scholarly journals FOSTERING AN “EPIDEMIC” TEACHING & LEARNING ECOSYSTEM IN VIRTUAL LEARNING CLASSROOM

2020 ◽  
Vol 5 (37) ◽  
pp. 27-43
Author(s):  
Vincent Chan ◽  
Nur Iylia Syafiqah Abdul Malik
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Movement Control ◽  
Virtual Learning ◽  
Teaching Quality ◽  
Main Element ◽  
The Government ◽  
Technology Educators ◽  
Teaching Learning

Virtual teaching and learning have become the new norm to the education sector due to the hit of the Covid-19 pandemic. Because of the Movement Control Order (MCO) implemented by the government, all educational institutes were closed and need to operate virtually to continue the teaching and learning process. The main objective of this study is to develop an effective and impactful ecosystem to improve online teaching quality in virtual learning classrooms that can always keep students engaged and motivated. The education ecosystem is defined as an interconnecting system of various parties such as technology, educators, students, techniques, strategies, approaches, tools, and materials used in the classroom. Moreover, to create a dynamic online education ecosystem, educational resources need to seamlessly work together. Researchers explore the RICES strategy as the main element to develop this online education ecosystem. RICES strategy was developed from Rogers’ Humanist Theory, whereby R is the roles and relationship, IC is instruction and communication, E is emotion, and S is the structure. The term “epidemic” is chosen because it reflects the extensiveness or comprehensiveness of the ecosystem to be built. This paper presents a survey of 200 Multimedia University Melaka students who have experienced in virtual learning classrooms. A descriptive study was conducted to determine the most significant element in the RICES strategy. Results indicated that roles and relationship (R) is the most important element to keep the bond alive and well in online teaching. Finally, some suggestions for educators on how to successfully manage their classrooms were also discussed.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

scholarly journals EFFECT OF COVID-19 ON SCHOOL EDUCATION SYSTEM: CHALLENGES AND OPPORTUNITIES TO ADOPT ONLINE TEACHING AND LEARNING

2020 ◽  
Vol 8 (6) ◽  
pp. 10-17
Author(s):  
Sunayana Garg ◽  
Diwakar Aggarwal ◽  
Sushil Kumar Upadhyay ◽  
Gautam Kumar ◽  
Gulbir Singh
Keyword(s):  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Training System ◽  
School Students ◽  
Global Epidemic ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Teaching Learning

Purpose of Study: Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), deals with Coronavirus Disease 2019 (COVID-19) has instantly spread worldwide, leading to an episode of intense irresistible pneumonia. The COVID-19 pandemic has created a phenomenal change in educational teaching-learning framework globally. Other than financial and social effects, there is a difficulty in adopting new online education systems by stakeholders of academic institutions. Methodology: The review presented here is based on the platinum open access literature focusing on the adoption of the online education system during the current pandemic situation. This compilation of the findings is based on a systematic review published by the scholars of the relevant field of research targeted to opportunities and challenges in adopting ICT (Information and Communication Technology) and online teaching-learning pedagogy.  Main Findings: Specifically, school students need to deal with various sorts of ecological, electronic, and mental battles because of the COVID-19 pandemic. The whole education system from elementary to tertiary level has been imploded during the lockdown time of the COVID-19 in India and worldwide. The New Education Policy (NEP) 2020 has been delivered by the recently renamed Ministry of Education. The approach has given another face to the Online Education System in India. Applications of this study: The finding of the current investigation is a portrayal of opportunities and challenges in receiving the online teaching-learning education system by the public and private educational institutions. It will help in the planning and development of strategies to handle the challenges and opportunities of e-learning during the current global epidemic. Novelty of the study: The authors endeavored to address the web-based learning and teaching in the school training system in the midst of the COVID-19 pandemic. The capacity of offered resources in academic organization effectively changed conventional education into online schooling with the help of virtual classes and other urgent online gadgets in this reliably moving instructive scene.

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
pp. 273-283
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

scholarly journals The Challenges and Opportunities; CIPP Model for Evaluation for TEFL Following the COVID-19 Pandemic

2020 ◽  
Vol 2 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Muhammad Mustangin ◽  
Beny Riswanto
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Program ◽  
Cipp Model ◽  
The Government ◽  
Teaching Learning

This study are focused in : (1) how the context of the Online teaching learning process program on Covid-19 outbreak. (2) how the input of the Online teaching learning process program on Covid-19 to the success program, (3) how far the challenge and the opportunities of the Online teaching learning process program on Covid-19 pandemic. The objects of this study were: the English teacher in government’ schools and private school of junior high school and senior high school, and the students. The data were obtained from interview, classroom observation, and document analysis. Those data were analyzed by using Context, Input, Process, Product (CIPP) Model by Kellaghan and Stufflebeam (2003). The findings revealed some facts. First, in the context evaluation, it can be concluded that the online teaching and learning program are relevant and formulated in order to meet the students’ needs on this pandemic. Second, in term of input evaluation, the teacher did not fulfill the requirements of a qualified teacher yet. Therefore, this pandemic has become a challenge for educators especially for English teachers and students in higher education level. It impacted classrooms to be hardly. Here, the researcher advice the government to conduct a training and workshop in order to improve the quality and the professionalism.

