scholarly journals Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance

2020 ◽  
Vol 12 (23) ◽  
pp. 10137
Author(s):  
Julen Izagirre-Olaizola ◽  
Jon Morandeira-Arca
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Basque Country ◽  
Business Management ◽  
Emergency Situation ◽  
Learning Processes ◽  
Teacher Skills ◽  
Before And After ◽  
Teaching Learning

The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

Effect of Digital Pedagogy in Ierventions in Rural Areas

2021 ◽  
pp. 227-240
Author(s):  
Sona Ahuja ◽  
Diksha Yadav
Keyword(s):  
Academic Achievement ◽  
Rural Areas ◽  
Online Teaching ◽  
Tamil Nadu ◽  
Learning Experience ◽  
Learning System ◽  
School Students ◽  
Digital Pedagogy ◽  
Set Up ◽  
Teaching Learning

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.

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.

Teaching Competencies of Pre-Service Spanish Language Teachers through the ECO method

2021 ◽  
pp. 516-535
Author(s):  
Lucas-Oliva Inés ◽  
García-Jiménez Jesús ◽  
Torres-Gordillo Juan-Jesús
Keyword(s):  
Design Thinking ◽  
Learning Experience ◽  
Educational Background ◽  
Demographic Characteristics ◽  
Spanish Language ◽  
Language Teachers ◽  
Teaching Competencies ◽  
Challenge Based Learning ◽  
Before And After ◽  
Teaching Learning

Developing the teaching competencies of pre-service Spanish Language and Literature teachers is one of the current demands in higher education. A teaching-learning experience has been developed through the ECO method (Explore, Create, Offer), which is an innovative methodology inspired by Human Centred Design, Design Thinking, and challenge-based learning. The aim of the study was twofold: a) to check whether pre-service teachers perceive that their teaching competencies have improved after this experience; b) to find out the relationships between their perception of the different competencies and certain socio-demographic characteristics. A Likert-type questionnaire on teaching competencies before and after the experience was conducted. 92 participants took part in the pre-test and 66 in the post-test. The results show an improvement in the perception of their competencies at the end of the experience and high levels of motivation throughout the course. These improvements occurred regardless of socio-demographic characteristics such as age or educational background. It is concluded that the ECO method favours the acquisition of competencies, fosters motivation, and offers equal learning opportunities, thus fulfilling the democratising function of the university.

Education During the Pandemic

2021 ◽  
pp. 209-224
Author(s):  
Manju Lata ◽  
Anu Gupta
Keyword(s):  
Comparative Analysis ◽  
Learning Process ◽  
Online Teaching ◽  
Learning Processes ◽  
Traditional Classroom ◽  
Integrative Approach ◽  
Educational Activities ◽  
Modern Methods ◽  
Teaching Learning ◽  
The Impact

The lockdown situation has hampered the learning processes to a large extent across the globe. Many educational institutes promptly adapted to the situation and moved towards online learning, and many found constraints in this sudden migration. The purpose of the chapter is to identify the impact of a pandemic on the ongoing educational activities and how these activities were carried out with the help of technology-based solutions. A comparative analysis of the traditional and modern methods of teaching-learning has been carried out to check their suitability during the pandemic time. The significance of this chapter is to describe an integrative approach of continuing online teaching-learning activities throughout the lockdown time by establishing the connection between the online teaching-learning process and the traditional classroom-based methods. The challenges offered by the online environment have been outlined from the perspective of both the educational institutes and the learners.

PARADIGM SHIFT IN THE MEDICAL UNDERGRADUATE TEACHING LEARNING METHODS AND ASSESSMENT IN THE COVID 19 PANDEMIC TIME

2021 ◽  
pp. 43-45
Author(s):  
Radha Tatapudi ◽  
Indira Guntoory ◽  
Bhamidipaty Kanaka Durga Prasad ◽  
Sudha Rani Balla ◽  
Nirupam A Palakodeti
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Undergraduate Teaching ◽  
Online Class ◽  
Medical Undergraduate ◽  
To Come ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

Background: Medical education has experienced a sea of change in the last decade. Covid- 19 pandemic has catalysed a drastic change in the learning experience from traditional classroom teaching to virtual education. Methods:After 4 months of online teaching at our institute, an online survey based research study was conducted on the perceptions of students and faculty of our department about online teaching. Results:Atotal of 215 students consented to participate. 63.72% felt that the clarity of presentation and audibility was good. 25.11% of students faced major problems with net connectivity. However 51.1% felt that their interaction with other students was less and 27.4% felt that their interaction with faculty was less in online classes when compared to traditional class room.34% were satised and 41.8% gave an equivocal response to satisfaction with online teaching. 12 faculty members participated in the survey. 58.33% of the faculty felt condent in meeting the technical demands of online teaching.41.66% opined that the level of student participation was less in online class. 66.66% experienced difculty in keeping their students involved in the online class. 83.33% appreciated the institutional support. 91.66% of the faculty enjoyed their new experience of teaching online. Conclusion:The students appreciated the efforts of the faculty and management in imparting education virtually as a viable option in the pandemic time. Teachers also echoed the same opinion. Blended learning could be used to enhance and complement the formal face to face teaching in medical education in the years to come.

