Sudden Transition from Real Classroom to Virtual Classroom: Perceptions and Problems Faced by Nursing Teachers and Students

2020 ◽  
Author(s):  
Sonia Arora ◽  
Gurmeet Gurmeet Bagga
Keyword(s):  
Virtual Classroom ◽  
Teachers And Students ◽  
Sudden Transition ◽  
Classroom Perceptions ◽  
Nursing Teachers

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

scholarly journals Uso de material pedagógico a través de b-learning en instituciones de educación superior

2018 ◽  
Vol 1 (12) ◽  
Author(s):  
Orlen Ismael Araujo ◽  
Lourdes Altamirano Lara
Keyword(s):  
Virtual Classroom ◽  
Virtual Learning Environment ◽  
Teaching Material ◽  
Teaching Staff ◽  
Learning Material ◽  
Digital Tool ◽  
Virtual Tools ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Teaching Learning

El presente trabajo de investigación fue realizado en la Universidad Laica Eloy Alfaro de Manabí extensión en El Carmen durante el periodo académico 2017 (1). El estudio desea conocer el grado de participación que tienen los instrumentos digitales frente a los físicos y determinar el tipo de material pedagógico que se puede implementar dentro del proceso enseñanza aprendizaje. Se involucró a docentes y estudiantes de las carreras de Contabilidad y Auditoría, Agropecuaria y Sistemas por considerarlas con mayor población estudiantil. Se aplicaron encuestas al personal docente para conocer el uso que se le da al material pedagógico digital y la forma en la que este se aplica. Se interpretaron los resultados obtenidos al analizar la información que fue proveída por los encuestados, esto permitió conocer la realidad sobre el uso del material pedagógico digital que es publicado en el aula virtual. Se debe tener presente que para una correcta utilización de las herramientas virtuales es necesario que el docente este en la capacidad de proveer recursos que se adapten al entorno virtual de aprendizaje (EVA). La capacitación periódica de docentes y estudiantes permite actualizar los conocimientos y reduce el rechazo hacia una herramienta digital. Palabras Clave: B-Learning, material pedagógico, aula virtual, sistemas informáticos Abstract This investigation work was done at Universidad Laica Eloy Alfaro de Manabí extension in El Carmen in the academic period 2017 (1). The research wants to know the rank of participation that digital instruments have over physical instruments and to set the type of teaching material that can be implemented into the teaching learning process. Teachers and students of Accounting, Agronomy and Computer Science careers, were involved because they were considered the larger student population. The Surveys were applied to teaching staff to know the use of digital teaching material and how it is used. The results were analyzed from the information that was provided by the surveyeds, this allowed really to know the use of the digital pedagogical material that is published in the virtual classroom. It is requiring that for a correct use of the virtual tools it is necessary that the teacher is able to provide resources into the virtual learning environment (VLE). The regular training of teachers and students to allow to update the knowledge and reduce the reject toward a digital tool. Key Words: B-Learning, teaching material, virtual classroom, information systems PARTICIPACIÓN EN LA PUBLICACIÓN: Autor: Orlen Araujo Sandoval, MSc. Co – Autores: Lourdes Altamirano Lara, Ing.

THROUGH E-LEARNING

2020 ◽  
Vol 11 (2) ◽  
pp. 366-370
Author(s):  
Ilia Dinev ◽  
◽  
Nadka Dineva ◽  
Keyword(s):  
Electronic Media ◽  
Virtual Classroom ◽  
Online Resources ◽  
Learning Material ◽  
Conscious Perception ◽  
Web Based ◽  
Web Based Learning ◽  
Teachers And Students ◽  
E Learning ◽  
Digital Collaboration

E-learning refers to the e-learning process and includes: web-based learning, virtual classroom articles and digital collaboration. The advantage of communication between teachers and students via electronic media is the accessible variety of online resources that give engagement and conscious perception of the learning material.

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.

Mannequin system for the self-training of nurses in the changing of clothes

Kybernetes ◽  
2016 ◽  
Vol 45 (5) ◽  
pp. 839-852 ◽  
Author(s):  
Taiki Ogata ◽  
Ayanori Nagata ◽  
Zhifeng Huang ◽  
Takahiro Katayama ◽  
Masako Kanai-Pak ◽  
...  
Keyword(s):  
Nursing Students ◽  
Degrees Of Freedom ◽  
External Rotation ◽  
Content Type ◽  
Left Elbow ◽  
Complete Paralysis ◽  
Teachers And Students ◽  
Paralyzed Patient ◽  
The Difference ◽  
Nursing Teachers

Purpose – For self-training of nursing students, this paper developed a mannequin to simulate and measure the movement of a patient’s arms while nurses changed the patient’s clothes on a bed. In addition, using the mannequin the purpose of this paper is to determine the difference in the handling of a patient’s arms between nursing teachers and students. Design/methodology/approach – The target patient was an old man with complete paralysis. Three-degrees-of-freedom (DOF) shoulder joints and one-DOF elbow joints were applied to the mannequin. The angles of all joints were measured using a potentiometer, and those angles were transmitted to a computer via Bluetooth. Findings – In a preliminary experiment, the two nursing teachers confirmed that the mannequin arms simulated the motion of the arms of a paralyzed patient. In the experiment, two teachers and six students changed the clothes of the mannequin. The average joint angle of the left elbow and the moving frequency of the left elbow, right shoulder adduction/abduction and right shoulder internal/external rotation were lower in the case of teachers dressing the mannequin than when students were dressing it. Originality/value – The proposed system can simulate a completely paralyzed patient that nursing students would normally be almost unable to train with. Additionally, the proposed approach can reveal differences between skilled and non-skilled people in the treatment of a patient’s body.

