scholarly journals Information and Communication Technology Emerges as a Beacon of Hope in Online Teaching

2021 ◽  
Vol 9 (4) ◽  
pp. 294-299
Author(s):  
Anuradha Sekhri
Keyword(s):  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Science ◽  
Vital Role ◽  
Science Teaching And Learning ◽  
Critical Data ◽  
Communication Processes ◽  
Information And Communication ◽  
Complex Models

ICT based pedagogy plays a vital role in making school science more relevant, exciting and motivating for students, and it offers opportunities to dissolve the boundaries between school and society. ICT has become a powerful tool that has revolutionised the work of scientists. It is now possible to handle more critical data, and more complex models and simulations can be developed and tested. The communication processes within the scientific community are speeded up because of more accessible access to research results in online scientific journals. With access to the Internet, it is easier to collaborate with fellow researchers across geographical boundaries. The application of ICT can support the quality improvement of the teaching and learning process, facilitating curriculum design and the development of educational skills. Digital tools in teaching and learning can increase students’ concentration, communication, motivation and creativity. ICT can facilitate and enable teachers to communicate their information and develop understanding in students. ICT has an important aspect of developing competencies needed for teaching in science education. Since it can be used as an enabler in the delivery and delivery of instruction in science teaching and learning. ICT can enhance science’s objectives and goals and at the same time encourage the development of some science skills.

Non-Verbal Communication in the Context of Social Presence in Virtual Space

2021 ◽  
Vol 37 (4) ◽  
pp. 273-294
Author(s):  
Nuredayu Omar ◽  
◽  
Salafiah Mohd Ali ◽  
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Verbal Communication ◽  
Virtual Space ◽  
Online Teaching And Learning ◽  
Communication Processes ◽  
Negative Effect ◽  
Virtual Presence ◽  
The Individual

Studies related to non-verbal communication in virtual space need to be explored as a result of changes in communication processes that largely rely on online interaction due to the COVID-19 pandemic. Undoubtedly, it has extended the scope of understanding an individual’s virtual presence and the effectiveness of non-verbal communication practices. In this study, non-verbal communication is explored in the process of online teaching and learning. Social Presence Theory has been used in understanding the practice of lecturers to establish relationships through their virtual presence and build closeness with students during online teaching and learning. In-depth interviews were conducted with a total of ten students of Universiti Utara Malaysia (UUM). This study has found that lecturers can establish relationships and closeness with students through non-verbal communication cues such as kinesic, proxemic, chronemic, and paralinguistic. Lecturers who practice effective non-verbal communication enable a positive effect on students in terms of motivation to learn, focus in learning sessions, create interest in understanding topics, and feel at ease in learning. However, the lecturers' non-verbal communication has had a negative effect if the lecturer is unable to build a good relationship especially in terms of chronemic and facial expressions cues. It will cause students to be unmotivated and experience emotional stress. In conclusion, non-verbal communication is still vital in the process of establishing a social presence and building relationships even online. The practice of non-verbal communication during the individual social presence in virtual space needs to be explored in other contexts such as in organisations. Keywords: Non-verbal communication, online learning, qualitative, Social Presence Theory, Covid-19.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

Science and Special Education

1994 ◽  
Vol 15 (2) ◽  
pp. 128-133
Author(s):  
Rodney L. Doran ◽  
J. Richard Sentman
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
School Science ◽  
The Other ◽  
Special Focus ◽  
Special Issue ◽  
Science Teaching And Learning ◽  
Science Educators

This paper is organized into two major parts: a review of current activities in science education, and a review of the articles within this special issue. Project 2061 (aaas) and the scope, sequence, and coordination project (nsta) are ongoing efforts to develop new approaches for school science programs. Other reports and journals in the science education field are described briefly. “Constructivism” and “alternative assessment” are two of the ideas science educators are currently exploring as ways to improve science teaching and learning. The last section includes brief reviews of each of the other papers in this issue with special focus on the science education dimension. There is much we can learn from each other.

scholarly journals Upaya Mendorong Pembelajaran Efektif Masa Pandemi Melalui Pelatihan Inovasi Belajar Berbasis Digital

2021 ◽  
Vol 4 (2) ◽  
pp. 165-172
Author(s):  
Zailani Surya Marpaung ◽  
Slamet Widodo ◽  
Nurmah Semil ◽  
Mardianto Mardianto
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Digital Platforms ◽  
Community Activities ◽  
The World ◽  
Post Test ◽  
Innovative Learning ◽  
Information And Communication

