Effects of an experimental online education support on lectures fruition and teaching effectiveness

2021 ◽  
pp. 67-72
Author(s):  
Maria Cristiana Martini ◽  
Marco Furini ◽  
Giovanna Galli
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Teaching Effectiveness ◽  
Degree Programs ◽  
Face To Face ◽  
Video Lectures ◽  
Number Frequency ◽  
Education Support ◽  
The University ◽  
Educational Contents

In this paper, we describe and discuss the implementation, the effects, and the consequences of an experimental service designed to capture, record, edit and stream video lectures. This service, named ONELab, is operating since September 2017 at the Department of Communication and Economics of the University of Modena and Reggio Emilia to support the courses offered by the six degree programs available at the Department. Before the pandemic emergency, traditional face-to-face classes were regularly held, but ONELab was intended to provide flexibility to the educational contents (i.e., no time and geographical constraints) and to improve the students' learning process. The usage analyses show that, when given the opportunity, students tend to customise the learning process to their needs and life-style, with a large quote of usage in the late afternoon/night hours and during the week-ends. Video lectures are watched mostly during the teaching semester, but a significant part of students resort to watch them when the semester is over. The number, frequency and variety of accesses allow to describe different styles of usage, and students who use ONELab show better achievements, both in terms of acquired credits and in terms of grades, than those who never accessed the system. Moreover, some usage styles can help predicting the risk of dropout, signaling students who should be furtherly supported in order to prevent them from abandoning their studies.

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.

The UAB Virtual Campus

2012 ◽  
pp. 481-493
Author(s):  
José Manuel Yábar ◽  
Jesús Hernández ◽  
Pedro López Roldán ◽  
Joaquim Castellà
Keyword(s):  
Learning Process ◽  
Self Assessment ◽  
Teaching Experiences ◽  
Teaching Innovation ◽  
Virtual Campus ◽  
Face To Face ◽  
Teachers And Students ◽  
The University ◽  
Self Learning ◽  
Real Challenge

The university is currently involved--within Europe--in a process of coordinating higher education for adaptation to the new ECTS European credits, which implies changing from a teacher-centred model (teacher conveys knowledge) to a learner-centred model, a real challenge. Since 1996, the Universitat Autònoma de Barcelona (UAB) has been carrying out the “Campus Virtual de la UAB” project. This platform fulfils several roles that aim at providing an answer to this challenge: it provides support to face-to-face teaching; it encourages teaching innovation; it promotes the creation of learning materials; it fosters communication; it favours monitoring of the learning process; it favours self-learning and self-assessment; and it enables blended teaching experiences. This chapter will focus on how to use the communication and discussion functionalities between teachers and students, between students themselves, and on monitoring of the students’ learning process.

KEGIATAN MENGASAH KEMAMPUAN PUBLIC SPEAKING DAN PRESENTASI ONLINE PADA MAHASISWA UNIVERSITAS TARUMANAGARA

2021 ◽  
pp. 553
Author(s):  
Roswita Oktavianti
Keyword(s):  
Distance Learning ◽  
Community Service ◽  
Learning Process ◽  
Public Speaking ◽  
Video Conference ◽  
Online Class ◽  
Face To Face ◽  
The Future ◽  
Online Public Speaking ◽  
The University

Covid-19 pandemic has affected the learning process in the university. The students and all lecturers are doing distance learning by using video conference apps. They are no longer meeting each other face-to-face in the class. The lecturer should cope with this situation by giving a topic that focused on online public speaking or presentation. The skill of online public speaking or presentation should be delivered to the students from all faculties, not only for communication students. One of the students’ organisations, Mahkamah Mahasiswa, conducted an online event to give its member a piece of knowledge about online public speaking. They invited me as a lecturer of communication science in the Faculty of Communication, Universitas Tarumanagara. Discussion and survey are held just after presentation. The results were that the students realize the importance of public speaking skills in the class and their organisation activities. Then, they also identify that this skill is beneficial for their carrier in the future. Unfortunately, based on their answer, they have not obtained this knowledge in the class, except for communication students. Therefore, the result of this community service event should be considered by all of the faculty in the university. In the reality, students expect to obtain a topic about how to be a good public speaker in the class or an online class. This material can be inserted in one of the subjects, or it can be one of the community service activities along with a member of the communication faculty.Kondisi pandemi Covid-19 membuat proses pembelajaran di perguruan tinggi dilakukan jarak jauh. Komunikasi yang biasanya dilakukan secara tatap muka, beralih menggunakan sarana konferensi video. Situasi ini perlu disikapi dengan pemberian materi public speaking atau presentasi online. Kegiatan pengabdian masyarakat yang dilakukan oleh dosen Program Studi Ilmu Komunikasi Universitas Tarumanagara adalah memberikan materi tentang public speaking atau presentasi online kepada mahasiswa. Dalam kegiatan kali ini, mahasiswa yang memperoleh materi ini berasal dari seluruh fakultas, tergabung dalam organisasi Mahkamah Mahasiswa. Paska kegiatan, pengabdi melakukan diskusi dan memberikan sejumlah pertanyaan terkait kemampuan public speaking atau presentasi dalam ruang kelas online. Hasilnya mahasiswa menyadari pentingnya kemampuan public speaking dalam perkuliahan dan berorganisasi di kampus, bahkan kemampuan ini juga kelak berguna ketika memasuki dunia kerja. Namun, materi ini belum diberikan oleh seluruh fakultas. Hasil kegiatan pengabdian kepada masyarakat ini perlu menjadi evaluasi bagi fakultas agar memberikan perhatian terhadap materi public speaking atau presentasi di kelas dalam pembelajaran jarak jauh. Fakultas bisa menggandeng dosen program studi Ilmu Komunikasi atau praktisi untuk memberikan materi seputar public speaking atau presentasi. Materi bisa disisipkan dalam salah satu mata kuliah, atau sebagai salah satu kegiatan pengabdian kepada masyarakat.

