scholarly journals How Portuguese Schools Navigated through THE Pandemic First Wave: Views from Headteachers

2021 ◽  
pp. 154-165
Author(s):  
Ana Cristina Torres ◽  
Angélica Monteiro ◽  
Ana Mouraz
Keyword(s):  
Online Learning ◽  
Veteran Teachers ◽  
Learning Tools ◽  
School Closures ◽  
Data Collection And Analysis ◽  
Teacher Professional ◽  
Facilitators And Barriers ◽  
Effective Use ◽  
Pandemic Wave ◽  
Specific Challenge

The transition from emergency remote teaching schemes to effective online learning ones has posed just as much similar as specific challenges to different countries and regions during school closures of the COVID-19 pandemic first wave. In Portugal, the specific challenge of a notably aged teaching workforce that admits being underprepared for pedagogically meaningful use of digital technologies in education has become more evident. Focusing on the views of seven interviewed schools’ headteachers, this paper presents and discusses the reported facilitators and barriers/constraints of their schools’ transition from emergency remote teaching to online learning, during the first pandemic wave and relates those factors with the particular issues of veteran teachers’ engagement with online learning. The paper introduces the rekindle+50 project under which the data collection and analysis took place and underlines the extreme importance of continued investment in teacher professional development and collaboration to enhance more effective use of online learning tools and platforms in times of uncertainty.

scholarly journals Developing a heutagogy approach to promoting teacher competencies in Indonesia

2021 ◽  
Vol 16 (3) ◽  
pp. 939-951
Author(s):  
Silvia Mariah Handayani ◽  
Tony Yeigh ◽  
Lisa Jacka ◽  
Lewes Peddell
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Professional Education ◽  
Learning Tools ◽  
Teacher Competencies ◽  
Capability Development ◽  
Metacognitive Reflection ◽  
Teacher Professional

This study aims to establish a Heutagogy approach for teacher professional education in Indonesia as an attempt to improve teacher competencies. This study will identify key elements of a Heutagogy approach derived from previous Heutagogy practices. The methods to collect data for developing the Heutagogy approach in this study employs a literature review of previous research and findings related to Heutagogy practice. In this regard, this study's established elements are Learner-determined learning, Metacognitive reflection, Collaboration, and Capability development. These elements are analysed and then incorporated into the TPE model with support from online learning tools. Capability development is the goal of experiencing each of the elements of Heutagogy in this approach. Each of these key elements will contribute to developing participants capability as professional teachers. The Heutagogy approach in this study is expected to be significant for improving teacher competencies in Indonesia.   Keywords: teacher professional education, heutagogy

scholarly journals Were we ready? New Zealand high school students' experiences of online learning during school closures of Covid-19, 2020

2021 ◽  
Vol 25 ◽  
pp. 20-38
Author(s):  
Anne Yates ◽  
Louise Starkey
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
New Zealand ◽  
School Students ◽  
School Closures ◽  
Use Of Technology ◽  
Effective Use ◽  
Learning Schools ◽  
Senior High School Students

The Covid-19 pandemic of 2020 resulted in New Zealand schools closing and teaching moving to online. This paper reports research which investigated senior high school students experience of learning from home during these school closures and anything about the experience that they would like continued in the future. High school students in their final two years of schooling (n=1975) responded to a questionnaire consisting of quantitative and qualitative questions with qualitative data analysed thematically and quantitative data with descriptive statistics. Findings revealed that a variety of learning activities, feedback on learning, positive social interactions and effective use of technology supported students. A lack of motivation and daily structure were the major hinderances. The key experience they would like continued was greater flexibility in their learning. Schools demonstrated varying degrees of readiness for the crisis, but findings showed the need for resilience plans which include policies and practices for student and teacher digital readiness in preparation for future crises which result in emergency online learning.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

scholarly journals Exploring the Continuous Usage Intention of Online Learning Platforms from the Perspective of Social Capital

Information ◽  
2021 ◽  
Vol 12 (4) ◽  
pp. 141
Author(s):  
Chun-Hsiung Huang
Keyword(s):  
Social Capital ◽  
Online Learning ◽  
Shared Vision ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Survey Method ◽  
Learning Tools ◽  
Perceived Ease Of Use ◽  
Learning Platforms ◽  
Continuous Usage Intention

This research explores the factors that influence students’ continuous usage intention regarding online learning platforms from the perspectives of social capital, perceived usefulness, and perceived ease of use. The questionnaire survey method was used in the research to analyze the relationship between the research variables and verify the hypothesis based on data from 248 collected valid questionnaire responses. The following results were obtained: (1) “Social interaction ties” positively affect students’ continuous usage intention. (2) “Shared language” negatively affects students’ continuous usage intention. (3) “Shared vision” positively affects students’ continuous usage intention. (4) “Perceived usefulness” positively affects students’ continuous usage intention. (5) “Perceived ease of use” positively affects students’ continuous usage intention. According to the results, students believe in useful teaching that promotes knowledge and skills. The ease of use of learning tools is key to whether they can learn successfully. Paying attention to the interaction and communication between students, so that students have a shared goal and participate in teamwork, is something that teachers must pay attention to in the course of operation. The professional vocabulary of the teaching content and the way of announcing information should avoid using difficult terminology, which is also a point to which teachers need to pay attention.