Abstract: Pandemic Covid-19 has had a direct impact on the world of education. The limitation of the crowd in community activities in public places causes the world of education to maximize the use of information and communication technology as a medium for distance learning or online. This encourages educators/ teachers to formulate alternatives for distance learning media by adapting them according to the conditions of available facilities and infrastructure, and mastering the use of a number of digital platforms that can be used as alternative learning media. This digital-based learning innovation training activity aims to introduce and assist the use of several digital learning media in one of the schools, namely SMK Lingua Prima Indralaya. Assessment of the success of the training held was carried out through a pretest and post-test. Assistance is carried out so that teachers understand and gain insight in formulating innovative learning methods in the implementation of the distance or online teaching and learning process. In this training, introduction and assistance were carried out related to the use of audio podcasts, maximizing the function of social media and also designing materials with attractive and innovative PowerPoint templates.Keywords: digital based learning; effective learning; pandemic period  Abstrak: Pandemi Covid-19 telah berdampak secara langsung terhadap dunia pendidikan. Dibatasinya kerumunan dalam aktivitas masyarakat ditempat umum menyebabkan dunia pendidikan harus memaksimalkan penggunaan teknologi informasi dan komunikasi sebagai media pembelajaran jarak jauh atau daring. Hal ini mendorong tenaga pendidik / guru harus merumuskan alternatif-alternatif media pembelajaran jarak jauh dengan cara mengadaptasinya sesuai dengan kondisi sarana dan prasarana yang tersedia, serta menguasai penggunaan sejumlah platform digital yang dapat digunakan sebagai media pembelajaran alternatif. Kegiatan pelatihan inovasi belajar berbasis digital ini bertujuan untuk melakukan pengenalan dan pendampingan penggunaan beberapa media pembelajaran digital di salah satu sekolah, yakni SMK Lingua Prima Indralaya. Penilaian terhadap keberhasilan pelatihan yang diselenggarakan ini dilakukan melalui pretest dan post-test. Pendampingan dilakukan agar para guru memahami dan menambah wawasan dalam merumuskan metode pembelajaran yang inovatif dalam pelaksanaan proses belajar mengajar jarak jauh atau daring. Pada pelatihan ini dilakukan pengenalan dan pendampingan terkait penggunaan podcast audio, memaksimalkan fungsi media sosial dan juga merancang materi dengan template powerpoint yang menarik dan inovatif.Kata Kunci: masa pandemi; pembelajaran berbasis digital; pembelajaran efektif

scholarly journals South African universities in a time of increasing disruption

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Johan Coetzee ◽  
Brownhilder Neneh ◽  
Karlien Stemmet ◽  
Jana Lamprecht ◽  
Constance Motsitsi ◽  
...  
Keyword(s):  
Higher Education ◽  
South African ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
African Students ◽  
Study Approach ◽  
South African Universities ◽  
The Impact

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.Setting: Six South African and five top-tier US and UK universities.Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

A strategy for using digital mindsets and knowledge technologies to move past pandemic conditions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cherry Stewart ◽  
Ashfaq Ahmad Khan
Keyword(s):  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Management Accounting ◽  
Pedagogical Practice ◽  
Content Type ◽  
Theoretical Concepts ◽  
Constructive Development ◽  
Learning And Teaching ◽  
Tertiary Teaching

Purpose The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the COVID-19 lockdown. However, responses have been unique for many university educators, regardless of the roles they have in supporting students during this time. How each person approaches the changing context can be enhanced by an understanding of their mindset as defined by Kegan’s theory. Design/methodology/approach An accounting academic and educational designer combine their expertise and engage a “digital mindset” to guide the re-design of the management accounting unit incorporating strategies that encourage students to be self-reliant yet learn from a broad diversity of perspectives. Findings Unexpected changes within an educational environment may be the catalyse needed to force significant rethinking of pedagogical practice within the online teaching space. Practical implications This paper offers practical thinking and design tips for creating interactive learning and teaching programs to develop a positive and supportive approach that challenges and facilitates cognitive growth in student knowledge, skills and learning behaviours. Social implications Stimulating student interaction via the creation of interactive and dynamic online curriculum design teachers may communicate more effectively with students as well as sharing their knowledge and skills with each other. Originality/value The authors explore Kegan’s ACD framework (1982, 1998, 2009) within the context of tertiary teaching and learning design for management accounting. The authors propose online strategies for each of the levels of development in the form of supports and challenges.

scholarly journals Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&E) Education

2019 ◽  
Vol 9 (2) ◽  
pp. 124 ◽  
Author(s):  
Galena Pisoni
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Processes ◽  
Learning Activities ◽  
European Universities ◽  
Teachers And Students ◽  
Information And Communication ◽  
Innovation And Entrepreneurship

New information and communication technologies (ICTs) provide educators and learners with novel approaches to enhance teaching and learning processes. Technology enabled learning plays a vital role in contemporary education and blended learning is widely adopted across higher education as a learning mode. In this paper we reflect on the strategies for introducing blended learning in a network of European universities and the first lessons learnt from the experience. A total of 18 universities took part with around 350 students registered in the 2018–2019 academic year. In this report we recount how the lecturers in our network introduced the blended learning in their classes, the different types of lessons resulting from this effort, as well as the teachers’ and students’ perceptions regarding the blended learning activities performed. Our reflection is focused on the use of blended learning and its positive effect on activating students and development of innovation and entrepreneurship soft skills. The perceptions on blended learning are interrelated, with the success of the blending models depending on the blended learning activities, and how well the respective online contents are embedded into the teaching and learning processes.

scholarly journals Online Classes as a Paradigm Shift in Teaching and Learning Culture

2020 ◽  
pp. 52-60
Author(s):  
Ganga Ram Paudyal
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Further Education ◽  
Traditional Teaching ◽  
Online Classes ◽  
Models Of Teaching ◽  
Digital Era ◽  
Information And Communication ◽  
Ict Tools ◽  
The Government

This article shows a shift that is brought about by the integration of information and communication technology (ICT) in teaching and learning activities in Nepal. The objective is to investigate how online classes have transformed traditional teaching models. It reviews the effectiveness and challenges of online classes as the world is rapidly moving to the digital era. The policies and plans of the Government of Nepal are directed to integrate ICT tools to transform traditional models of teaching realizing the necessity and importance of using technology in education. The proper application of technologies has transformed the practices and procedures of all forms of venture within education, business, governance, and personal life. Online classes apply flexible delivery modes to help and address the issues of the diverse potential learners by providing multiple pathways and opportunities for those seeking further education in future although they have some challenges. During the COVID-19 pandemic, all schools and universities in Nepal have switched their regular classes into online classes to give continuity in teaching and learning. This pandemic can be an opportunity to accelerate technology-based learning in academic institutions, developing online teaching and learning infrastructure.

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