scholarly journals Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic: An Exploratory Study in the Palestinian Universities in Gaza

Information ◽  
2021 ◽  
Vol 12 (6) ◽  
pp. 256
Author(s):  
Raed Bashitialshaaer ◽  
Mohammed Alhendawi ◽  
Helen Avery
Keyword(s):  
Exploratory Study ◽  
Internet Access ◽  
High Stakes ◽  
Local Conditions ◽  
University Teachers ◽  
Teachers And Students ◽  
Descriptive Approach ◽  
Palestinian Universities ◽  
The University ◽  
Open Question

In the context of the COVID-19 pandemic, we aim to identify and understand the obstacles and barriers in applying electronic exams successfully in the process of distance education. We followed an exploratory descriptive approach through a questionnaire (one general, open question) with a sample of university teachers and students in four of the largest universities Palestinian in Gaza. A total of 152 were returned from 300 distributed questionnaires. The results indicate that the university teachers and students faced 13 obstacles, of which 9 were shown to be shared between teachers and students, with a significant agreement in the regression analysis. Several of the obstacles perceived by respondents are in line with the literature and can be addressed by improved examination design, training, and preparation, or use of suitable software. Other obstacles related to infrastructure issues, leading to frequent power outages and unreliable internet access. Difficult living conditions in students’ homes and disparities in access to suitable devices or the internet make social equity in connection with high-stakes examinations a major concern. Some recommendations and suggestions are listed at the end of this study, considering local conditions in the Gaza governorates.

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

scholarly journals DISTANCE LEARNING IN ABAI KAZNPU: MODELS AND TECHNOLOGIES

2020 ◽  
Vol 71 (3) ◽  
pp. 173-179
Author(s):  
Т. Balykbaev ◽  
Keyword(s):  
Distance Learning ◽  
Information Needs ◽  
Multicomponent System ◽  
Sociological Study ◽  
University Teachers ◽  
Educational Achievements ◽  
Managerial Decisions ◽  
Digital Ecosystem ◽  
Teachers And Students ◽  
The University

The article examines the models and technologies of the digital ecosystem of the educational environment of Abai KazNPU in the context of distance learning. The digital ecosystem of the university is defined as an integrated multicomponent system that includes training, measurement of educational results, research, extracurricular projects and movements, organizational and managerial decisions, as well as ways of their implementation, designed to meet the information needs of all participants in the system. The analysis of projects and solutions in the context of the described components of the integrated ecosystem of the university is carried out. Models and technologies of distance learning - online, offline, flipped class, blended learning are considered. Also analyzed are innovative forms of control and assessment of educational achievements. The article also describes the results of a sociological study of the readiness of university teachers and students for distance learning, the advantages of using its various models and technologies.

scholarly journals An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic

2020 ◽  
Vol 10 (9) ◽  
pp. 232 ◽  
Author(s):  
Zohra Lassoued ◽  
Mohammed Alhendawi ◽  
Raed Bashitialshaaer
Keyword(s):  
Distance Learning ◽  
Exploratory Study ◽  
Arab World ◽  
Large Sample ◽  
The Future ◽  
Descriptive Approach ◽  
The University ◽  
At Home

This study aims to reveal the obstacles to achieving quality in distance learning during the Coronavirus (COVID-19) pandemic and was based on a large sample of professors and students of universities in the Arab world (Algerian, Egyptian, Palestinian, and Iraqi). The primary aim of this research was to investigate the various ways in which students pursued their studies at home during the university suspension as a result of COVID-19. In this paper, the researchers use an exploratory descriptive approach through a questionnaire with a conveniently selected sample of 400 professors and student’s returns out of 600 were distributed. The results indicate that the professors and students faced self-imposed obstacles, as well as pedagogical, technical, and financial or organizational obstacles. Recommendations are presented to overcome and understand these obstacles to benefit in the future during unexpected or similar problems.

scholarly journals Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic

Symmetry ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 99
Author(s):  
Raed Bashitialshaaer ◽  
Mohammed Alhendawi ◽  
Zohra Lassoued
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Arab World ◽  
The Future ◽  
Descriptive Approach ◽  
Main Components ◽  
Palestinian Universities ◽  
Open Question ◽  
Distance Education System

This study aims to identify obstacles and barriers to achieving quality distance learning and the use of electronic exams, comparing them to pursue success in the distance education system during the coronavirus pandemic (COVID-19). It also aimed to determine the similarity and differences between the two main components of distance education. This is based on a sample of evaluations from professors and students at universities in the Arab world, i.e., Algerian, Egyptian, Iraqi, and Palestinian universities. We used a descriptive approach using questionnaires (open question) with conveniently selected samples from two different groups: (1) 400 professors and student’s feedback from 600 distributed (i.e., Algerian, Egyptian, Palestinian, and Iraqi) and (2) 152 professors and student’s feedback from 300 distributed (i.e., Palestinian universities in the governorates of Gaza). The results indicated that professors and students faced 27 barriers in both distance learning and electronic exams, which are divided into four groups (categories) according to the sample. Recommendations to understand and overcome these obstacles will also be presented to improve distance learning and e-exams in the future. It is important to coordinate efforts in the development of distance education, especially concerning universities using distance learning and e-exams.

