scholarly journals The Effect of Teaching–Learning Environments on Student’s Engagement with Lean Mindset

2021 ◽  
Vol 11 (9) ◽  
pp. 466
Author(s):  
Rasoul Khandan ◽  
Lucas Shannon
Keyword(s):  
Student Engagement ◽  
Learning Environments ◽  
Customer Value ◽  
Online Teaching ◽  
Engineering Students ◽  
Value Added ◽  
Lean Thinking ◽  
Face To Face ◽  
Teaching Learning ◽  
Weighted Values

Lean thinking is a methodology employed initially by manufacturing organizations such as Toyota and New Balance that aims to increase customer value whilst also maintaining a low level of waste. The Lean thinking tools and techniques employed in the manufacturing sector can also be transferred to other sectors and significantly improve the service or product, such as public sector organizations or Higher Education Institutions (HEI). In the current education climate, due to the pandemic (SARS-CoV-2, COVID-19), the majority of HEIs have moved to an online or hybrid teaching and learning environment. This has developed the principle that Lean thinking can be deployed in educational methods and techniques to greatly increase the level of student engagement and the efficiency of learning. The following study outlines the key waste sources found in three types of teaching–learning environments (face to face, online and hybrid) and provides practical implications to counter the non-value-added issues. The data for this study were gathered through a questionnaire from final year undergraduate engineering students. The results indicate that online teaching had the greatest effect on student engagement, based on the identification and weighted values of non-value-added issues. The study highlights the key Lean wastes within online, hybrid and face to face teaching, and provides key examples within the stated Lean waste to provide solutions to improve student engagement.

scholarly journals Change of Processes in the COVID-19 Scenario: From Face-to-Face to Remote Teaching-Learning Systems

2021 ◽  
Vol 13 (19) ◽  
pp. 10513
Author(s):  
Cristina Gallego-Gómez ◽  
Carmen De-Pablos-Heredero ◽  
José Luis Montes-Botella
Keyword(s):  
Technology Acceptance ◽  
Learning Environments ◽  
Structural Equation ◽  
Online Teaching ◽  
Equation Model ◽  
Learning Systems ◽  
Online Systems ◽  
Face To Face ◽  
Tam Model ◽  
Teaching Learning

COVID-19 has accelerated digital transformation in teaching-learning environments. Universities based on face-to-face models have had to quickly adapt their processes to ensure the success of remote teaching-learning systems in the last months. The growing demand for technological resources has meant an effort to understand the requirements and variables that affect students’ acceptance, intention to use, and adoption of these tools. This study aims to analyze students’ acceptance of online processes adopted by universities because of the COVID-19 scenario. Although this study is based on a Technology Acceptance Model (TAM), it also considers other factors, such as perceived efficiency and satisfaction. A questionnaire was built and distributed to 313 students. The data were processed using the Structural Equation Model (SEM) method. The results indicate that 30.7% of the students improved their views of remote education using online systems. However, 49.9% of students do not believe that face-to-face teaching-learning education will be replaced by virtual teaching-learning education in the long term. Our findings confirm that the enriched TAM model built provides a useful theoretical approach to understanding and explaining users’ acceptance of remote learning environments when there is a need to rapidly migrate from face-to-face to online teaching-learning processes.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

An Inquiry Based Learning Experience Using K-W-L in Business Communication Presentations

2021 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Ena Bhattacharyya ◽  
Nurin Uzma Eizzaty Noor Eizamly
Keyword(s):  
Student Engagement ◽  
Learning Strategies ◽  
Online Teaching ◽  
Learning Experience ◽  
Business Communication ◽  
Technological Advancement ◽  
Classroom Context ◽  
Inquiry Based Learning ◽  
Offline Learning ◽  
Teaching Learning

Technological advancement, particularly in terms of scientific knowledge within the various fields of subject, is an important feature of the twenty-first century. In line with such technological advancement, teaching learning strategies and methods used for teaching students are not discounted (Alsalhi, 2020). The creativity of educators is even more pronounced during the pandemic (Barber, 2020) where all educators have to resort to online teaching. In such online platforms, student engagement poses a challenge for educators to gain student attention and engagement. Educators need to resort various approaches to gain student engagement. The inquiry-based-learning approach using the “K-W-L” strategy or “Know-What-Learnt” chart organizer encourages all students to take ownership and experience learning beyond the classroom context. The Business Communication students used the “K-W-L” as part of the inquiry-based learning experience to question, research, analyze, sort, and present their answers according to what they know, learn and learnt about a topic. Findings suggest student’s receptivity to the using the organizer as a learning tool. Learning occurs both outside and within the classroom whether online or offline. Learning becomes student-centered, discussing discoveries and experiences, and reflecting on new-found knowledge. Learning is not mere regurgitation of contents but is actively acquired through independent questioning.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

scholarly journals The influences of teachers’ communicational style upon the learning style of high school students

2021 ◽  
Vol 8 (3) ◽  
pp. 104-113
Author(s):  
Ionela Roxana Urea
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Online Teaching ◽  
Communication Style ◽  
Communication Analysis ◽  
School Students ◽  
Face To Face ◽  
Teaching Learning

This study, conducted over 2 years (2019–2020), aimed to highlight how teachers’ communication style influences the learning style of high school students. We used research methods of the S.C. Questionnaire (communication analysis), a questionnaire to identify students’ learning styles, and guidance interview structured on 10 items. Both questionnaires were administered according to GDPR rules. We also used IBM Statistical Package for the Social Sciences 25 for statistical data processing. The outcomes of this research are as follows: (a) it allows a better understanding of the teaching–learning process in high school students; (b) it highlights how the teacher’s communication style influences the learning style of high school students, in both face-to-face teaching activities and online teaching–learning activities; and (c) it highlights the methods that facilitate the analysed phenomenon.   Keywords: Teachers’ communication, style, student’s learning style, Influence, High school    

