educational Stakeholders ◽  
English Classrooms ◽  
Problems And Solutions ◽  
Teachers And Students ◽  
Teaching Learning

This study aims at examining students and teachers’ perceptions on problems and solutions in online English classrooms during Covid-19 outbreak. This qualitative study reports of four students and four teachers purposefully selected in five junior high schools in Sumbawa Island, West Nusa Tenggara, Indonesia. The data are collected through semi-formal interview. Open coding technique is used for analyzing the text data manually. The findings showed that both the students and the teachers mostly faced internet data and connectivity issues. The teachers also experienced challenges in technology utility and pedagogical aspects such as teaching method and time management, while the students have also struggled in processing the learning input and sometimes were less motivated. All of the participants utilized some ways to deal with internet and connectivity problems, such as finding WI-FI, conducting a blended-learning classroom, and seeking help and support from friends and colleagues.  Moreover, most of the teachers recommended that the school principal or educational stakeholders take initiatives to train them in instructional technology and competency in teaching. Thus, the implementation of the online learning during the Covid-19 pandemic, especially in rural area, caused various problems for teachers and students, as well as triggered them to seek for the solutions and put their constructive wishes on the schools and educational stakeholder.

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

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.

EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY

2020 ◽  
Vol 7 (2) ◽  
pp. 283-293
Author(s):  
Yuliar Masna ◽  
Syarifah Dahliana ◽  
Nurul Aulia Martaputri
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
English Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Course Material ◽  
Teaching Learning ◽  
Language Teaching Methods ◽  
English Subject

The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.

scholarly journals Exploring Perception of EFL Teachers towards Use of Media in Teaching English

2020 ◽  
Vol 5 (1) ◽  
pp. 29-44
Author(s):  
Nany Soengkono Madayani ◽  
Muhassin Muhassin
Keyword(s):  
English Teachers ◽  
Survey Study ◽  
Positive Contribution ◽  
Positive Perception ◽  
Teachers Perceptions ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The City

This Research is against the backdrop of demand in mastering English. EFL teacher becomes one of the main important parts of teaching-learning English to handle a certain role in maximal the students’ achievement. The students’ achievement here means not only someone that has a lot of knowledge and high value but also someone that can give a positive contribution to other people. Because of that, the teachers have a big responsibility to facilitate students in learning. One of the facilitation of teaching-learning that has to be prepared by teachers is media. This study aims to investigate the teachers’ perceptions of ELT media. This study is classified into three main dimensions of perception proposed by Vernon (1987) namely understanding, outlook and action. By conducting a survey study, the researcher collected, analyzed, elaborated and eventually drew conclusions dealing with the teachers’ perceptions of ELT media. The main data of this study were collected with an interview and a questionnaire, which was distributed to 29 English teachers in the city of Tulungagung. The findings showed that Media is able to be a benefit for both teachers and students, be applicable to every class. To select criteria of Media is based on Media Mastery or flexibility due to different reference and less facility. Besides that, The teachers have positive responses towards the two of the dimensions, understanding, and view. The teachers, however, do not show positive responses toward the action. However, in general, the English teachers’ perceptions of ELT media in this study were categorized as a good perception. In other words, all the teachers have a positive perception of ELT media.   

scholarly journals EVALUATION OF EDUCATION SYSTEM DURING COVID-19 TOWARD STUDENTS’ PSYCHOLOGY

2022 ◽  
Vol 2 (1) ◽  
pp. 29-34
Author(s):  
Afriana Afriana
Keyword(s):  
Education System ◽  
Time Management ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Learning Activities ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Comprehensive Picture ◽  
Teaching Learning

The Covid-19 virus disease affects the entire world, including the education system and its impact on students' psychology. The goal of this study is to learn how the education system transitioned from offline or face-to-face teaching learning to online teaching-learning mode at Putera Batam University for the teaching-learning process and semester exams via online during COVID-19. In this study, the descriptive qualitative approach was used to discover students' psychology in online learning. In order to overcome these issues, the purpose of this study is to provide a comprehensive picture of online teaching and learning activities taking place during the lockdown period, including the link between the change management process and online teaching and learning processes in the education system in the midst of the COVID-19 outbreak. Ongoing disruption and resumption of educational activities and discourse as normal procedures in the education system. The data were analyzed using Wile (Syahputri et al., 2020) and Miles Huberman and Saldana (2014). They were 110 students as respondents (B.Miles et al., 2014).  The result found that students fatigued 100%, they felt headache, tired, shoulder sore 85%, demotivation 21%, withdrawal, and procrastination 70%, bad time management about 76%, and Feeling Isolated 85% and Uncertainty to what the lecturer/friends explain during the class 75%.

scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

scholarly journals Propuesta de un modelo pedagógico e-learnig en la universidad de san martín de porres

2021 ◽  
Vol 2 (4) ◽  
pp. 5787-5804
Author(s):  
Milagros Cecilia Huamán Castro
Keyword(s):  
Online Teaching ◽  
Virtual Classroom ◽  
International Standards ◽  
Pedagogical Model ◽  
Four Dimensions ◽  
Pedagogical Design ◽  
Teachers And Students ◽  
Teaching Learning ◽  
San Martín ◽  
Modelo Pedagógico

El artículo tiene como objetivo dar a conocer el modelo pedagógico en el cual se desarrollan los cursos virtuales de pregrado y posgrado de la Universidad de San Martín de Porres, el cual se viene aplicando con éxito desde enero del 2014 en todos los programas virtuales, este incluye una Metodología virtual propia y un Diseño Pedagógico ágil. El modelo pedagógico virtual implica desde el proceso de cuatro meses previos a la creación del curso con el uso de diversos documentos que norman el proceso, la  capacitación a los docentes y alumno, y la aplicación de rúbricas y matrices de revisión según estándares internacionales que garantizan la calidad de los programas virtuales en la comunidad internacional, hasta el desarrollo de la metodología virtual durante el proceso de enseñanza aprendizaje en línea en un aula virtual organizada en cuatro dimensiones.   The article aims to present the pedagogical model in which the undergraduate and graduate virtual courses of the Universidad de San Martín de Porres are developed, which has been successfully applied since January 2014 in all virtual programs, this includes its own virtual methodology and an agile pedagogical design. The virtual pedagogical model involves from the process of four months prior to the creation of the course with the use of various documents that regulate the process, the training of teachers and students, and the application of rubrics and review matrices according to international standards that guarantee the quality of virtual programs in the international community, to the development of the virtual methodology during the online teaching-learning process in a virtual classroom organized in four dimensions.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

scholarly journals Teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during COVID-19 pandemic in Rwandan secondary schools

2020 ◽  
Vol 16 (2) ◽  
pp. 83-96
Author(s):  
Ezechiel Nsabayezu ◽  
Aloys Iyamuremye ◽  
Jean de Dieu Kwitonda ◽  
Jean de Dieu Kwitonda ◽  
Agnes Mbonyiryivuze
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Added Value ◽  
Ubiquitous Learning ◽  
Chemistry Teachers ◽  
Teachers Perceptions ◽  
Educational Stakeholders ◽  
Internet Connection ◽  
Teachers And Students

This paper reports the results about teachers’ perceptions towards the utilization of WhatsApp in supporting teaching and learning of chemistry during the COVID-19 pandemic in Rwandan selected secondary schools. The collected data by using a survey questionnaire were from 18 chemistry teachers in Nyarugenge and Kicukiro Districts. The findings illustrated that WhatsApp is effective for teaching chemistry and supporting students learning. This application promotes students’ motivation, engagement, collaboration, interaction, participation, and ubiquitous learning. Despite the facilitation of collaboration between teachers and their students while using WhatsApp, the internet connection related problems including its cost and availability were among the hindering factors for effective collaboration for both students and teachers. The lack of smartphones and computers for some students, teachers, parents, or guardians was among the highlighted limitations for the participation of some students. The limited students’ management and their distraction were also highlighted by some teachers. The provision of computers, smartphones, and enough internet connection for all teachers, parents, or guardians were among the proposed potential solutions. To deal with students’ management and distractions while learning via WhatsApp, there should be the follow-up and guidance provided by teachers, guardians, or parents. Chemistry teachers and students are recommended to use WhatsApp as a supporting learning tool due to its added value of providing ubiquitous learning. Parents, boards in charge of education, and other educational stakeholders should integrate WhatsApp in teaching and learning to complement classroom learning.

scholarly journals Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

2021 ◽  
Author(s):  
Basma MOUNJID ◽  
Elhassane EL HILALI ◽  
Fatima AMRANI ◽  
Mohammed MOUBTASSIME
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
School Closure ◽  
School Closures ◽  
Teachers Perceptions ◽  
Data Collection Instrument ◽  
Teaching Learning ◽  
The Impact

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective

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