scholarly journals Potential of reflection in developing the skills of teachers’ and students’ self-organization

2020 ◽  
Author(s):  
А.Н. Нюдюрмагомедов ◽  
Л.А. Абдурагимова ◽  
Н.Г. Ибрагимов
Keyword(s):  
Evaluation Criteria ◽  
Educational Environment ◽  
Educational Process ◽  
Self Organization ◽  
Practical Significance ◽  
University Teachers ◽  
Teachers And Students ◽  
Favorable Conditions ◽  
The University

В статье обоснована актуальность использования рефлексии в развитии мобильных умений самоорганизации студентов. Одним из благоприятных условий решения проблемы определена интерактивная образовательная среда, которая создается и реализуется через знаниево-рефлексирующие, информационно-знаниевые, диалога рефлексивных позиций, проектной рефлексии и презентации профессиональных умений технологии. Экспериментально выявлены и обоснованы закономерные связи между продуктивностью развития мобильных умений самоорганизации студентов с их рефлексивной и смыслосозидающей позицией в учебных диалогах. Предложена классификация мастер-классов на основе презентации интерактивной образовательной среды в вузе с выделением критериев оценки их эффективности в развитии умений рефлексии и самоорганизации преподавателей и студентов. Экспериментально обоснована эффективность развития умений рефлексии и самоорганизации в интерактивной образовательной среде. Практической значимостью результатов исследования является возможность создания в учебном процессе вуза интерактивной образовательной среды через актуализацию рефлексии, смысла и самоорганизации студентов. Статья адресована научно-методическим советам вузов, преподавателям и слушателям системы повышения квалификации. The article substantiates the relevance of the use of reflection in the development of mobile skills of students’ self-organization. One of the favorable conditions for solving the problem is defined as an interactive educational environment, which is created and implemented by means of knowledge-reflexive, information-knowledge, dialogue of reflexive positions and project reflection technologies. The regular connections between the productivity of the development of mobile skills of self-organization of students with their reflexive and meaning-creating position in educational dialogues are experimentally substantiated. The classification of master-classes on the basis of presentation interactive educational environment is introduced with determination of evaluation criteria for measuring the efficiency in reflexive abilities development as well as teachers’ and students’ self-organization. The development of reflexive abilities and self-organization in the interactive educational environment is experimentally proved. The practical significance of the research results is in the possibility of creating an interactive educational environment in the educational process of the university via means of the actualization of reflection, meaning and self-organization of students. The article is intended for scientific and methodological Counseling at the University, teachers and listeners of the professional development system.

scholarly journals Higher education in times of health crisis 2020

2021 ◽  
Vol 7 (3C) ◽  
pp. 60-72
Author(s):  
Wendy Viviana Canales Inga ◽  
Nicanor Segismundo Asmat Vega ◽  
Jorge Aurelio Engracio Salinas ◽  
Luis Alberto Núñez Lira
Keyword(s):  
Internet Access ◽  
Qualitative Approach ◽  
Learning Processes ◽  
Virtual Education ◽  
Health Crisis ◽  
Technological Tools ◽  
Teachers And Students ◽  
Generic Competences ◽  
The University ◽  
And Training

The purpose was to analyze the learning processes in virtual education in students of a university in Huacho, 2020, where two categories have been considered: virtual education and skills in the context of this health emergency. From the qualitative approach, the population made up of university students was studied and the effectiveness of virtual education was obtained as a result, considered as a means of interaction between students and teachers despite the limitations: internet access, saturation of the university platform and greater teacher training in the use of technological tools. The category of competencies shows the ignorance of students about generic competences and specific competences, for which it is necessary to reinforce virtual education in the accompaniment and training of teachers and students.

scholarly journals Motivation toward English Language Learning among Iraqi University Students

2021 ◽  
Vol 2 (3) ◽  
pp. 46-56
Author(s):  
Saleh Jebrael Saleh ◽  
Shahen Jamal Majeed
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Practical Implication ◽  
Learning Activities ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers ◽  
Teachers And Students ◽  
The University

Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying   the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom. Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also conducted with the selected group of learners. Results: The findings of the study revealed that learners were motivated more instrumentally as compared to integratively. It was also evident that the students were interested in different learning activities. Practical Implication: This study will have a greater contribution to the pedagogy of English language learning. The findings of the study might be used by curriculum developers to make changes and implement the best techniques of teaching English in the Iraqi EFL curriculum. Originality/Value: The results of this study may make the university teachers and students aware of the significance of motivation in enhancing the English learning process. Also, the findings may make university teachers more creative in developing interactive learning activities that will be suitable for students.

scholarly journals Integrating Emerging Technologies into Higher Education – The Future Perceptions

2021 ◽  
Author(s):  
Janika Leoste ◽  
Larissa Jõgi ◽  
Tiia Õun ◽  
Luis Pastor ◽  
José San Martín López ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
University Teaching ◽  
Negative Effects ◽  
University Teachers ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
The University

