scholarly journals The challenges faced by english teachers in Bogotá during the pandemic in the Colombian context

2020 ◽  
Vol 9 (11) ◽  
pp. 130-141
Author(s):  
Gina Maritza Prieto Guerrero ◽  
Astrid Ramírez Valencia
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Public Institution ◽  
English Teacher ◽  
Online Teaching And Learning ◽  
The Family ◽  
Teachers And Students ◽  
Inexperienced Teacher ◽  
The Voice

This article presents the reflections and considerations from the voice of a novice English teacher, in the context of a remote teaching practice carried out in a public institution, in times of pandemic derived from the Covid 19. The effects of this situation on the educational environment have become a major concern as teachers and students have become involved in this new home school dynamic. Thus, attention must be paid to the effects that both the unexpected shift to online teaching and learning and the quarantine have had on teachers, students, and parents. This article aims to provide a perspective of  a novice English teacher, highlighting the challenges faced by him/her in this pandemic circumstance in Bogotá. To develop it, a qualitative and interpretative look was adopted by the researcher, who used the teacher’s diary as a tool. Finally, the successes and failures of this experience in which the inexperienced teacher made an incursion mediated by technology are presented, highlighting, by way of conclusion, the commitment  required  from  the  family,  the educational community and above all the student, who have developed a crucial role in the advancement of this remote education.

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

scholarly journals Online learning: Best practices in practice

2018 ◽  
Author(s):  
Angela Van Barneveld
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Implementation Strategies ◽  
Learner Engagement ◽  
Online Teaching And Learning ◽  
Online Instructor

 Abstract –This paper provides a summary the predominant best practices for asynchronous online teaching and learning, as well as the characteristics of an effective online instructor. The author then shares implementation strategies and experiences of integration of these best practices into her online teaching practice, explaining what is done and how it is done, and how that relates to learner engagement.

scholarly journals Evaluation of the effectiveness of EFL online teaching during the COVID-19 pandemic

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110544
Author(s):  
Bin Zou ◽  
Lulu Huang ◽  
Wulin Ma ◽  
Yuqing Qiu
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Mainland China ◽  
The Novel ◽  
Online Teaching And Learning ◽  
University Teachers ◽  
Education Data ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Novel Coronavirus

Online teaching has been massively conducted during the novel coronavirus period all over the world. How to evaluate online teaching has been increasingly researched recently. This study looked at how English as a foreign language (EFL) teaching was delivered online by university teachers during the COVID-19 pandemic. We investigated university teachers and students’ perception of effective EFL online teaching and learning based on several evaluation modes in using technology in education. Data were collected using questionnaires and interviews from teachers and students in a variety of provinces in Mainland China. The results showed that various methods were used to deliver online EFL courses and these approaches are found to correlate with each other. Teachers and students provided positive comments on online teaching and were satisfied with their online teaching and learning. Participants also noted effective ways in online EFL teaching. The findings indicated that when teachers have more training, more skills, and more confidence, they could deliver more effective online teaching and learning.

scholarly journals ONLINE TEACHING AND LEARNING – A NEW REALITY

2021 ◽  
Vol IV (2) ◽  
pp. 43-50
Author(s):  
Diana Marcu ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Special Focus ◽  
Professional Lives ◽  
Online Teaching And Learning ◽  
Specific Category ◽  
Teachers And Students ◽  
The Impact ◽  
Educational Field

The present paper aims at briefly summarizing the impact the 2019 - 2020 pandemic outbreak had on the educational field, when, with no prior preparation, all classes in the academic environment moved in the cyberspace, unveiling challenges for both teachers and students. The paper discusses the concepts of both online teaching and learning, their use to meet the needs of a specific category of students in different parts of the world as well as similarities and differences between the traditional and the online means of educating. The shift to mass online education has proved to be challenging, even impossible in certain areas, unveiling difficulties for all stakeholders involved. Though technology is widely used nowadays in all aspects of our lives, special focus is laid on teachers’ and students’ challenges, their expectations as well as their feelings regarding the new reality – that of attending all classes online in order to reach the goal: the acquisition of information and knowledge necessary in their future professional lives.

