scholarly journals ISSUES AND CHALLENGES AMIDST THE PANDEMIC ERA: ENGLISH LEARNERS’ VOICES

2021 ◽  
Vol 6 (23) ◽  
pp. 72-80
Author(s):  
Suyansah Swanto ◽  
Wardatul Akmam Din ◽  
Iziana Hani Ismail ◽  
Nur Anneliza Abd Latip
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Secondary Students ◽  
English Learners ◽  
Virus Disease ◽  
School Age ◽  
Internet Connection ◽  
Young Learners ◽  
Online Access ◽  
A Current

Corona virus disease 2019 has become a current pandemic and many countries have been affected by it. At the end of January 2020, the WHO Emergency Committee declared a global health emergency state as COVID-19 confirmed cases have been increasing internationally. Since then, online learning has been actively implemented globally including Malaysia. This research is purely qualitative where data was collected via online interview with four willing secondary students. The findings highlight that there are a few weaknesses regarding online learning. Poor internet connection contributes to one of the weaknesses in online learning in Malaysia. Furthermore, not understanding teachers’ teaching is also one of the limitations of online education. Online learning limitations might vary depending on the students' technological capability to access online sites and use computers. These limitations are more evident for young children or school-age students who may not have online access. Although online learning has its flaws however it comprises several strengths too. Online learning enables the students to have flexible time in participating in the lesson. Avoiding from the virus is the next advantage of conducting online learning. Although schools are closed however students still could get connected with their teachers through several devices like computers, laptops, tablets and mobile phones. Hence, online learning is deemed to be the best alternative to continue the learning process and at the same time protects young learners from this deadly virus.

Attitudes of Thai English Learners towards Online Learning of Speaking

2021 ◽  
Author(s):  
Irish Chan Sioson
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Online Learning Environment ◽  
Online Classes ◽  
Face To Face ◽  
Positive Feeling ◽  
Internet Connection ◽  
Southern Thailand ◽  
Thai English ◽  
Level Of Agreement

ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was developed to collect data. It consisted of a 5- point Likert scale asking for the students' level of agreement with statements and open-ended questions. The results show that the teacher being perceived as supportive and the students having a positive feeling when they had a stable Internet connection were the two areas that had the highest mean scores. On the other hand, being given enough opportunities to interact with classmates and preferring to participate in discussions using video (with microphone and video on) had the lowest mean scores. Moreover, the learners’ comments provided insights into their attitudes toward online learning in terms of preferences and challenges. Implications for teaching are then drawn from the results. KEYWORDS: attitudes, online learning, speaking

scholarly journals Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Abdullah Ahmed Zughaibi
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Learning Outcomes ◽  
English Learners ◽  
Test Performance ◽  
First Year ◽  
English Major ◽  
Males And Females ◽  
First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

scholarly journals Consideration on Online Education in Romania

2014 ◽  
Vol 25 ◽  
pp. 59-65 ◽  
Author(s):  
Janusz Grabara ◽  
Petre Bosun
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Scoring System ◽  
The Other ◽  
Learning Platform ◽  
Reduced Costs ◽  
Online Access ◽  
The One ◽  
Conventional Systems

Using the online learning platform provides a dynamic training program at substantially reduced costs compared with the conventional systems. They ensure the development of a scalable products, secure online access to thousands of students even for distance learning, offering them the books available online, multimedia support, etc.. Outside the curriculum it was developed a flexible verification and scoring system, uploading projects, maintaining a permanent online contact between students on the one side and between students and lecturers on the other side. In the online lessons there may be audio or video links between students and lecturer, when the session administrator believes that certain aspects need to be developed in this way. Ensuring for a convenient program of resources access may allow students to structure better the learning period.

Deepening Understanding of Multicultural Online Education

2016 ◽  
pp. 472-493 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith ◽  
Guangji Yuan ◽  
Christina Nash
Keyword(s):  
Online Learning ◽  
Online Education ◽  
English Learners ◽  
Virtual Classroom ◽  
Educational Systems ◽  
Instructional Tools ◽  
Online Instructors ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Teacher Presence

In the 21st century, online education provides an alternative instructional medium for teachers and students in United States educational systems and the world at large. Technology transforms how, when, and where students can learn, as well as the trends and use of instructional tools by students and teachers in the teaching-learning process. Online learning has developed during the past two decades to support traditional face-to-face classroom instruction and provides an opportunity for students to “interact with faculty and peers about substantive matters” (National Survey of Student Engagement, 2007, p. 7). The increase in minority students within U.S. schools has created a rise in socio-cultural, personal histories, educational, religious, and language/linguistic differences within the virtual classroom, requiring online instructors who teach in these contexts to be prepared to meet students' diverse needs. Despite the increase in online instruction, many questions remain unanswered with regards to how one group of minorities, particularly, English learners, adjust to instructional processes and teacher presence in an online learning environment. This chapter addresses the role of teacher presence in multicultural and online education, potential challenges of online learning for English learners, and teacher presence in multicultural online education.