scholarly journals A New Frontier: Incorporating Copyright into Distance Education

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rachel Becker ◽  
Shauna Borger Edson
Keyword(s):  
Online Education ◽  
Copyright Law ◽  
Fair Use ◽  
Online Instructors ◽  
Face To Face ◽  
University Of Wisconsin ◽  
Library Resources ◽  
Face To Face Instruction ◽  
Online Library ◽  
The University

Copyright law and fair use have evolved over time to allow educators to use materials in the classroom for face to face instruction. Online instruction has opened up many new possibilities for both students and faculty. However, it has created new areas for copyright infringement to occur, both unintentionally and otherwise. This poster will show how the University of Wisconsin-Parkside Library is making it easier for online instructors to use library resources in their courses. Key components include: instruction on copyright law for new online instructors, online library copyright guide, and our new streaming media policy. This poster will offer some tips on how the library can build copyright into distance and online education programs and make copyright understandable.

scholarly journals LESSONS LEARNED FROM REMOTE EDUCATION

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 74-86
Author(s):  
Květoslava Šimková ◽  
Jitka Ramadanová
Keyword(s):  
Learning Process ◽  
Best Practice ◽  
Lessons Learned ◽  
Business English ◽  
Remote Education ◽  
Face To Face ◽  
Language Studies ◽  
West Bohemia ◽  
Teaching Learning ◽  
The University

This paper focuses on some aspects of remote education that can be implemented in face-to-face classes in order to improve and enhance the teaching/learning process. The authors present the results of the questionnaire survey conducted among the teachers of the Institute of Applied Language Studies of the University of West Bohemia in Pilsen (hereinafter referred to as ‘UWB’) and also among the students of the Faculty of Economics at the same university in the spring term of 2021, evaluating two semesters of remote education. Having analyzed the results of the questionnaires, the authors of the paper aim to share their experience and introduce the best practice that the Business English (hereinafter referred to as ‘BE’) teachers at the UWB have decided to apply to their future BE courses.

Developing Successful Online Degree Programs at a Historically Black University

2019 ◽  
pp. 51-68
Author(s):  
Anisah Bagasra
Keyword(s):  
Online Education ◽  
Historically Black ◽  
Liberal Arts ◽  
Natural Extension ◽  
The United States ◽  
Black College ◽  
Degree Programs ◽  
Historically Black University ◽  
Online Degree ◽  
The University

This chapter presents an overview of the process of building online degree programs from the ground up utilizing data from the process at a four-year liberal-arts institution in the United States that also has a designation as a Historically Black College (HBCU). The university has expanded both its research and global focus in the past several years, and the development of online degree programs was a natural extension of a desire to produce global leaders through the lens of a traditional liberal arts degree program. This chapter discusses some of the challenges HBCUs and other minority-serving institutions (MSIs) face entering the online education marketplace, particularly the challenge of how HBCUs and MSIs can use their historic legacy and missions to distinguish themselves from competitors and meet the needs of online students.