scholarly journals Saudi EFL Instructors’ and Students’ Perspectives Towards Virtual Learning During COVID-19 Pandemic

2021 ◽  
Vol 13 (6) ◽  
pp. 18
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Face To Face ◽  
Large Numbers ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year ◽  
Sudden Transition ◽  
The Impact

The Covid-19 pandemic and the sudden transition from face-to-face to virtual learning have given rise to various challenges and obstacles in teaching contexts all over the world. This paper explores the impact of this unexpected transition in the teaching and learning process based on English as a foreign language (EFL) teachers’ and learners’ experiences at a Saudi university. This research employed a mixed methods approach. Four male and female EFL teachers were involved in addition to thirty-six students from a preparatory year program. The key findings of the study revealed that there were three major challenges encountered in the use of virtual classroom applications during the pandemic, including crucially a lack of technology and Internet connection, having large numbers of students in a virtual learning classroom, and lack of student and teacher interaction when using virtual learning classes. Although Saudi EFL students and teachers viewed the virtual learning classes in a positive light during the pandemic period, they reported that in the post-pandemic period and over the long term, they would prefer traditional face-to-face teaching.

scholarly journals ‘Unfreezing’ traditional teaching

2021 ◽  
Vol 3 (1) ◽  
pp. 17-18
Author(s):  
Philippa Smith ◽  
Helen Sissons
Keyword(s):  
Learning Experience ◽  
Health Impact ◽  
The United States ◽  
Virtual Classroom ◽  
Educational Systems ◽  
Face To Face ◽  
The Government ◽  
Sudden Transition ◽  
University Lecturers ◽  
The Impact

Teaching online is not an unfamiliar phenomenon for university lecturers evidenced by the rapid rise in the number of those who “want to teach online”, “have been told to teach online” and “are training and encouraging others to teach online” (Ko & Rossen, 2017:xx). Never-the-less, the impact of the Coronavirus pandemic in 2020 caught many teachers from elementary to tertiary level unprepared and in some cases led to the collapse of educational systems in countries around the world (Mishra, Gupta & Shree, 2020).   Moving lessons online, creating virtual classrooms, accessing appropriate software and online tools, as well as being competent in the use of them within a very short time period not only required “adjustment” but also had a “mental health impact” on both the educators and the students (Etchells et al, 2020). Attempts have been made to assess the success with which lecturers have been able to transition their classes to online. A survey of students in the United States (USC Center for the Digital Future, 2020), for example, asked about their remote learning experience during the pandemic and found that only around one-third enjoyed it better than in-class instruction. In addition, almost one half of them felt they learned less online than in person, and only around half of the students believed that their teachers were good at adapting their courses for online construction. This raises the question of whether educational institutions and their staff were up to speed enough with online learning to make this sudden transition.   For those running practical teaching programmes that require face-to-face contact, the thrust into the isolation of Covid-19 lock-down was most challenging. This presentation documents our learning experiences as two Auckland University of Technology lecturers whose respective programmes involving journalism practice and student collaborative movie-making were caught midway by lockdown when the government commanded us to “Stay Home, Save Lives”. Viewing our teaching experiences through the lens of change management theory (Lewin, 1958) that divides the process of change into the three stages of unfreezing – changing– refreezing, we discuss how the unfreezing of our standard methods of instruction forced us into change where we had no other choice but to learn to adapt our courses and teach online. We provide insights in this presentation as to how well the new methods of the virtual classroom worked for us based on the resources we were given, and whether they are now refrozen and maintained in our classes for the future, or will we simply change back to our original methods. We also offer feedback from the students and their experiences of our lessons in lockdown.    

scholarly journals An Intelligent Framework Prototype for Monitoring Students in Virtual Classroom

2018 ◽  
Vol 12 (3) ◽  
pp. 1151
Author(s):  
Ashutosh Satapathy ◽  
Jenila Livingston L. M
Keyword(s):  
New Technology ◽  
Virtual Classroom ◽  
Educational Technologies ◽  
Web Conferencing ◽  
Home Study ◽  
Detection Techniques ◽  
Internet Radio ◽  
Internet Chat ◽  
Teachers And Students ◽  
Cost Efficient

<p>Virtual classroom is one of the fastest growing educational technologies used by many industries and institutions. Today, Voice over Internet Protocol (VoIP) cloud is become a most accepted replacement to different virtual classroom technologies such as internet chat, internet radio, web conferencing, traditional video conferencing and peer to peer VoIP calls. It provides greater flexibility, reliability and cost efficient telecommunication features and operates on comparatively lesser bandwidth. Involvement of new technology in virtual classroom makes it more reliable to teachers and students. Still it follows traditional methods to monitor students by invigilator whether it may be inside the classroom or home study. A secure framework for virtual classroom is developed to not only monitor student’s activities continuously but also the amount of time spent by each student and provide security against unsecure unauthorized login. An effective monitoring System based on Liveness Face Detection techniques is proposed to add more flexibility to conduct virtual classroom and also increases the level of securities of each student’s accounts.</p>

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