scholarly journals The Architectural Design of Successful Online English Classes

2021 ◽  
Vol 27 (2) ◽  
pp. 121-124
Author(s):  
Daniela-Elena Duralia
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Architectural Design ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
English Classes ◽  
Self Confidence ◽  
The Impact

Abstract Various studies on the impact of online teaching and learning have shown the importance of a teacher’s presence in the classroom, in terms of the efficiency of conveying knowledge. With online teaching, students show that they still require their teacher’s involvement as well, demonstrating that his/her guidance and management of a class remains an important component of pedagogy. However, not all students decide to get equally involved in in-class activities, considering the issues that four groups of students in a university revealed during their online learning experience during the COVID-19 pandemic. Their need for better interaction with the teacher and their hesitancy to participate due to possible bullying, demonstrate that a teacher’s presence is necessary. The Peer-Review Approach and the Flipped Classroom Strategy were both helpful to the students as they were involved in activities under the teacher’s observation. The latter could check the students’ knowledge acquired before the start of the classes and monitor their learning process, which enhanced their feeling of self-confidence. As a result, the students could better concentrate and became more self-confident as they succeeded academically.

scholarly journals The BigBlueButton in teaching- learning processes, invironmental education in ecotecnologies for sustainability

2020 ◽  
pp. 17-29
Author(s):  
Leticia GALINDO-GONZÁLEZ
Keyword(s):  
Environmental Education ◽  
Present Article ◽  
Metropolitan Area ◽  
Learning Process ◽  
Online Teaching ◽  
Learning Processes ◽  
Qualitative Investigation ◽  
Knowledge And Skills ◽  
Technological Tool ◽  
Teaching Learning

The present article is a qualitative investigation of descriptive and documentary scope, which aimed to identify how the technological tool called BigBlueButton (BBB) influenced the online teaching-learning processes of six students who lived out of Guadalajara metropolitan area, and other states of the country.The results showed that students who resided outside of metropolitan area and other states of the country, who used the online technological tool (BBB), achieved a teaching-learning process that gave them knowledge and skills necessaries to develop their environmental education projects in Ecotechnologies, for sustainability in their locality.

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 Adaptation to Online Technology for Learning during COVID-19 Pandemic: An Observational Study of Effectiveness and Student’s Perception in Various Universities

2021 ◽  
Author(s):  
Saurabh Kumar ◽  
Ankush Sharma ◽  
Shveta Sharma ◽  
Sajjan Pal ◽  
Anand Kumar Singh
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Total Sample ◽  
Online Classes ◽  
Indian Government ◽  
Online Technology ◽  
Rapid Spread ◽  
Teaching Learning ◽  
The University

Introduction: COVID-19 is a newly discovered infectious disease caused by a virus named ‘coronavirus’. To control the rapid spread of the virus, Indian government announced lockdown in whole country. The lockdown has largely affected the lives of students because education was shifted from traditional classroom learning to online learning. After COVID 19 pandemic the online teaching-learning has become more prevalent in India, it becomes particularly important to know its effectiveness and to know whether it’s actually helping the students to achieve what they expect. Aim: The present study was designed to understand the effectiveness, student’s perspective, attitudes and readiness about online classes being conducted at the University level. Materials and Methods: An observational, descriptive study was conducted with a total sample size of 400. Students studying in four different universities were included in the study. The data was collected using a Questionnaire. A semi structured, self-administered questionnaire was prepared on Google Forms with open and close ended questionnaire and was circulated among university going students via WhatsApp and e-mail. The data was tabulated by Google spreadsheet. SPSS version 20 was used for data analysis. Results: Out of 400 students, who participated in the study, 55.25% students liked and 44.75% disliked online teaching during the lockdown period. However, 90.5% said that classroom was an effective platform for learning in comparison to online learning. Total of 6.5% subjects were completely satisfied, 24.5% somewhat satisfied and 8.25% were completely unsatisfied with online learning experience. A 44.75% student also felt difficult to spend several hours on mobile or computer. Conclusion: After analysing the results, it was concluded that the students liked the online classes but are not interested in continuing the same way after the lockdown. They felt that classroom teaching was more effective than online learning due to issues related to topic understanding, net connectivity, and lack of practical and/or demonstrations. Hence, certain improvements must be made to increase its acceptability amongst students.

Sign in / Sign up

Export Citation Format

Share Document