scholarly journals Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students

2021 ◽  
Vol 3 (2) ◽  
pp. 103-111
Author(s):  
Paola Xhelili ◽  
Eliana Ibrahimi ◽  
Erinda Rruci ◽  
Kristina Sheme
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Life Sciences ◽  
Classroom Learning Environment ◽  
Online Classes ◽  
Online Learning Environments ◽  
Internet Connection ◽  
E Learning

The aim of this study is to evaluate the perceptions and challenges of Albanian students during online learning carried out due to COVID-19 pandemic. The students were invited via email to give their perception of ongoing online learning. Responses were obtained from 627 college students from various study fields, such as natural, medical, and life sciences. The results showed that students had a more positive attitude towards the classroom learning environment. The main challenges that students faced were the unavailability of internet connection and the lack of technology devices. Students enrolled in technology-based programs and also those with high academic performance were more comfortable and satisfied with online classes (p0.001). The % of students who preferred the learning process be continued in the classroom was higher than those who preferred online education or a combination of both on-campus and online learning environments (p0.001). Students firmly state that online learning cannot replace the classroom. The findings suggested that Albanian students are not familiar enough with technology-based education. Online teaching must be integrated gradually into Albanian education depending also on students’ characteristics. The learning process must be effectively organized by professors, taking into account students’ dissatisfactions and difficulties with e-learning and considering the overall limitations of this method.

scholarly journals Impact of COVID-19 Pandemic on Medical Education: Challenges and Opportunities for Medical educators in South Asia

2020 ◽  
Vol 3 (1) ◽  
pp. 28-38
Author(s):  
Rano Mal Piryani ◽  
Suneel Piryani ◽  
Shomeeta Piryani ◽  
P. Ravi Shankar ◽  
Dhana Ratna Shakya
Keyword(s):  
Online Learning ◽  
Online Education ◽  
South Asia ◽  
Online Teaching ◽  
Virus Disease ◽  
World Health ◽  
Social Distancing ◽  
The World ◽  
Medical Educators ◽  
Teaching Learning

Corona virus disease-19 (COVID-19) is an acute highly infectious disease primarily involving the respiratory system. The World Health Organization (WHO) declared COVID-19 a global pandemic on March 11, 2020. No proven efficacious drug and no vaccine are available so far for treatment or prophylaxis of COVID-19. Social distancing has been one of the major measures adopted to prevent spread of the disease. Educational institutions have been shut down all over the world for the safety of both students and communities. Social distancing measures hamper students from assembling in learning labs, lecture halls, or small-group rooms and interacting in person. The major response to the pandemic has been to try to move both teaching-learning and assessment online. Schools have also tried to move clinical learning and teaching communication skills online using standardized patients and facilitators. Online education and assessment are not without their challenges, more so in South Asia. Online teaching learning has been a challenge for both faculty members and students, in varying extent. With online learning environments, supervision and support by the teacher may be less and students should have well developed self-regulated learning skills. These challenges have also offered several opportunities, some general to educators, some relatively specific to medical educators, some global in perspective and some local ones. The pandemic offers both educators and students the insight into: how health problems particularly infectious diseases can affect human life and livelihood; and understanding how people respond to it. The pandemic has forced changes in education methods, modality and process, which though may demand extra effort initially, provides teacher, faculty and facilitator the impetus to keep pace with current trends InTechnology. It has offered an opportunity to move to online learning and interaction and use virtual platforms for e-conference, webinars, podcasts, e-class/ e-lectures etc. Pandemic has brought very rapid changes in educational approaches in South Asia, which otherwise would have taken 5-10 years under normal circumstances.

scholarly journals Tantangan Guru Kristen Dalam Mendidik Karakter Siswa Melalui Pendidikan Karakter Pada Pembelajaran Daring

2021 ◽  
Vol 2 (1) ◽  
pp. 72-84
Author(s):  
Wiyun Philipus Tangkin ◽  
Augusthin E Banoet
Keyword(s):  
Online Learning ◽  
Character Education ◽  
Child Protection ◽  
Virus Disease ◽  
Human Life ◽  
School Age Children ◽  
School Age ◽  
Online Study ◽  
The Government ◽  
Protection Commission