scholarly journals The need to provide students and educators with the tools to cross the digital divide

2021 ◽  
Vol 3 (1) ◽  
pp. 22-23
Author(s):  
Elba Ramirez
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Learning Tools ◽  
Tertiary Institution ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Internet Connections

2020 will be remembered as an unprecedented ‘global’ socio-economic and educational crisis. As a lecturer in a tertiary institution in Aotearoa New Zealand, this pandemic has heightened my awareness of inequalities in education and the impacts these have had on students and educators. Educational institutions around the world decided to continue teaching and learning online to ensure physical distancing among students, as if institutions, lecturers/teachers, and students, among others, were prepared for this shift. As a result of this shift, digital poverty and illiteracy are considered for some to have ‘emerged’ from the pandemic (Baker, 2020) failing to recognise the pre-existing digital divide (Ayre, 2020; Holmes & Burgess, 2020; Ouahidi, 2019; Wolstencroft & Zhou, 2020). However, these are problems that governmental and educational institutions have neglected to address until the pandemic rendered these issues unavoidable. Both students and lecturers were affected. For example, many lecturers were unfamiliar with online learning tools and/or strategies for online teaching and/or lacked appropriate devices and/or access to stable internet connections. Similarly, many students struggled with online platforms, such as Blackboard, or did not have access to devices or internet connections. The high demand from both students and lecturers for support from their educational institutions overwhelmed tech support infrastructures, revealing the neglectful assumption that these issues did not already exist (Ayre, 2020; Madianou, 2020; Montacute, 2020; Norris, 2001). As an educator, this year was particularly challenging because it made me reflect on how accessible my teaching practice was, how I could respond to digital poverty and illiteracy, and what gaps remained. Nonetheless, I also learnt many lessons about the amazing possibilities that technology-enhanced education can offer. This conference addresses many of these innovations, which will inspire educators. Learning can undoubtedly be enhanced by technology but this presentation endeavours to start a conversation about what changes are necessary to ensure that all students have access to what they need for their learning to be technologically supported and for lecturers to be able to utilise technological enhancements in their practices. I provide a range of instances from my practice where I tried to address the aforementioned issues and some examples of the limitations I encountered.

scholarly journals Unlocking Technology for Language Learning: A Viability at the Time of Transition from Traditional to Online Teaching and Learning

2021 ◽  
pp. 96-110
Author(s):  
Reema Srivastava
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learning Tools ◽  
Online Teaching And Learning ◽  
Teachers And Students ◽  
Learning Platforms ◽  
Teaching Learning

Online teaching and learning activities are no longer ‘a nice-to-have extracurricular facility’ but an answer to what, how, when people learn, and where they learn it from. Digitization of education helps us to find answers to how technology can enable teachers and students to access specialized materials outside the classroom, in various formats and ways that help to utilize both time and space. Educators all over the world are trying to overcome the limitations of being physically separated by moving onto online learning platforms. This paper attempts to find out the feasibility of using technology for teaching language to learners of English as a second language in the present-day context. The findings of this research are based on responses to a questionnaire answered by both the Language teachers and the Undergraduate students of Middle East College, Muscat and through literature review. Gen Z, the ‘digital natives’ do not want teachers to be replaced entirely by computers as they need motivation, inspiration, and emotional support. Virtual education is feasible, but its success depends upon the effective content generation, designing and planning for its delivery, and the effective use of teaching/learning tools that can supplement the efforts of the teachers. For online teaching and learning not only do the colleges and educational institutions need to be well-equipped, the learners also need to adapt to the changing scenario.

scholarly journals ONLINE TEACHING AND LEARNING – THE VOICE OF TEACHERS IN THE COLLEGES OF EDUCATION IN GHANA

2021 ◽  
Vol 4 (1) ◽  
pp. 07-10
Author(s):  
Solomon Ofori Jnr Gyane
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
College Of Education ◽  
Exploratory Research ◽  
Snowball Sampling ◽  
Online Teaching And Learning ◽  
Study Results ◽  
Education In Ghana ◽  
The Voice

