scholarly journals Enhancing English Communication Skills of Thai University Students through Google Apps for Education (GAFE) in a Digital Era during Covid-19 Pandemic

2021 ◽  
Vol 9 (3) ◽  
pp. 91-98
Author(s):  
Parichat Chiablaem
Keyword(s):  
University Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
English Classrooms ◽  
Integrated Technology ◽  
Starting Point ◽  
Strongly Agree ◽  
Key Indicators ◽  
Thai University

During the covid-19 dilemma, all educators worldwide have been alerted by the alarm clock of urgent online teaching and learning. This leads to a curiosity of which online tools are suitable for the online learning contexts, especially for English classrooms where there are more than just lecturing, but also practicing English skills. Google Applications for Education (GAFE) is one of the teaching alternatives to create collaborative learning and being used as major media in online teaching. Therefore, the aim of this quantitative study is to explore the opinions of Thai university students regarding the use of G Suite Applications namely Google Classroom, Google Meet, Google Docs, and Google Forms, in an English online course during the Covid-19 situation and to indicate how the applications can be integrated with online tasks that promote English skills. The participants of the study were students who enrolled in a fundamental English course which was conducted online at the time of the Covid-19 crisis by the researcher. The data were gathered from an online questionnaire consists of statements that represent key indicators of efficiency and validity of Integrated Technology and the information is interpreted by 5-point Likert Scale (Strongly agree, agree, disagree, and strongly disagree). The results show that the students have a positive experience using the applications in their online learnings. They agreed that the combinations of this application based on the functions enable them to enhance all English skills and grammatical and lexical knowledge. There is also a guideline that suggests how to apply these applications to create learning activities and tasks in an online setting. All in all, it is believed that this research will be a starting point for English teachers to use Web 2.0 tools, particularly G Suite, to serve the needs of the learners in the future online during this covid-19 crisis.

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

2021 ◽  
Vol 23 (09) ◽  
pp. 65-84
Author(s):  
Aditi Gupta ◽  
◽  
Anshika Sharma ◽  
Prof. Patiraj Kumari ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Classroom ◽  
School Closures ◽  
Health Crisis ◽  
Academic Activities ◽  
Almost All

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

scholarly journals Faculty Perceptions of Teaching Online During the COVID-19 University Transition of Courses to an Online Format

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Shantia Kerr-Sims ◽  
David Mc.Arthur Baker
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Spring Semester ◽  
Face To Face ◽  
Novice Faculty ◽  
And Performance ◽  
Online Format ◽  
Novel Coronavirus ◽  
Strongly Agree

As a result of the novel coronavirus (COVID-19) pandemic, many universities were required to make quick decisions to accommodate social distancing guidelines. Cherished university events such as commencement and spring convocations were postponed or cancelled. Such decisions were made in an effort to curb the number of people infected with the virus. Institutions were also forced to consider how to continue educating students in the midst of a pandemic. In many instances, faculty were required to transition their face to face courses to an online format. Some instructors were familiar with the instructional strategies and technological tools needed for effective online teaching. Whereas, other novice faculty were hesitant or even resistant to the idea of online teaching and learning. This case study at a Midwest Masters level university, examines the perceptions of faculty (n=158) regarding the quick adoption of their courses to an online medium during the Spring 2020 semester. The web-based survey instrument consists of two sections. Section I had 10 demographic questions, section II had 28 statements with a seven-point Likert-type scale measurement that ranged from 1 (strongly disagree) to 7 (strongly agree). Section II assessed perceptions and attitudes about the quick transition to online, and comparison of students’ engagement for the courses during the spring semester face-to-face vs the online format during COVID-19, and professors’ level of satisfaction with the transition. The data was analyzed using frequency, mean and ANCOVA with SPSS version 23. Findings revealed that generally faculty felt that course quality remained the same, that students’ engagement and performance declined during the pandemic and satisfaction levels with the transition were low.

scholarly journals Online Teaching and Learning Under COVID-19 Pandemic; Perception of University Students in Ghana

2021 ◽  
Vol 3 (1) ◽  
pp. e02203
Author(s):  
Smart Asomaning Sarpong ◽  
Gabriel Dwomoh ◽  
Ebenezer Kofi Boakye ◽  
Irene Ofosua-Adjei
Keyword(s):  
University Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning

scholarly journals COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Basim Sulaiman Alatni ◽  
Ismaila Rimi Abubakar ◽  
Saad Arslan Iqbal
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Learning Framework ◽  
Academic Activities ◽  
Sudden Transition

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.

scholarly journals TOWARDS E-LEARNING IN BASIC SCHOOLS DURING COVID-19: INSIGHTS FROM GHANAIAN TEACHERS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Naa Kai Amanor-Mfoafo ◽  
Kwamina Kurefi Edonu ◽  
Olivia Akrofi ◽  
Ebenezer Nortei Dowuona
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Learning Methods ◽  
Face To Face ◽  
Conventional Teaching ◽  
Private And Public ◽  
E Learning ◽  
Approach To Teaching

In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals UTILIZAÇÃO DE PSICOFÁRMACOS E SINTOMAS DE ANSIEDADE E DEPRESSÃO EM ESTUDANTES UNIVERSITÁRIOS DE LAGARTO/SE DURANTE A PANDEMIA DA COVID-19

2021 ◽  
Vol 2 (4) ◽  
Author(s):  
Wilma Caitano dos Santos ◽  
Edimes Mikaele Sá Dantas dos Santos ◽  
Karenine Maria Holanda Cavalcante
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Psychotropic Drugs ◽  
Online Teaching ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
General Anxiety Disorder ◽  
General Anxiety ◽  
Sociodemographic Profile ◽  
Probable Depression