Research conducted by the Indonesian child protection commission (KPAI), suggests that many school-age children should be connected with law, put Indonesia in a character education emergency. As for the coronavirus disease pandemic (covid-19) sweeping the globe, it has had a profound impact on various areas of human life, one that is educational, so the government has designated one of the methods of online learning as part of remote learning (PJJ). Applying online learning methods, becoming a new challenge for teachers, especially in educating students' character. The formulation is ow Christian teacher face challenge in educating students' character through character education in online learning? The purpose of writing this paper is to know the challenge of educating the character of the student through online study, having seen the effects it can have.  The result of the research are, 1) be creative in presenting learning materials, especially in educating students' character, 2) build good relations with learners, 3) view his role as a transformation agent essential in setting an example, 4) realize the importance of the holy ghost's role in developing the character of learners.   Berdasarkan riset yang dilakukan Komisi Perlindungan Anak Indonesia (KPAI), menunjukkan bahwa banyak anak usia sekolah harus berhubungan dengan hukum, hal ini membuat Indonesia berada dalam darurat pendidikan karakter. Adapun Pandemi Corona Virus Disease (COVID-19) yang sedang melanda dunia, berdampak besar dalam berbagai bidang kehidupan manusia salah satunya dalam bidang pendidikan, sehingga pemerintah menetapkan salah satu metode pembelajaran daring sebagai bagian dari Pembelajaran Jarak Jauh (PJJ). Diterapkannya metode pembelajaran daring, menjadi tantangan baru bagi guru, terutama dalam hal mendidik karakter siswa. Rumusan Masalahnya ialah bagaimana guru Kristen menghadapi tantangan dalam mendidik karakter siswa melalui Pendidikan karakter pada pembelajaran daring? Tujuan dari penulisan makalah ini ialah, untuk mengetahui tantangan guru Kristen dalam mendidik karakter siswa melalui pembelajaran daring, setelah melihat berbagai dampak yang ditimbulkan. Hasil penelitian menunjukkan bahwa, seorang guru perlu untuk, 1) kreatif dalam menyajikan materi pembelajaran, terutama dalam mendidik karakter siswa, 2) membangun relasi yang baik dengan peserta didik, 3) memandang perannya sebagai agen tranformasi sangat penting, 4) menyadari pentingnya peran Roh Kudus dalam menumbuhkan karakter peserta didik.  

scholarly journals Online Learning during Pandemic Period: a Challenge, Hope, and Solution

2021 ◽  
Vol 3 (2) ◽  
pp. 48
Author(s):  
Nise Samudra Sasanti
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Education Program ◽  
Teaching Methods ◽  
Qualitative Method ◽  
Virus Disease ◽  
Language Education ◽  
Learning System ◽  
Japanese Language ◽  
Internet Connection

Emerging of Corona Virus Disease (COVID-19) by the end of 2019 changes the learning system into online learning. All parties are not yet ready to change using different teaching methods and online applications. All institutes, either governmental or private institutes, are demanded to quickly carry out innovations to keep the learning going. On that score, the educators are demanded to start creating changes by prioritizing variety in teaching, by shifting to use internet network. One of the changes is by arranging more interesting and various teaching media to be easily accepted and learned by students at home without using an internet connection. It is done so that it will not add more burden to the students’ parents. This research aims to determine the challenges, hopes, and solutions of online learning during the pandemic period. The method used for this research is an analytic descriptive qualitative method using research instruments in the form of questionnaires shared by using WhatsApp group and emails. The total respondents are 39 students of the Japanese Language Education Program of UNESA which engaged in online learnings. The result of the research showed that there are some challenges faced by respondents, they are; a) online learning burdens them; b) internet connection is the biggest obstacle; and, c) they have not yet mastered information technology (IT). Nevertheless, the respondents hope that a) the learning keeps on going; b). There will be an internet quota as assistance; and, c) the pandemic stops soon. Meanwhile, the solutions they hope for are; a) internet quota assistance; b) empowerment of the educators and also the students.

Deepening Understanding of Multicultural Online Education

2020 ◽  
pp. 1363-1386
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith ◽  
Guangji Yuan ◽  
Christina Nash
Keyword(s):  
Online Learning ◽  
Online Education ◽  
English Learners ◽  
Virtual Classroom ◽  
Educational Systems ◽  
Instructional Tools ◽  
Online Instructors ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Teacher Presence

In the 21st century, online education provides an alternative instructional medium for teachers and students in United States educational systems and the world at large. Technology transforms how, when, and where students can learn, as well as the trends and use of instructional tools by students and teachers in the teaching-learning process. Online learning has developed during the past two decades to support traditional face-to-face classroom instruction and provides an opportunity for students to “interact with faculty and peers about substantive matters” (National Survey of Student Engagement, 2007, p. 7). The increase in minority students within U.S. schools has created a rise in socio-cultural, personal histories, educational, religious, and language/linguistic differences within the virtual classroom, requiring online instructors who teach in these contexts to be prepared to meet students' diverse needs. Despite the increase in online instruction, many questions remain unanswered with regards to how one group of minorities, particularly, English learners, adjust to instructional processes and teacher presence in an online learning environment. This chapter addresses the role of teacher presence in multicultural and online education, potential challenges of online learning for English learners, and teacher presence in multicultural online education.

scholarly journals Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

2021 ◽  
Vol 7 (1) ◽  
pp. 3-21
Author(s):  
Elham Abdullah Ghobain ◽  
Abdullah Ahmed Zughaibi
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Learning Outcomes ◽  
English Learners ◽  
Test Performance ◽  
First Year ◽  
English Major ◽  
Males And Females ◽  
First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

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