scholarly journals Administrative Perceptions Regarding Supervision of Online Teaching and Learning

2021 ◽  
Vol 11 (11) ◽  
pp. 674
Author(s):  
Michael Schwanenberger ◽  
Mary Dereshiwsky ◽  
Laura Sujo-Montes
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Department Chairs ◽  
Maximum Efficiency ◽  
Degree Programs ◽  
Technology Support ◽  
Associate Deans ◽  
Qualitative Research Design ◽  
Depth Interviews ◽  
Levels Of Support

Deans, associate deans, and department chairs in higher education institutions manage not only their departments’ course offerings but also faculty and students who teach and learn both in person and online. Possessing a good understanding of how to plan, supervise, and evaluate online degree programs for maximum efficiency, optimum student learning, and optimum faculty support is imperative for these professionals. The purpose of this study was to investigate administrators’ perceptions, attitudes, and experiences managing various online learning environments. A basic qualitative research design was applied to this study. Current and former administrators were invited to participate in individual in-depth interviews that were transcribed and analyzed for emerging themes. Results indicated that administrators need multiple levels of support, including supervisor’s support as well as instructional and technology support, among others. It is concluded that administrators find themselves in “a continuum” in terms of the need for different types of support. Implications for further research are discussed.

scholarly journals In Search of Meaning about Digital Teaching and Learning: A Collective Reflections

2021 ◽  
Vol 11 (10) ◽  
pp. 461-473
Author(s):  
Yazilmiwati Yaacob ◽  
Malissa Maria Mahmud ◽  
Nur Izzati Mustamam ◽  
Rozaini Ahmad ◽  
Noor Syazwani Ishak ◽  
...  
Keyword(s):  
Learning Process ◽  
Information Structure ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Qualitative Research Design ◽  
Short Period ◽  
General Studies ◽  
User Friendly

The Covid-19 pandemic has affected various sectors particularly the education sector. The decision by the Malaysian government to close down higher learning institutes and schools has forced educators and teachers to switch their teaching and learning techniques from face-to-face to completely online. This situation has pushed the lecturers from the General Studies Department, Sunway University, Malaysia to master not only the technological tools, but also the pedagogic aspect that drive the entire process, to ensure the teaching and learning process can be carried out properly. Within a short period of time, different methods and modalities were designed and experimented, yet little is known on how such abrupt and rapid modifications affect the overall quality. Considering the value of experiences and reflections, this study probes on the mediated experiences of GSD academics on online teaching and learning, whereby a qualitative-research design was leveraged in a plethora of collective reflections in using E-Learn. The findings revealed that E-Learn has a huge potential to be effectively employed for synchronous and asynchronous modalities due to its user-friendly features and tools within the capacity to disseminate information, structure virtual lessons, record students’ involvement, monitor reports and deploy both formative and summative assessments. This study concluded that the various features of E-Learn had tremendously assisted the GSD lecturers during the online teaching and learning process, and is deemed suitable be used as a platform or Learning Management System (LMS) for online teaching and learning activities.

scholarly journals Teachers Professional Development at Public Campuses: Attitude and Practice

2019 ◽  
Vol 9 ◽  
pp. 65-76
Author(s):  
Dinesh Panthee
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Academic Excellence ◽  
The Public ◽  
Qualitative Research Design ◽  
Attitude And Practice ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Depth Interviews

 Teacher Professional Development is a process of improving both the teachers' academic excellence and acquisition of greater competence and efficiency. It helps to develop various kinds of professional skills, knowledge, techniques, and ICTs used in teaching and learning. The purpose of this study was to find out the attitude and practice of teachers on teacher professional development in public campuses. It also aimed to find out the existing policies and provisions regarding the modalities of teachers' professional development at public campuses. This study was based on a qualitative research design with phenomenological methods. The participants of the study were two teachers of the different public campuses of Rupendehi district. They were selected using a purposive sampling method. The data were collected by taking in-depth interviews of the participants using unstructured guideline questions. The interview questions were directed to the participant's experiences, feelings, beliefs, and convictions about the theme in the research questions. The findings of this study revealed that teachers’ professional development is the most important factor for improving teachers professionally, academically, and technically but professional development activities of the public campuses are not satisfactory.

Isu Pelaksanaan Komunikasi Bukan Lisan dalam Pengajaran Bahasa Arab Melalui Atas Talian

2019 ◽  
Vol 4 (2) ◽  
pp. 110-124
Author(s):  
Nor Azhan Norul’Azmi ◽  
Noor Shamshinar Zakaria
Keyword(s):  
Communication Skills ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Meta Analysis ◽  
Current Trend ◽  
Arabic Language ◽  
Technology Support ◽  
Teaching Process ◽  
Online Classrooms

Nonverbal communication skills (NVC) are the cornerstone of effective teaching and facilitation process among teachers. Due to the development of information technology and its influence on education practices, the implementation of this communication via online platform should be mastered by teachers as well. The discussion uses a meta-analysis approach by investigating previous studies to identify issues of NVC practice in online Arabic language teaching. The results showed that there are some issues of NVC practice in Arabic Language teaching and facilitating process via online platforms. The issue of NVC practice among teachers during teaching process in traditional or online classrooms still exists despite their knowledge in subject matter itself. Among them are the weaknesses in verbal communication practices as well as external factors such as the workload and technology support. The implications of this study suggest that teachers who teach traditionally need to first improve their weaknesses in their NVC skills as it will be harder in online teaching process. Teachers cannot avoid following the current trend of teaching and learning as the need for education is constantly changing when current technologies take place. Thus, infrastructure and technology need to be developed in tandem with excellent communication skills. ABSTRAK Kemahiran komunikasi bukan lisan (KBL) adalah tonggak kepada keberkesanan pengajaran dan pemudahcaraan guru. Oleh kerana pembangunan teknologi maklumat dan pengaruhnya terhadap amalan pendidikan, maka pelaksanaan komunikasi ini perlu dikuasai oleh guru secara atas talian. Penulisan ini menggunakan pendekatan meta analisis, iaitu dengan cara merujuk kajian lepas bagi mengenalpasti isu pelaksanaan KBL dalam pengajaran Bahasa Arab melalui atas talian. Hasil analisis menunjukkan terdapat isu pelaksanaan KBL dalam pengajaran dan pemudahcaraan (PdPc) Bahasa Arab melalui atas talian. Isu pelaksanaan KBL dalam kalangan guru ketika pelaksanaan PdPc dalam bilik darjah tradisional dan atas talian masih berlaku walaupun mereka mempunyai ilmu pengetahuan terhadap subjek Bahasa Arab. Antara isu yang dikenalpasti ialah kelemahan amalan komunikasi lisan dan juga faktor luaran seperti bebanan tugas yang dipikul oleh guru dan sokongan teknologi. Implikasi kajian ini menunjukkan bahawa guru yang mengajar secara tradisional perlu memperbaiki kelemahan dalam kemahiran KBL terlebih dahulu. Ini kerana ia akan menjadi bertambah sukar sekiranya proses PdPc dijalankan secara atas talian. Guru tidak dapat mengelak daripada mengikuti arus perubahan PdPc era baharu ini kerana desakan dan keperluan teknologi dalam pendidikan sentiasa berubah dari masa ke masa. Demikian, prasarana dan teknologi perlu dibangunkan seiring dengan kejituan dalam kemahiran komunikasi.

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Report on Online Teaching and Learning Amid COVID-19

2020 ◽  
Author(s):  
Alia Ahmed ◽  
AltafurRehman Niaz ◽  
Athar Ikram Khan
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

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