Deepening Understanding of Multicultural Online Education

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.

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Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

10.31235/osf.io/9gf48 ◽

2021 ◽

Author(s):

Elham Abdullah Ghobain ◽

Abdullah Ahmed Zughaibi

Keyword(s):

Online Learning ◽

Online Education ◽

University Students ◽

Learning Outcomes ◽

English Learners ◽

Test Performance ◽

First Year ◽

English Major ◽

Males And Females ◽

First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

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Using 21st Century Technology In Online Business Education

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v5i12.2620 ◽

2011 ◽

Vol 5 (12) ◽

Author(s):

Susan Silverstone

Keyword(s):

Online Learning ◽

Online Education ◽

Teaching And Learning ◽

Learning Experience ◽

Approaches To Learning ◽

Virtual Classroom ◽

Online Discussions ◽

Font Size ◽

The Future ◽

National University

The challenges for education in the 21st century are fundamentally the same as they were in each of the past centuries – holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today’s students are techno-savvy and may be considered the “Wi-Fi Generation.” In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University’s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint® slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University’s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. Overall, the students appear to thoroughly enjoy this addition of topical and “live” learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material.

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Learning Strategies at SD Muhammadiyah 2 Tulangan during the Covid 19 Pandemic

Proceedings of the ICECRS ◽

10.21070/icecrs20211162 ◽

2021 ◽

Vol 10 ◽

Author(s):

Lintang Nimas Primaningtyas ◽

Muhlasin Amrullah

Keyword(s):

Elementary School ◽

Online Learning ◽

Online Education ◽

Learning Strategies ◽

Learning Process ◽

Learning Strategy ◽

School Teacher ◽

School Level ◽

Teachers And Students ◽

Field Notes

The study aims to analyze the learning process in the (online) network, supportive factors and teacher inhibitory factors in carrying out online learning during the covid-19 pandemic. The study was carried out at muhammadiyah elementary school 2 the estimated shidoarjo city of sidoarjo in April. The study USES descriptive qualitative methods. The subject used in this study was an elementary school teacher at 2 tulangan elementary elementary school. The data-collection techniques used in this study include interviews, documentation and field notes. The result of this study is that the covid-19 pandemic has hada profound impact on the learning process, learning that is normally executed directly is now being transferred to online learning. Learners are bored and bored during learning. Online education done for primary-age children is less effective. A number of teacher factors in the online learning process are the availability of cell phones, quotas and a steady Internet network. In addition to supporting factors in online learning, there are several teacher inhibitors in online learning. These inhibiting factors include the fact that they are still at the elementary school level, so only a few students have cellphones, therefore this can make learning ineffective. Through online there are also obstacles that occur for teachers, namely many students who deliberately do not participate in online learning because they do not have an internet quota to access learning so that students are left behind. And there is also a learning strategy carried out by SD Muhammadiyah 2 Tulangan. On the other hand, face-to-face online learning through applications is the most beneficial thing to break the spread of Covid-19 and maintain the mental health of teachers and students from exposure to the Covid-19 virus.

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Utilizing Social Media to Engage Students in Online Learning

Increasing Productivity and Efficiency in Online Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-0347-7.ch005 ◽

2016 ◽

pp. 84-105

Author(s):

Sara Bender ◽

Patricia Dickenson

Keyword(s):

Social Media ◽

Online Learning ◽

Large Body ◽

Physical Space ◽

Academic Failure ◽

Virtual Classroom ◽

Emotional Engagement ◽

Online Instructors ◽

Online Student ◽

Students Success

There is a large body of research suggesting that online students feel disconnected from their academic institutions. This sense of detachment may elicit feelings of frustration and isolation, as well as contribute to academic failure. Students' success and satisfaction in the online learning environment may be contingent upon the type of interaction between the student, faculty member, and their classroom peers. Online instructors are challenged with finding the means to bridge the gap of physical space to create authentic relationships. Social media, especially social networking, holds much promise for creating a space where emotional engagement between the instructor and students can be facilitated beyond the virtual classroom. The aim of this chapter is to share best practices in social media to engage the online student in a manner that is both productive and efficient.

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ISSUES AND CHALLENGES AMIDST THE PANDEMIC ERA: ENGLISH LEARNERS’ VOICES

Journal of Information System and Technology Management ◽

10.35631/jistm.623006 ◽

2021 ◽

Vol 6 (23) ◽

pp. 72-80

Author(s):

Suyansah Swanto ◽

Wardatul Akmam Din ◽

Iziana Hani Ismail ◽

Nur Anneliza Abd Latip

Keyword(s):

Online Learning ◽

Online Education ◽

Secondary Students ◽

English Learners ◽

Virus Disease ◽

School Age ◽

Internet Connection ◽

Young Learners ◽

Online Access ◽

A Current

Corona virus disease 2019 has become a current pandemic and many countries have been affected by it. At the end of January 2020, the WHO Emergency Committee declared a global health emergency state as COVID-19 confirmed cases have been increasing internationally. Since then, online learning has been actively implemented globally including Malaysia. This research is purely qualitative where data was collected via online interview with four willing secondary students. The findings highlight that there are a few weaknesses regarding online learning. Poor internet connection contributes to one of the weaknesses in online learning in Malaysia. Furthermore, not understanding teachers’ teaching is also one of the limitations of online education. Online learning limitations might vary depending on the students' technological capability to access online sites and use computers. These limitations are more evident for young children or school-age students who may not have online access. Although online learning has its flaws however it comprises several strengths too. Online learning enables the students to have flexible time in participating in the lesson. Avoiding from the virus is the next advantage of conducting online learning. Although schools are closed however students still could get connected with their teachers through several devices like computers, laptops, tablets and mobile phones. Hence, online learning is deemed to be the best alternative to continue the learning process and at the same time protects young learners from this deadly virus.

