scholarly journals Finding Our Way Through a Pandemic: Teaching in Alternate Modes of Delivery

2021 ◽  
Vol 6 ◽  
Author(s):  
Edward R. Howe ◽  
Georgann Cope Watson

The COVID-19 pandemic caused a dramatic pivot to online learning and has forced teachers to critically re-evaluate teaching strategies. Thus, the questions, framing this self-study were: 1) How will I be able to do the learning activities I normally do in the classroom online including individual work, group activities, debates, and whole class discussions? and 2) How will I be able to pivot my signature lessons to the alternate delivery model? This self-study of teaching and teacher education practices (S-STTEP) builds on previous research to transform traditional face-to-face lessons into effective online lessons using alternate modes of delivery. In this paper, Ted shares some of his signature lessons including ice-breakers, critical response questions, discussions, group activities, and jigsaws, utilizing Moodle, Big Blue Button, Padlet, Google Docs, and other online tools. With Georgann’s help as a critical friend, Ted critically analyzed his teaching of Master of Education graduate students through S-STTEP. In addition, he explored comparative ethnographic narrative (CEN) as another way of knowing within the S-STTEP space. Data included detailed weekly reflections. In addition, students provided written feedback at the end of each class, and at the end of term through a survey and course evaluation. Ted shared weekly electronic journal reflections and student feedback with Georgann, via email and teleconferences. Then, together Ted and Georgann made meaning from these field texts. The research text evolved from teacher-to-teacher conversations. Promising pedagogies for synchronous and face to face learning were identified with several signature lessons the focus. Georgann, as Ted’s critical friend helped confirm and verify the most significant results amongst the many interesting reflections made.

2021 ◽  
Vol 5 (1) ◽  
pp. 53-62
Author(s):  
Ade Novia Maulana ◽  
Ahdiyat Mahendra

The Covid-19 pandemic has forced humans to change behavior in various aspects and various fields, including education. The basic policy carried out by the government for the world of education during the Covid-19 Pandemic is the existence of a study from home policy for all levels of education. This policy changed the way educational institutions conduct the learning process, from face-to-face learning in the classroom to distance learning. Ready or not ready, the COVID-19 pandemic has forced universities that previously were not optimal in preparing and implementing online learning to carry out full implementation. Students and lecturers who previously lacked interest in carrying out online learning were required to conduct online lectures. Because the essence of lectures is a dialogue between students and lecturers or between students and students, then in the implementation of online lectures an application is needed that can guarantee the implementation of the dialogue. Of the many internet facilities for online lectures, the WhatsApp application is one of the recommended options for use in online lectures. The method used in this research is descriptive qualitative method. In collecting the data, this research conducted observations on the whatsapp group. While the data analysis technique of this research is descriptive qualitative. The results of this study are the whatsapp group feature is a good alternative used in the online learning process. There are so many benefits and also students become active in class even though they don't do face-to-face.


Author(s):  
Natal'ya Hismatulina ◽  
Svetlana Pugacheva

The article is dedicated to the analysis of actual aims of foreign languages teaching. Its practical orientation is highlighted as the principle vector of training process. Reading, writing, speaking and listening as the basic speech activity forms are named, their characteristic features are revealed. The authors’ practical experience, and the assessment of the results of the survey among the students made it possible to determine listening as a crucial challenge in authentic communication. These data achieved by practical ways are confirmed in the process of reviewing numerous scientific, methodical, psychological, pedagogical researches. Answering to the target request of students and colleagues searching optimal methodological techniques for audio competence development, the authors propose a six-level system of audio practice, which is built up on the principles of mindfulness, sequence, progressiveness. A step work in the frame of the mentioned system is described and substantiated – from the meaningful audio perception of sounds, combinations of sounds to detailed semantic understanding of phrases, sentences and discourse of foreign speech in general. In addition, the authors present a method of four-step work with authentic video material which promotes effective development of auditive competence. This technique can be applied in formal face-to-face learning as well as self-study training.


Author(s):  
R J Singh

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.


Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Omar A. Almohammed ◽  
Lama H. Alotaibi ◽  
Shatha A. Ibn Malik

Abstract Background The COVID-19 pandemic has required governments around the world to suspend face-to-face learning for school and university students. Colleges of pharmacy are faced with the challenge of training students in hospitals that are under considerable pressure at this time. The government of Saudi Arabia has moved all classes and training online to limit the spread of the virus. This study describes the experience of the Introductory and Advanced Pharmacy Practice Experience (IPPE and APPE) students and preceptors engaged in the virtual IPPE training. Methods A cross-sectional study was conducted to describe and appraise the implemented virtual IPPE training from the experiences of IPPE and APPE students, and their preceptor. The IPPE students described their experiences in close-ended questionnaires, while APPE students in open-ended questionnaires, and the preceptor described the experiences in narrative. The study focused on highlighting the advantages, opportunities, challenges, and shortcomings of the virtual training. Results Two preceptors and seven APPE students participated in the preparation and administration of the virtual training. The IPPE students’ experiences, based on 87 respondents, were mostly positive. Although IPPE students enjoyed the time flexibility that allowed the learning of new skills and reflection on previous experiences, 15% experienced difficulty finding quiet places with a reliable internet connection or had difficulty working on team-based activities. Moreover, some were anxious about the lack of adequate patient-care experience. On the other hand, the APPE students found the experience enriching as they gained experience and understanding of academic workflow, gained skills, and overcame the challenges they faced during this virtual training experience. Conclusions Future training programs should be organized to overcome the challenges and to maximize the benefits of training experiences. Schools of pharmacy may benefit from the training materials constructed, prepared, and administered by APPE students to improve IPPE students’ learning experiences and outcomes.


Author(s):  
S Salmiati ◽  
Yuhandri Yunus ◽  
S Sumijan

The Covid-19 pandemic has a major impact on the world of education. Government policies to implement Distance Learning (PJJ) have an impact on learning in schools. Increasing ICT competence is needed to support the smooth running of PJJ. One of them is through ICT guidance activities during the Covid-19 Pandemic. SMP Negeri 1 Lengayang carried out online and face-to-face ICT guidance activities during the Covid-19 Pandemic. However, student learning outcomes in online and face-to-face learning have not shown maximum results. Various obstacles arise that affect student learning outcomes. Teachers have difficulty measuring the level of students' understanding of ICT guidance. Predicting the level of understanding of students is important as a measure of learning success during the Covid-19 Pandemic. This study aims to predict the level of understanding of students in online and face-to-face learning during the Covid-19 period, so that it can also help schools to take the right policies to improve the quality of learning for the future. This study uses the Backpropagation method of Artificial Neural Network (ANN). ANN is a part of artificial intelligence that can be used to predict. The data that is managed is a recap of the value of student cognitive learning outcomes during ICT guidance in online and face-to-face learning during the Covid-19 Pandemic. The results of calculations using the Backpropagation method with the Matlab application produce a percentage value for the level of student understanding, so that the accuracy value in prediction is obtained. With the results of testing the predictive accuracy of the level of understanding online and face-to-face with the 3-10-1 pattern, the best accuracy value is 95%. The prediction results can measure the level of students' understanding of learning during the Covid 19 Pandemic towards ICT guidance.


Author(s):  
Borja Tronchoni-Crespo ◽  
Adrián Escriche-Escuder ◽  
Noemí Moreno Segura ◽  
Mar Machirán Matallín ◽  
Rodrigo Martín San Agustín ◽  
...  

Author(s):  
Brahim Faqihi ◽  
Najima Daoudi ◽  
Rachida Ajhoun

In the field of learning, we are witnessing more and more the introduction of new environments in order to better meet the specific needs of the main actors of the process. The shift from face-to-face learning to distance learning or e-learning has overcome some of the challenges of availability, location, prerequisites, but has been rapidly impacted by the development of mobile technology. As a result, m-learning appeared and quickly evolved into p-learning. The arrival of the "Open Software" concept has given birth to several "open-something" initiatives, among which are the Open Educational Resource (OER) and the Massive Online Open Course (MOOC). These learning resources have also made progress, although they are fairly recent. Admittedly, this diversity of environments offers a wealth and a multitude of pedagogical resources. However, the question of the capitalization of contents, knowledge and know-how of each of these environments is necessary. How can the exchange and reuse of pedagogical resources be guaranteed between these different learning environ-ments? otherwise-said how to guarantee the interoperability of these resources? In order to contribute to the creation of an pedagogical heritage, we propose to design a case-based system allowing the author, when creating a course in a particular context and environment, to exploit the resources that are already available. The goal is to put in place an intelligent production system based on case-based reasoning. It is based on four phases ranging from indexing to reuse, through the similarity measurement and the evaluation. In the first part, we will detail the evolution of learning environments. In the second part, we will review the existing course production platforms, their prin-ciples and their challenges. In the third part, we will present case-based reasoning systems, and then we will introduce our target system.


Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.


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