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 Blended Learning: Past and Present with Special Reference to COVID-19 Pandemic

2022 ◽  
Vol 7 (1) ◽  
pp. 61-70
Author(s):  
Aisha Shams Akhunzada ◽  
Isharat Siddiqua Lodhy ◽  
Parveen Munshi ◽  
Sakina Jumani
Keyword(s):  
Blended Learning ◽  
Special Reference ◽  
Learning Strategies ◽  
Online Teaching ◽  
Formal Institutions ◽  
Face To Face ◽  
The Past ◽  
Teaching Learning ◽  
Self Learning ◽  
New Strategies

The Clayton Christensen academy describes blended learning as a structured educational program in which a student learns at least in part into internet-based content delivery and training with some characteristic of academic supervision from home. This process involved time, place, pattern, and careful monitoring facilities. It also encouraged the learners to feel more optimistic regarding their studies. The fundamental concept of driving blended learning is that it encourages a combination of self-learning and collective communication-oriented practices. However, during COVID-19 besides virtual and non-formal institutions, the formal educational institutes also moved to blended learning. As this was a new practice for the formal instructors and learners, therefore, this study was carried out for discovering the concept of blended learning with special reference to COVID-19 pandemic and for this reason three sub purposes were; shed light on the concept of blended learning; to describe terminologies used for blended learning in the past and present with special reference to COVID-19 pandemic and to discover blended learning strategies in the past and presnt with special reference to COVID-19. This study chartered a qualitative method with succeeding in the analysis of documents related to blended learning and how this strategy was used during COVID -19 for engaging the formal instructors with their students. The Study followed the five years documents available online since 2011-20. But some documents from 2021 were also viewed for methodology.The researchers’ inquiry into 10 years of data was for the purpose to discover the past strategies of blended learning in comparison to the strategies used during COVID-19. Data were analyzed through emerging themes from the documents. Therefore, the main themes aided to interpret the results. The results exposed dissimilar terms for blended learning such as F2F, hybrid, and the online teaching-learning process.The strategies used during COVID-19 were more advanced as compared to the past years. Traditional methods of blended learning included online sessions and face-to-face classes. Microsoft, Webinar, TREAD, zoom, and Google Classroom, and other applications have been commonly used throughout the COVID-19 affected countries. The formal institutions for the teaching-learning process to carry out in COVID-19 period frequently practiced some new strategies.

scholarly journals Question -Response in Online Synchronous Videoconferencing Class

2021 ◽  
Vol 13 (6) ◽  
pp. 1
Author(s):  
Obaida Chaqmaqchee ◽  
Shamala Paramasivam
Keyword(s):  
Online Teaching ◽  
Classroom Interaction ◽  
Successful Implementation ◽  
Cognitive Level ◽  
Online Classroom ◽  
Face To Face ◽  
Effective Factor ◽  
Language Classroom ◽  
Recent Developments ◽  
Teaching Learning

With recent developments in technology and its massive impact on the education field, videoconferencing has emerged as an effective teaching learning tool in the language classroom. It is mainly a means of communication to overcome the impediments of geographical distance and separation. However, despite the successful implementation of this technology, it has been stated that using videoconferencing for online teaching is problematic. Videoconferencing impedes instructor-learner interaction and is unable to replace the traditional face-to-face classroom. To understand online interaction from a sociocultural standpoint, this study examined the characteristics of instructor questions in terms of cognitive level so as to investigate if instructor question can function as a stimulus for interaction in the online classroom. The results show that cognitive level of instructor question can function as an effective factor to promote online classroom interaction. Conclusions and implications are drawn at the end of this paper to help understand interaction in online learning.

scholarly journals Perception of Online Lectures among Undergraduate Medical, Dental and Nursing Students during COVID-19 Pandemic: a Cross-Sectional Study at a Tertiary Teaching Hospital

2021 ◽  
Vol 6 (2) ◽  
pp. 1522-1528
Author(s):  
Deependra Prasad Sarraf ◽  
Gajendra Prasad Rauniar ◽  
Basant Kumar Karn ◽  
Ramayan Prasad Kushwaha ◽  
Shashi Keshwar
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Learning Activities ◽  
Cross Sectional ◽  
Safe Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Tertiary Teaching ◽  
Teaching Learning

Introduction: The COVID-19 pandemic significantly affected medical education and has forced educators to switch to online teaching-learning activities worldwide. Online teaching-learning activities has ensured the safe delivery of the lectures to the students. Objective: To assess the perception of students towards online lectures and to analyze the perceived barriers to online learning in our context during the COVID-19 lockdown period. Methodology: A cross-sectional online descriptive study was conducted among undergraduate students at a tertiary teaching college in Eastern Nepal during September-November 2020. The link of the Google form consisting of the semi-structured questionnaire was sent to the students through email. Descriptive statistics frequency and percentage were calculated using Microsoft Excel 2010. The study was approved by the Institutional Review Committee (IRC/2069/20). Results: A total of 211 students participated in the study. Mean age of the students was 20.5±1.5 years. Out of 211, 130 (61.61%) students used smartphones to attend online lectures and 176 (83.41%) students had not attended any online classes before the COVID-19 pandemic. The most common perceived advantage of the online lectures was availability of recorded lectures (186, 88.15%) whereas reduced interaction (179, 84.83%) was the most common disadvantage. More than half (126, 59.72%) of the students disagreed/strongly disagreed that online lectures are more effective than traditional face-to-face lectures. Conclusions: Most of the students had negative perception towards the online lectures. The study findings recommend using a hybrid of conventional face-to-face classroom based teaching and newer online teaching-learning activities for delivering medical education.

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