scholarly journals Approaches to the development of online learning In the digital environment of higher education in Yakutia

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 173-180
Author(s):  
Elizaveta Afanasyevna Barakhsanova ◽  
Mikhail Petrovich Sivtsev ◽  
Nyurgun Mikhailovich Pavlov ◽  
Afanasy Radnaevich Batorov ◽  
Maria Egorovna Alekseeva
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Tools ◽  
Digital Environment ◽  
Professional Activities ◽  
E Learning ◽  
The Republic ◽  
Online Distance Learning ◽  
Online Distance ◽  
Educational Applications

The authors justified the idea of developing online courses based on the use of Moodle tools, allowing the formation of knowledge in the field of technological and methodological skills and abilities to use educational applications, services, and their application in professional activities in the implementation of online learning in the digital environment of the university.  Assessment of the effectiveness of the online course is confirmed by the solution of professional tasks from the knowledge of the digital educational environment with interdisciplinary content and tasks requiring the use of e-learning tools. Analysis of the results using two-way analysis of variance revealed a significant effect of factors on the effective feature using the F-test. The significance of the study lies in the development of online advanced training courses aimed at improving the technological level of teachers and educators of the Republic of Sakha (Yakutia) in the implementation of the remote format of training using online distance learning tools and technologies. 

scholarly journals Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace

2017 ◽  
Vol 10 (4) ◽  
pp. 255-262 ◽  
Author(s):  
Dawn Levy
Keyword(s):  
Community College ◽  
Online Learning ◽  
Value Added ◽  
Community College Student ◽  
Retention Rates ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Online Learning Resources ◽  
Enhanced Learning

Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology-enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value-added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.

Copyright and Licensing Essentials for Librarians and Copyright Owners in the Digital Age

2014 ◽  
pp. 248-259
Author(s):  
Anne Moon
Keyword(s):  
Online Learning ◽  
Full Text ◽  
Digital Age ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Learning Tools ◽  
Online Content ◽  
Document Delivery

So much of what we as librarians do involves some aspect of copyright, whether it is document delivery, electronic reserves, online learning tools, and course management systems (e.g. Blackboard), or online modules that allow one to share one's references and full-text attachments with others (e.g. RefShare). It is therefore important that we become involved in copyright- and licensing negotiations with our online content providers. We also have an obligation to not only familiarize ourselves with but also to tutor our library patrons in terms of copyright legislation, bearing in mind that they may be held personally liable for their use of copyrighted materials through digital interfaces (Graveline, 2011).

Learner Performance and Satisfaction Level in Personalized Learning Environments

2018 ◽  
pp. 55-79 ◽  
Author(s):  
Irfan Sural ◽  
Müjgan Yazici
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Mixed Model ◽  
Course Performance ◽  
Online Learning Environments ◽  
Learner Performance ◽  
Learner Participation ◽  
Data Collection And Analysis ◽  
Significant Difference ◽  
Quantitative And Qualitative Methods

The overall aim of this chapter is to determine the personalizable online learning environments and learner participation in these environments, learner satisfaction in using them, and the effect of the environment on learners' course performance in terms of learning. With this purpose in mind, the researchers have tried to determine the learners' personalization preferences of content order and appearance in online learning environments offered and personalization-related satisfaction and performances. In data collection and analysis processes, both quantitative and qualitative methods were used and the study is designed as mixed model. In conclusion, more than half of the students carried out the personalization procedure and females customized the appearance of their environment in a high frequency rate compared to males. The study indicated that, in general, learners are satisfied with the personalization procedure and there is a significant difference in performances of students who fulfilled the procedure compared to those who did not.

Use of Virtual Classrooms in Online Learning Environments

2013 ◽  
pp. 126-134
Author(s):  
Salih Gümüs ◽  
M. Recep Okur
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Virtual Classroom ◽  
Learning Tools ◽  
Online Learning Environments ◽  
Classroom Structure ◽  
Information Research ◽  
Internet Learning ◽  
The One ◽  
Research Action

With the help of enhancements in communication technologies, especially within the framework of opportunities provided by the internet, learning can be done both in traditional environments and online environments. Besides numerical content, online learning content has the ability to offer multiple learning tools together. The one which steps forward among these tools for providing communication and interaction is virtual classroom applications. In this study, virtual classroom structure in online learning environments is examined. Within the framework of the study, academic personnel who have experience with distance education and who have given courses in virtual classroom application are defined. In order to gain detailed information, research is designed qualitatively. After the data is analyzed, suggestions are provided by reporting the research. Action research design of qualitative methods is used in this study.

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