scholarly journals User-Centered Design for an Online Learning

2020 ◽  
Vol 9 (10) ◽  
pp. 433-436
Keyword(s):  
Online Learning ◽  
Virus Infection ◽  
Teaching Method ◽  
Characteristic Class ◽  
User Centered Design ◽  
Online Classroom ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Long Time ◽  
Class Period

Online learning has been studied for a long time. It has many benefits and challenges. In the period of COVID-19 spreading, many universities and schools have more concerns for their students of the virus infection. Thus, the online classroom has been set to be a teaching method for students. However, it is quite a new normal practice, especially in Thailand, to have an online instead of a face-to-face classroom. Therefore, this study is a path for preparing to conduct online learning. This study aims to provide guidelines to design effective online learning based on students' opinions. By analyzing the open-end questionnaires with 37 participants, the results reveal that blended learning is the most preferred learning pedagogical approach. Moreover, the metaphor factors, including subjects' characteristic, class period, class size, activities and assessment that were suitable for online learning according to the students' opinion, were suggested. Finally, some obstacles that students have faced in online learning were presented, and some solutions were proposed.

scholarly journals Indonesian Secondary School Students’ Happiness at the Beginning of Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Heny Solekhah
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Teaching Method ◽  
Subjective Assessment ◽  
School Students ◽  
Face To Face ◽  
Long Time ◽  
Learning At Home ◽  
At Home

Happiness is a subjective assessment of individual wellbeing. Adolescents, especially secondary school students living in Islamic Boarding School, experience dramatic changes from learning at their dormitory with face-to-face teaching method to distance learning at home with minimum activities outside their houses. The survey was conducted on 111 respondents of students who had to return home due to the outbreaks of covid-19 pandemic for two months. The research found that the dramatic changes made them had difficulty to adapt new activities at home for a long time while studying independently through distance learning. Only a third of the sample felt happy during the online learning while the majority felt negative emotions such as boredom, unhappiness, and loneliness. The adolescents’ life satisfaction and community engagement significantly correlated with happiness although the size effects were medium. Female students also had lower happiness variables than males. To maintain their happiness, during the pandemic, most of them prefer activities that mostly trigger a sedentary lifestyle.

Identifying the Differences Between Online and F2F Teaching

2014 ◽  
pp. 123-146
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Face To Face ◽  
Negative Stereotype ◽  
Distinct Area ◽  
Similarities And Differences ◽  
Area Of Study

Governing agencies and administrators of education have typically been operating under the impression that online teaching is Face-to-Face (F2F) teaching using computers. This belief is a negative stereotype of education that is continually disproven by instructors of both modes, students of both modes, and research into the similarities and differences. Traditional pedagogies have a longstanding role in the F2F classroom, which do not always transfer into the online classroom. Rather, online pedagogy should be considered as a distinct area of study that addresses the new and evolving pedagogies regarding technology and online learning. Specifically, this chapter identifies what the differences are between online and F2F education in order to demonstrate the unique and necessary distinction of online pedagogy from traditional pedagogies.

Pioneering in the Virtual World Frontier

2019 ◽  
pp. 322-342
Author(s):  
Cynthia Calongne
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Educational Community ◽  
Online Classroom ◽  
Community Groups ◽  
Early Adopters ◽  
Face To Face ◽  
Educational Challenges ◽  
Novel Approaches

Immersion in virtual worlds presented opportunities for simulating the qualities valued in face-to-face classes with the flexibility afforded by online learning. Immersive learning engaged educators, curriculum designers, campuses, conferences, and educational community groups to devise new ways to collaborate and engage learners. Dreaming of opportunities that were not possible in the online classroom, educators saw the potential of building communities in virtual worlds. They gathered to share their and to employ novel approaches to address educational challenges. This chapter explores the phenomenon of selfhood and society integral to the development of a vibrant educational community. At the heart of virtual world education is an ecosystem of institutions, groups, and conferences comprised of the early adopters and pioneers who stimulated their imagination and pooled their resources to encourage and strengthen the community and cast their eye to the future.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

2020 ◽  
Vol 10 (4) ◽  
pp. 37
Author(s):  
Mohamad Faizal Ramli ◽  
Muhammad Majid ◽  
Basri Badyalina
Keyword(s):  
Social Sciences ◽  
Mental Health ◽  
Online Learning ◽  
Mental Health Problems ◽  
Teaching Method ◽  
Internet Access ◽  
Higher Learning ◽  
Face To Face ◽  
And Performance ◽  
Learning Institutions

During the COVID-19 pandemic, higher learning institutions switched from the traditional face-to-face teaching method to online based teaching. Even though the country is facing crisis due to the pandemic, teaching can still be conducted through online platform. It offers flexibility to both students and academicians. However, online learning is believed to reduce the students’ motivation, performance and lead to mental health problems. To reduce these issues, this study was conducted to determine the impeding factors towards the effectiveness of online learning. The respondents consists of 267 social sciences students. Three impeding factors were discussed which are accessibility, social and academician capability factor. The descriptive findings determined that accessibility factor was the main impeding factor towards the effectiveness of online learning. Thus, the roles of government, university and telecommunication firm are important to reduce the issues of internet access, internet data cost and lack of technology devices. Consequently, the students’ motivation and performance during online learning can be enhanced.

