scholarly journals Challenging the five-stage model for e-learning: a new approach

2007 ◽  
Vol 15 (1) ◽  
Author(s):  
Pam Moule
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Conceptual Model ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Design ◽  
Stage Model ◽  
Online Teaching And Learning ◽  
New Approach ◽  
E Learning

The five-stage approach to e-moderating has provided a coherent model upon which to base online learning design in higher education. However, despite its growing popularity, there are concerns that the model is becoming a dominant discourse, being adapted as a template for the design of all online teaching and learning, to the exclusion of other ideas. It is suggested that the five-stage model may not be the panacea it appears and alternative models of e-learning cannot be ignored. This paper reviews the five-stage model and contrasts it with a new conceptual model, ‘the e-learning ladder’, conceived as part of research with healthcare students in the higher education setting.DOI: 10.1080/09687760601129588

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

scholarly journals Impelementasi Media Daring Dalam Mendukung Pembelajaran di Masa Pendemi

2021 ◽  
Vol 1 (03) ◽  
pp. 110-115
Author(s):  
Ubaidillah Kamal Faseh ◽  
Septi Gumiandari
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Minimum Data ◽  
Library Research ◽  
E Learning

The Covid-19 pandemic has caused many activities to stop, including activities teaching and learning conventionally. Until a solver or deep solution is needed respond to these problems. Teaching and learning activities carried out online is a way to overcome that problem. Destination The research was to determine the use of online learning e-learning media for students at a university in Indramayu. The research instrument carried out on the collection of information and data is by means of questionnaires and library research. As a result of this research shows that online learning has been implemented well, and takes advantage of various learning media such as WhatsApp, Google Classroom, Zoom and Google Meet so learning becomes more varied and makes students not bored quickly and understand faster material delivered. There are several obstacles faced in implementation of online teaching and learning activities, namely the internet network that is not stable, lacking maximum availability of physical references and minimum data quota Internet. Online learning needs to be used as best as possible in activities learning and teaching because it is an innovation in learning so that students and lecturers can conduct lectures efficiently and effectively.

scholarly journals Assessment of Distance Learning in the Algerian Universities during the COVID-19

2021 ◽  
Vol 6 (1) ◽  
pp. 18-46
Author(s):  
Boutkhil Guemide ◽  
Dr. Salima Maouche
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Electronic System ◽  
Learning Objectives ◽  
Online Teaching And Learning ◽  
Corona Virus ◽  
Valid Data ◽  
Ministry Of Higher Education

Like many countries in the world, Algeria has been hit by the Corona virus, and as a result, the Algerian government has taken serious measures to deal with the current situation. In this context, the Algerian ministry of higher education and scientific research has instructed universities to perform online teaching and learning through regular, established eLearning platforms, as a step towards reducing the spread of the Corona virus. The present paper provides an assessment of the online learning electronic system provided by the Algerian universities during the pandemic. Basically, the research relies on students’ and teachers’ questionnaires as the undertaking tool to gather valid data in order to analyze and highlight the shortcomings of the online learning. The research results indicated that total reliance on online learning was according to strategies and planned learning objectives as it needs a solid platform for its total implementation. The research concluded with some recommendations which should be taken into account for better implementation of online learning electronic system in the Algerian higher education context. 

scholarly journals A pedagogy of care: PGCE students’ experiences of online learning during Covid-19

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Jennifer Feldman ◽  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Programme ◽  
Good Care ◽  
Care Needs ◽  
Online Teaching And Learning ◽  
Graduate Certificate ◽  
The University

The article discusses the online teaching and learning experiences of university students during the recent countrywide lockdown and higher education institutional shutdown due to the Covid-19 pandemic. Drawing on philosopher Joan Tronto’s phases of care and associated moral elements, the article reports on survey data from a large cohort of students in the Post Graduate Certificate of Education programme at Stellenbosch University and seeks to analyse the students’ care needs and experiences of care during this period. The aim of the article discussion is not to answer the question whether the university institution offered the students good care during the campus shutdown and remote teaching and learning, but rather to understand the experiences of the students of online teaching and learning during this time.

scholarly journals Interrogating Factors Affecting the Choice and Utilisation of Online Learning Technologies for A Higher Education Institution

2021 ◽  
Vol 8 (9) ◽  
pp. 278-288
Author(s):  
Cosmas Maphosa ◽  
Talent Rugube ◽  
Khetsiwe Eunice Mthethwa-Kunene ◽  
Patience Dlamini
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Technologies ◽  
Sub Saharan Africa ◽  
Online Teaching And Learning ◽  
Factors Affecting

ABSTRACT  This desktop review paper advances the view that the utilisation of technology for online teaching and learning needs to be based on sound considerations. Online learning technologies are defined and the purpose of utilising such technologies is explored. Among the different considerations in online technology utilisation is the need to consider how the technologies assist in solving pedagogical challenges for teaching and learning. The context in which the learners and the course instructors find themselves using the technologies may promote or negate the effective use of the technology. Technology may be costly to procure and maintain, and this factor should be considered before the technology is procured for use in an institution of higher education. In many contexts, especially in sub-Saharan Africa, the digital divide is real in terms of access to technologies and the skills in technology use. The use of technology may perpetuate social differences as learners from disadvantaged backgrounds end up being left out of the learning process. Organisational and infrastructural issues are other important factors to consider in technology utilisation. The paper concludes that technology utilisation for online teaching and learning should be deliberately planned to consider numerous factors and address avoidable challenges in the implementation of online 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.

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

scholarly journals Online Teaching and Learning Ecology in Thai Higher Education during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Anucha Somabut ◽  
Kulthida Tuamsuk
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Success Factors ◽  
Teaching Method ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
Technology And Learning ◽  
Learning Ecology

The chapter presents the impact of COVID-19 on Thai higher education the national, and university reactions and policies to cope with the situation. Parallel with the technology disruption, most universities have been attempting to promote online teaching due to the new learning environments and learning style of students, while faculty members are still reluctant. However, the COVID-19 has inevitably changed the ways the faculty members handle their classes. In this chapter, the findings on the components of online teaching and learning ecology (OTLE) in Thai higher education during the COVID-19 is summarized and proposed, covering the following topics: learning and teaching method, technology and learning resources, teacher roles, and student roles and responsibilities. Finally, the key success factors for the development of learning ecology at the higher education level are also covered.

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