Emerging technologies have a potential future impact on the developments in higher education and teaching practices at the universities. The paper is based on the project “My future colleague robot” that aims to improve the competence of university teachers in the implementation of Emerging Technologies (ETs) in the teaching practices at the university. In this paper, we identified the strengths and weaknesses, opportunities and threats that are related to the adoption of two ETs, robotics and Artificial Intelligence (AI), in higher education. Additionally, we analyzed the perceptions of faculty about these ETs. The empirical data was collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous experience related to ETs can support positive attitudes and the implementations of ET in university teaching. University teachers had optimistic expectations towards ETs accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

scholarly journals Changing Role of the University Teachers: An Agenda for Transformative Education

2020 ◽  
Vol 35 (1) ◽  
pp. 149-162
Author(s):  
Rajan Binayek Pasa ◽  
Suman Kharel
Keyword(s):  
Sustainable Development ◽  
Policy Formulation ◽  
Transformative Education ◽  
University Teachers ◽  
Implementation Processes ◽  
Teachers And Students ◽  
Just Society ◽  
The University ◽  
Changing Role

This library based paper appraises importance of transformative education in Nepalese context. In doing so, educational outcomes have been theorized based on Vedic educational philosophy, power and pedagogy as well as fourth goal of sustainable development (quality education for all). This paper comes up with conclusion that transformative education has been becoming international agenda for sustainable development. Nepalese policy also has focused on developing and utilizing human capital potentials. However, modern education system has been re/producing passive teachers and students even in Universities. Teachers are failed to produce critical students having fullest sense of civic virtues and justice that are enviable for maintaining just society. Thus, better to apply intrinsic, extrinsic and functional power and linking teaching with personal and social development while transmitting of knowledge in the process of socializing students and others. Government mechanisms also need to create conducive environment for letting university teachers to participate during policy formulation and implementation processes. Finally, it is better to apply contextual model for transformative education by the University teachers highlighted in this paper.

scholarly journals Técnica de aprendizaje basado en problemas aplicada a la docencia práctica de asignaturas de Microbiología en la Universidad de Jaén

2019 ◽  
pp. 151-157
Author(s):  
Elena Ortega ◽  
Rosario Lucas ◽  
Rubén Pérez ◽  
Antonio Cobo ◽  
Nicolás Glibota ◽  
...  
Keyword(s):  
Curriculum Design ◽  
Collaborative Teaching ◽  
Innovative Teaching ◽  
Teaching Innovation ◽  
University Teachers ◽  
Teachers And Students ◽  
Innovation Project ◽  
Competence Acquisition ◽  
The University ◽  
Cristo Rey

Resumen Habiendo detectado la necesidad de actualizar las técnicas docentes empleadas por el profesorado universitario, estamos desarrollando, en colaboración con el Departamento de Ciencias Naturales del Colegio Cristo Rey de Jaén, el proyecto titulado “Transferencia de prácticas docentes de trabajo cooperativo del ámbito pre-universitario a la docencia práctica de asignaturas de Grado y Postgrado en la Universidad de Jaén”, concedido en la Convocatoria de Proyectos de Innovación e Incentivación de las Buenas Prácticas Docentes en la Universidad de Jaén y que implica a cuatro áreas de la Facultad de Ciencias Experimentales. En concreto en el área de Microbiología hemos desarrollado un bloque de prácticas mediante la técnica de Aprendizaje Basado en Problemas y el resto mediante la metodología tradicional de explicación previa del profesor y desarrollo de la práctica. Tanto la motivación del profesorado como de los estudiantes ha mejorado tras la aplicación de esta técnica docente. La adquisición de competencias también ha sido superior en las prácticas desarrolladas con esta metodología, en comparación con las desarrolladas por el método tradicional. Concluimos que esta metodología docente se puede adaptar perfectamente a la enseñanza universitaria, puede facilitar la comprensión del fundamento teórico y la adquisición de competencias en algunas clases prácticas, además de mejorar la motivación tanto del profesorado como de los estudiantes. Abstract Pre-university teachers have probed experience in applying new and innovative teaching methods, so we have been guided by professors from the High School “Cristo Rey Jaén” to develop these techniques in the scope of applicability of a Teaching Innovation Project titled “Transfer of collaborative teaching techniques from pre-university levels to practical classes at the University of Jaén”, that we obtained from this University and that implies the joint effort of four areas of knowledge in the Faculty of Experimental Sciences at the University of Jaén. Problem-Based Learning (PBL), a pedagogical approach and curriculum design methodology often used in higher education, has been used in practical classes in the Microbiology Unit. We have detected higher drive in both, teachers and students in those practical classes conducted with this methodology, when compared to traditional techniques. Proficiency acquired by students was also higher when applying this methodology, so we conclude it can be perfectly transposed to University in order to improve the understanding of the theoretical basis of practical classes, the competence acquisition by students and to increase the motivation of both, teachers and students.

Sign in / Sign up

Export Citation Format

Share Document