In the expansion and development of education through online, technology has contributed and now contributing to the use of online teaching and learning by teachers. As the study sought to explore the challenges that lecturers at college of education face in using online teaching and learning. The study philosophy is an interpretative paradigm which is associated with qualitative study. The study design is an exploratory research design that gives a speculative thought on the voice of teachers at college of education when it comes to online teaching and learning. The study used a qualitative approach that expresses the study results in words and also provide an in-depth into the objectives of the study. The population of the study comprised of all tutors at the college of education in Ghana. The study used a snowball sampling technique to reach the tutors at the college of education. Findings revealed that ICT makes online education possible and that it makes online teaching and learning easy to reach a class of many students. The study shows that online teaching and learning makes it possible for education to take place even if learners and teachers are at a separate place and ensures that students outside the school for one or two reasons get access to what their colleagues learnt at their absence. The study concludes that running out of data, device damaging, students not responding as expected, students not meeting on time, and students do the little talking instead of more talking are the challenges that lecturers at College of Education face in using online teaching and learning.

scholarly journals Going virtual, staying face-to-face: trajectory of ELT classes during the pandemic

2021 ◽  
pp. 49-61
Author(s):  
Daniel A. Nkemleke
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Virtual Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Hard Time ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University

COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers who grappled with 14 online courses and F2F mode, the study concludes that due to students’ inability to access the internet with ease, any online teaching/learning at ENS has to be largely complemented with F2F activities.

scholarly journals Journey And Pitstops Of Online Teaching And Learning: Enhancing The Learning Continuity Plan For The New Normal In Education

2021 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Gilbert S. Arrieta ◽  
I Ketut Sudarsana
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Activity ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
Short Period ◽  
Teachers And Students ◽  
New Policies ◽  
Academic Year

<p>Education is a physical and interactive human activity. Primarily, teachers and students meet and take part in various learning activities in school. Other educational activities are held outside the school to augment what is learned inside the school campus. When technology developed and made online education possible, it was not fully embraced because education is also a social activity. However, the Covid-19 pandemic forced everyone to do things online including education. Unprepared and untrained for this new learning modality, educators had to prepare for a short period of time. Teachers underwent training through online webinars and conferences, and learning continuity plan was developed. Online classes for academic year 2020-2021 started six months ago which revealed the strengths, weaknesses, challenges, and issues in online teaching and learning. This study aims to find out the challenges encountered by the school leaders, teachers, and academic in the implementation of the learning continuity plan for online education including the resolutions made to address the challenges. Based on the study, it was found out that formulation and implementation of new policies, technological resources and capability of teachers and students, mental health and concerns of teachers and students, communication with parents and students, and school requirements. Different resolutions were made that addressed the concerns. It also revealed that the learning continuity plan is responsive to online teaching and learning but there are components that need to be enhanced.</p>

scholarly journals Is online learning a win-win solution? The teachers and students’ stories

2021 ◽  
Vol 1 (2) ◽  
pp. 73-82
Author(s):  
Febrianus Jordyan Kalanit ◽  
Sekar Anggi Veronika
Keyword(s):  
High School Students ◽  
Teacher Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
School Students ◽  
Online Teaching And Learning ◽  
Good Communication ◽  
Teachers Perceptions ◽  
Teachers And Students

Currently, the learning process in schools and universities has changed due to coronavirus or COVID-19. This paper aims to determine the challenges students face during online teaching and learning activities, how students overcome these challenges and teachers' perceptions of the success of online teaching and learning activities. This narrative research studies participants' stories to determine any unique aspects of the topic being researched. The subjects involved in this study were 165 Vocational High School students and 30 teachers. Data collection techniques using interviews, surveys, and observations. Data analysis was carried out descriptively with data triangulation techniques for further clarification and exploration. Research findings indicate that students have both technical and cognitive challenges. They mostly solve the problems they face by discussing their problems with teachers and peers. Regarding teacher perceptions, good communication and students' affective domain are needed so that online teaching and learning activities are successful.

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