Advances in Online Education at For-Profit Colleges and Universities

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Jorge Klor de Alva
Keyword(s):  
Online Education ◽  
Close Association ◽  
Public Institutions ◽  
University Of Phoenix ◽  
Face To Face ◽  
Effective Learning ◽  
For Profit ◽  
Two Factors ◽  
Private And Public ◽  
The University

Online education has been associated closely with for-profit higher education since 1989, when the University of Phoenix began to offer degrees fully online. Since that time, this modality of education has expanded widely and is now in place or on the drawing boards of most of the nation’s private and public institutions. However, the very fact of its close association with the fast growing for-profit sector has long led a number of academics to question online education’s capacity to deliver quality instruction where effective learning can take place. The four articles in this issue should mark a turning point in this skepticism, not by showing that online education is “as good as or better” than face-to-face—a fact now too widely accepted to merit defense here—but by illuminating the path by which online education will ultimately make such skepticism more quaint than considered. Two factors help to ground this assertion.

scholarly journals Students' Perspective: Virtual-Based Learning amid the Covid-19 Pandemic by Pre-Service Teachers in Rural Area, Thailand

2021 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Ema Eliyana
Keyword(s):  
Rural Area ◽  
Learning Process ◽  
Rural Areas ◽  
Language Differences ◽  
Teaching Online ◽  
Face To Face ◽  
Effective Learning ◽  
Internet Connection ◽  
Face To Face Learning ◽  
The University

By the end of 2019, Covid-19 outbreak has hit the whole world, and its impact has changed the learning process from face-to-face learning to virtual-based learning. This phenomenon also affected the learning process conducted by pre-service teachers in the internship program held by the University of Muhammadiyah Gresik in rural areas of Loei, Thailand. Due to the pandemic, the process was turned online. The online learning was a challenge for pre-service teachers because teaching online has never been done before, and the pre-service teachers didn't have much experience in it. The pre-service teachers felt that problems occurred were mostly due to limited signals and language differences that made it difficult for the pre-service teachers to communicate with the students. Therefore, to see a different view from the students, the researchers were interested to know the students' perspective towards virtual-based learning implemented by the pre-service teachers in a rural area of ​​Bankhoksrijaroen School. The researchers distributed a survey to 37 students to find out their perspective about virtual-based learning. The result showed that the students had several problems such as differences in language, internet connection, limited learning media, and less effective learning process. However, there was a difference between virtual-based learning and conventional learning, but it was not considered a problem regardless of the unknown ending of the pandemic. The virtual-based learning was deemed able to replace face-to-face learning process, and the students also stated that face-to-face learning was not necessary to be implemented during the pandemic.

scholarly journals The impact of online learning on students

2021 ◽  
Vol 10 (3) ◽  
pp. 522-532
Author(s):  
Shirin Jamal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Negative Response ◽  
Traditional Learning ◽  
Whole Process ◽  
E Learning ◽  
The University ◽  
The Impact ◽  
Online Process

Online education has been introduced as a tool in the learning process in the majority of international universities worldwide. The term “e-learning” is defined as “any learning that involves using the internet or intranet. In this research, we tried the check the impact of online learning upon the students of Lebanese French University Erbil, Kurdistan region Iraq. The Objectives of the study are multi-folded. Firstly, to evaluate the influence of online learning upon the performance of students and secondly, to test the motivation of online learning towards the students. For this purpose, a detailed questionnaire was developed in order to get the response of the students. The questionnaire was built up and distributed to almost eighty respondents in which we got back a perfect response in complete shape only fifty.  Graph analysis has been used in order to present the response of the respondent. Mix response was recorded in which slightly negative response was in high portion. Furthermore, results showed that 60 % of respondents answered they are not happy with the online learning process and they want to have a traditional learning process that is on campus. Similarly, in each question, an extraordinary negative response toward online learning is recorded such as 76 % respondents said that they are not satisfied with this implementation of online learning. Also, they are facing hurdles and 58 % of people showed their response one of the big challenges toward online learning is a poor internet connection. 60% claimed that the instructor is not helping them to understand this whole process as a tool of online learning. The possible reason that was claimed from respondents are following: (i)This online process is first time they are interacting with,(ii) Lack of training of such online tools for the online learning process, (iii) once any student is facing trouble while this online process less support is available from the department and technical staff of the university

scholarly journals TRANSDISCIPLINARY PERSPECTIVES IN PANDEMIC TIMES: Remote education in response to the teaching crisis

2020 ◽  
Vol 6 (4) ◽  
pp. a14en
Author(s):  
Joseneide dos Santos Gomes ◽  
Manuel Francisco Neto ◽  
Maria Mbuanda Caneca Gunza Francisco
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Educational Institutions ◽  
Educational Goals ◽  
Remote Education ◽  
Face To Face

The collapse caused by the coronavirus pandemic has provoked improvised responses that range from nonsense to ingenious in colleges, schools and universities that struggle to continue teaching. This article aims to present an analysis of the challenges faced by educational institutions and stakeholders at this time of pandemic, in the struggle to seek educational goals appropriate to the circumstances of crisis, through online education that was not so highly valued. For the development of the research, books, articles and websites about remote education in response to the crisis, in times of coronavirus, were used as a source, thus composing the theoretical framework. Through reading and analyzing the works, the studies were later synthesized and interpreted. Online education, despite being an alternative for the continuity of the teaching and learning process, will continue to be important in connection with face-to-face teaching even after the pandemic. However, it generates another and new challenge that will consist in the evaluation and management of learning results.  

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