scholarly journals Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

2021 ◽  
Author(s):  
Basma MOUNJID ◽  
Elhassane EL HILALI ◽  
Fatima AMRANI ◽  
Mohammed MOUBTASSIME
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
School Closure ◽  
School Closures ◽  
Teachers Perceptions ◽  
Data Collection Instrument ◽  
Teaching Learning ◽  
The Impact

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective

scholarly journals The Effectiveness of Teaching and Learning Process in Online Education as Perceived by University Faculty and Instructional Technology Professionals

2017 ◽  
Vol 6 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Raghu Naath Singh ◽  
David Hurley
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Academic Integrity ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Reliability And Validity ◽  
Student Empowerment ◽  
A Chain ◽  
Teaching Learning

Objective of the study was to assess selected principles of effective online education. Elements of those principles were identified and ranked in terms of their relative importance through Delphi procedures. Research steps included (1) a review of relevant literature critically reporting challenges and credibility of online course delivery experienced in the higher education, (2) developing a list of major principles for online learning (efficacy, student empowerment, and academic integrity) based on the literature, (3) selecting a sample through a chain-referral technique of faculty members and supporting technology staff involved in online teaching at selected university campuses, (4) interviewing respondents in two rounds to rank goals and means of each of the three evaluative principles, and (5) analyzing data and subjecting them for reliability and validity analyses. The study found strong academic support in the matters of efficacy and student empowerment for online teaching; but also found some concerns respondents had about the issues of maintaining adequate integrity of online courses.    Keywords: online education, teaching-learning process, identifying three effectiveness evaluation principles of efficacy, student empowerment and academic integrity; ranking goals and means for three principles through Delphi method, reliability, validity 

scholarly journals Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak

2020 ◽  
Vol 13 (3) ◽  
pp. 55 ◽  
Author(s):  
Wunong Zhang ◽  
Yuxin Wang ◽  
Lili Yang ◽  
Chuanyi Wang
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Academic Research ◽  
Management Policy ◽  
Chinese Government ◽  
Home Based ◽  
Teachers And Students ◽  
The Government ◽  
Online Teacher Training ◽  
Teaching Learning

Against the backdrop of the COVID-19 outbreak, an emergency policy initiative called “Suspending Classes Without Stopping Learning” was launched by the Chinese government to continue teaching activities as schools across the country were closed to contain the virus. However, there is ambiguity and disagreement about what to teach, how to teach, the workload of teachers and students, the teaching environment, and the implications for education equity. Possible difficulties that the policy faces include: the weakness of the online teaching infrastructure, the inexperience of teachers (including unequal learning outcomes caused by teachers’ varied experience), the information gap, the complex environment at home, and so forth. To tackle the problems, we suggest that the government needs to further promote the construction of the educational information superhighway, consider equipping teachers and students with standardized home-based teaching/learning equipment, conduct online teacher training, include the development of massive online education in the national strategic plan, and support academic research into online education, especially education to help students with online learning difficulties.

scholarly journals Hindrance to Online Education during Lockdowns

2021 ◽  
Vol 2 (4) ◽  
pp. 504-513
Author(s):  
Sumitra Pokhrel ◽  
Roshan Chhetri
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Large Family ◽  
Online Classes ◽  
Economically Disadvantaged Students ◽  
Education Students ◽  
Support Providers ◽  
Teaching Learning

This study aims to identify the hindrances to online education students in schools and colleges during the lockdown. The online survey through Google Forms with a structured questionnaire with both restricted and unrestricted responses was designed to identify the hindrance to online education during the third lockdown. Total of 425 responses of students who attend online classes during lockdown from Phuentsholing Higher Secondary, Phuentsholing Middle Secondary, Sonamgang Middle Secondary Schools, and College of Science and Technology in Phuentsholing, Bhutan. The result indicates that socio-economic, technological, and psychological situations hinder effective online teaching and learning. Household chores, large family members, data packages, and poor internet connectivity are other difficulties students face making online education ineffective. Some of the measures to support economically disadvantaged students and provide personal computers/laptops to teachers for preparing and developing teaching-learning materials are suggested. Other recommendations and viable measures based on surveys are suggested to overcome such challenges for students and support providers to make online education effective and focused

scholarly journals Student Perception of Learning English Online

2021 ◽  
Vol 3 (2) ◽  
pp. 47-55
Author(s):  
Kinga Tünde Pécsi
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Age Groups ◽  
Learner Autonomy ◽  
Teaching Learning ◽  
The Impact ◽  
Learning English

The aim of this research was to highlight the impact of online education on teaching and learning English as a foreign language among students aged 12-19, and to research the importance of learner autonomy and motivation in the online teaching – learning process. In order to collect data from the 81 subjects, members of five different classes and age groups, a questionnaire created in Google Forms was used. The questionnaire was designed to provide information about the students’ attitude and motivation for studying English in an online context, autonomy and effort invested in the learning process. Student progress was measured using the end of semester grades of the first semester of the 2019/2020 year compared to those of the first 2020/2021 semester. Results reveal the importance of perceived choice as a factor that supports learner autonomy and learner motivation. The limitations of the study are due to the fact that the students’ level of English and their previous knowledge of the subjects studied online had not been tested beforehand as the current pandemic situation was not foreseeable.

Sign in / Sign up

Export Citation Format

Share Document