Fostering Effective Learning Community in the Online Classroom

2021 ◽  
pp. 1786-1802
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Effective Learning ◽  
Faculty Concerns ◽  
Face To Face Learning

Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically mediated twenty-first century classroom.

Writing Apprehension in the Online Classroom: The Limits of Instructor Behaviors

2021 ◽  
pp. 232949062110410
Author(s):  
Jorge Gaytan ◽  
Stephanie Kelly ◽  
Wiley S. Brown
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Business Students ◽  
Writing Apprehension ◽  
Online Learning Environment ◽  
Online Classroom ◽  
Face To Face ◽  
Business Instructors ◽  
The Face ◽  
Face To Face Instruction

In response to COVID-19, educational stakeholders are transferring traditional, face-to-face instruction to the online learning environment. The purpose of this study was to determine if business instructors’ use of immediate behaviors and clarity, which have been found to help business students overcome their writing apprehension in the face-to-face learning environment, can also be used to help business students to overcome their writing apprehension in an online learning environment. Findings indicated that instructor immediate behaviors and clarity are not interventions for writing apprehension in the online learning environment. The instructional strategies business instructors rely on in the face-to-face classroom did not have the same meaning or effect on the online classroom.

Fostering Effective Learning Community in the Online Classroom

2018 ◽  
pp. 203-219
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Classroom ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Face To Face ◽  
Effective Learning ◽  
Faculty Concerns ◽  
Face To Face Learning

Online learning communities are an important aspect of successful virtual learning experiences. They bring opportunities for peer collaboration and sharing of ideas in a globally based classroom unrestricted by time and space. At the same time, online learning community participants may face some challenges of effective communication and collaboration as compared to traditional face-to-face learning environments. The author discusses issues, concerns, and potential solutions with regard to online learning communities in the areas of discussion participation, group work on assignments, faculty concerns, and miscellaneous issues such as technology access. Maximizing the potential of online learning communities will facilitate higher-order learning in the technologically mediated twenty-first century classroom.

scholarly journals Hybrid Learning Model in the Practic Subject

2020 ◽  
Vol 5 (3) ◽  
pp. 23-28
Keyword(s):  
Online Learning ◽  
Visual Art ◽  
Three Dimensional ◽  
Hybrid Learning ◽  
Learning Model ◽  
Research Data ◽  
Graphic Arts ◽  
Face To Face ◽  
Long Time ◽  
Face To Face Learning

Hybrid learning model has been introduced in universities for a long time, but most of them take place to support instructional of theoretical learning. The application of hybrid learning models in practical subjects has never been exposed, especially for visual art education. This study was aimed to see how the development of a Quantum Working based Hybrid Learning Model (HQW) in the Graphic Arts Subject. Hybrid learning is intended to enrich the way of learning that so far has only focused on face-to-face activities.So by involving online learning, students can more freely search for varied and meaningful learning resources.When the references obtained have enriched their insights, it will be easy for students to express their ideas into two-dimensional or three-dimensional works of art.It is fully realized that there are limitations to the lecturers themselves, the completeness of campus facilities and infrastructure as well as the latest reference books.By combining face-to-face learning and online learning for the learning of art work practices, these weaknesses can be minimized.Students can make innovations from existing findings so that their work process becomes better, faster, and more efficient that we called Quantum Working.This research method is included in preliminary research R&D with the Borg and Gall model. The research data was obtained by distributing questionnaires to 114 students registered in the July-December 2019 semester and processed with a percentage formula, followed by interviews with lecturers who taught practicum subject.

A cross-sectional study to assess Evidence-Based Medicine teaching method: online or face-to-face?

2018 ◽  
Vol 24 (2) ◽  
pp. 59-62 ◽  
Author(s):  
Iman El Sayed ◽  
Sherif Abdelmonem
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Evidence Based ◽  
Sectional Study ◽  
Cross Sectional ◽  
Postgraduate Students ◽  
Face To Face ◽  
Learning Module ◽  
Based Medicine

We aimed to study differences in postgraduate students’ achievement if they are taught evidence-based medicine (EBM) by face-to-face or by online learning. We assessed the performance of 28 postgraduate students who completed a face-to-face learning module and 34 students who completed an online learning module in a cross-sectional study. The teaching materials were the same in both courses so that any performance difference would be due to the teaching method. Grading involved semester work (15%), midterm (25%), oral (15%) and final (30%) examinations. Students were evaluated by a project submitted by the end of the semester (15%). Percentage of student satisfaction was calculated. Mean midterm and final examination scores did not differ significantly between the two groups (p=0.759 and 0.721, respectively). Students from both groups achieved almost the same median score on the oral discussion examination (p=0.31). Students who attended the online learning module were associated with a significantly higher median project score compared with those who attended the face-to-face teaching (p<0.001). In general, students from both modules were similarly satisfied about course contents, lecturers and students’ assessment process although one-third of students felt non-equality and unfair instructors’ practice towards them in face-to-face teaching method. Further research should be paid towards assessment of EBM e-learning to support the developing era of evidence-based practice in low-income to middle-income countries.

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