Introdução: A pandemia causada pela COVID-19 pode provocar impactos na saúde mental dos universitários, devido a fatores como suspensão das aulas presenciais e a sobrecargas do ensino online, assim objetivou-se quantificar o número de estudantes universitários com ansiedade e depressão provável relacionando com o uso de psicofármacos durante a pandemia. Métodos: Estudo transversal, descritivo e quantitativo aprovado pelo CEP (CAAE: 37453920.0.0000.5546). Foi aplicado um questionário online para verificação dos sintomas de depressão (Questionário Sobre Saúde do Paciente; PHQ-2) e ansiedade (Escala de Transtorno geral de Ansiedade; GAD-2), e sobre o uso de psicofármacos e perfil sociodemográfico de estudantes de graduação da Universidade Federal de Sergipe (UFS) de Lagarto-SE. Resultados: Dos 99 participantes, 48,5% foram  classificados com ansiedade provável (GAD-2 ≥ 3) e 37,4% com depressão provável (PHQ-2 ≥ 3), enquanto que 33,3% (n=33) apresentaram depressão e ansiedade provável, simultaneamente. Destes 10,1% (n=10) faziam uso de psicofármacos. Uma quantidade significativa de pessoas que não fazem uso de psicofármacos apresentou sintomas de ansiedade (47,2%, n=42) e de depressão (33,7%, n=30). Conclusão: A grande maioria dos estudantes foi avaliada com depressão ou ansiedade provável, entretanto, uma pequena porcentagem faz uso de psicofármacos, podendo sugerir outras formas de tratamentos ou a falta de tratamento. Assim é sugerido que os mesmos procurem por apoio psicológico para avaliações adicionais. ABSTRACT Introduction: The pandemic caused by COVID-19 can cause impacts on the mental health of university students, due to factors such as suspension of in-person classes and overload of online teaching, so the objective was to quantify the number of university students with anxiety and depression likely related to the use of psychotropic drugs during the pandemic. Methods: Cross-sectional, descriptive, and quantitative study approved by CEP (CAAE: 37453920.0.0000.5546). An online questionnaire was applied to check the symptoms of depression (Questionnaire on Health of the Patient; PHQ-2) and anxiety (General Anxiety Disorder Scale; GAD-2), and on the use of psychotropic drugs and the sociodemographic profile of undergraduate students of the Federal University of Sergipe (UFS) in Lagarto-SE. Results: Of the 99 participants, 48.5% were classified with probable anxiety (GAD-2 ≥ 3) and 37.4% with probable depression (PHQ-2 ≥ 3), while 33.3% (n=33) presented depression and likely anxiety. Of these 10.1% (n=10) were using psychotropic drugs. A significant number of people who do not use psychotropic drugs had symptoms of anxiety (47.2%, n=42) and 33.7% (n=30) of depression. Conclusion: The vast majority of students were assessed with probable depression and anxiety, however, a small percentage uses psychotropic drugs, which may suggest other forms of treatment or lack of treatment. Thus, it is suggested that they look for psychological support for further evaluations.

scholarly journals TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students

Neofilolog ◽  
2021 ◽  
pp. 201-221
Author(s):  
Katarzyna Kozińska
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Online Teaching ◽  
Teaching Practice ◽  
Oral Communication ◽  
Research Literature ◽  
Online Questionnaire ◽  
Ted Talks ◽  
Interaction Skills

The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  

scholarly journals The Effectiveness of Synchronous Online Flipped Learning in College EFL Reading Course During the COVID-19 Epidemic

2020 ◽  
Author(s):  
Guihua Ma
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Influence Factors ◽  
Flipped Learning ◽  
Online Questionnaire ◽  
Learning Session ◽  
Asynchronous Online Learning ◽  
Synchronous Online

Abstract The purpose of this study was to examine the effectiveness of synchronous online flipped learning (SOFL) when no one can go to school and merely rely on online learning during the COVID-19 epidemic. According to community of inquiry (CoI), put forward by Garrison et al (2001), only when the three key elements of blended teaching, social presence, teaching presence and cognitive presence reach a high level, can effective learning occur, which were used as the framework of this study. Mixed methods were used to evaluate the effectiveness of SOFL teaching. A total of 60 undergraduates from pre-service English teacher training program participated in an online questionnaire survey and 25 of them voluntarily joined online in-depth interviews. Results showed that the learning effect was improved in SOFL context. Anonymity was found to improve learning in asynchronous online learning while distraction and lack of sustainable attention were found in synchronous online learning session. The findings suggest that instructors may need to have a careful design, strict organization and scientific implementation of synchronous online teaching and learning in order to achieve distinctive teaching effects, and that they may also consider the complex influence factors of synchronous and asynchronous online learning to arouse students’ interest and attention, and meet their learning needs (Wong 2020).

scholarly journals Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

2022 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos ◽  
Rubia Cobo-Rendón ◽  
Javier Mella-Norambuena ◽  
Alejandra Maldonado-Trapp ◽  
Carolyn Fernández Branada ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
University Students ◽  
Peer Relationships ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Education ◽  
First Semester ◽  
Low Expectations ◽  
Health Sciences Students

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

scholarly journals A Study on the Impact of COVID-19 Pandemic in African Universities

2021 ◽  
pp. 208-212
Author(s):  
Elijah Isanda Omwenga ◽  
Peter M. F. Mbithi ◽  
John N. Muthama ◽  
John Mwarabu Chone
Keyword(s):  
Higher Education ◽  
University Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
University Teaching ◽  
Teaching Staff ◽  
Higher Education System ◽  
The Impact

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

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