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Online communication in the educational environment of Russia and Germany: functional and dysfunctional effects of digitalization

Communicology ◽

10.21453/2311-3065-2021-9-4-97-113 ◽

2021 ◽

Vol 9 (4) ◽

pp. 97-113

Author(s):

S. V. Chugrov ◽

D. V. Galitskaya

Keyword(s):

Online Learning ◽

Online Education ◽

Social Relations ◽

Online Survey ◽

Online Communication ◽

Educational Environment ◽

Higher Education System ◽

Advantages And Disadvantages ◽

Teachers And Students ◽

German Universities

Nowadays, the ability of the higher education system to adapt to external conditions is facing the challenge of online transformation and digitalization against the background of changes in the format of social relations in the direction of greater pluralism, demassification of information sources, channels and recipients. The relevance of the study lies in the need to assess the consequences of the transition to online communication of teachers and students in order to identify new functional / dysfunctional effects of digitization of the educational environment. The paper represents the results of an online survey (spring – summer of 2020), when the pandemic of the new coronavirus led to the transition to distance learning. The survey was conducted among students of Russian and German universities to identify the attitude of students to online education. Possible unintentional consequences of digitalization of the educational environment were identified. On the basis respondents’ answers, the authors have analyzed emotional attitude of Russian and German students to the compulsory transition to online learning as well as their assessments of its positive and negative aspects. The authors provide ratio of the advantages and disadvantages of online learning in the perception of Russian and German students, highlight some side effects of online communication between teachers and students, as well as the concerns of students caused by the transition to a new communication format. According to students of Russian and German universities, online communication is not beneficial for the quality of education. The increased time spent in front of the computer screen is considered harmful. Besides, students in both countries are concerned with the weakening of social ties and the loss of social contacts.

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ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES

Revista de Pedagogie - Journal of Pedagogy ◽

10.26755/revped/2021.2/101 ◽

2021 ◽

Vol LXVIII (2) ◽

pp. 101-120

Author(s):

Cristina TUNEGARU

Keyword(s):

Online Learning ◽

Online Education ◽

Rural Areas ◽

Educational Practice ◽

Rural Teachers ◽

School Year ◽

Starting Point ◽

Teachers Experiences ◽

Teachers And Students ◽

Teachers Perspectives

Because of the threat of the Coronavirus pandemic, schooling in Romania moved in distance regime in March 2020. During the next school year, each municipality chose the scenario for each school – face-to-face schooling or online learning – according to the local number of infections. However, online education encountered many difficulties in terms of material and human resources, especially in rural areas. In this study we aim to explore rural teachers’ perspectives about online schooling in Romania, during the Coronavirus pandemic. The data – obtained through a series of interviews and questionnaires – were collected from rural teachers working in various parts of the country. In this study we propose to follow two main directions. First, we explore teachers’ experiences concerning the access to material resources in the school and at home. The absence of proper digital equipment and the quality of the internet connection are two of the main concerns for policy makers. Second, the study focuses on educational practice, discussing teachers’ accounts and experiences during two periods: March-June 2020 and the next school year, until present. We intend to explore rural teachers’ experiences in depth, as rural was always disadvantaged in Romania’s education system. This study is a starting point for further research of rural teachers’ preparedness in Romania and the implications of online learning on rural teachers and students.

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Utilizing Social Media to Engage Students in Online Learning

Social Media in Education ◽

10.4018/978-1-5225-5652-7.ch003 ◽

2018 ◽

pp. 34-55

Author(s):

Sara Bender ◽

Patricia Dickenson

Keyword(s):

Social Media ◽

Online Learning ◽

Large Body ◽

Physical Space ◽

Academic Failure ◽

Virtual Classroom ◽

Emotional Engagement ◽

Online Instructors ◽

Online Student ◽

Students Success

There is a large body of research suggesting that online students feel disconnected from their academic institutions. This sense of detachment may elicit feelings of frustration and isolation, as well as contribute to academic failure. Students' success and satisfaction in the online learning environment may be contingent upon the type of interaction between the student, faculty member, and their classroom peers. Online instructors are challenged with finding the means to bridge the gap of physical space to create authentic relationships. Social media, especially social networking, holds much promise for creating a space where emotional engagement between the instructor and students can be facilitated beyond the virtual classroom. The aim of this chapter is to share best practices in social media to engage the online student in a manner that is both productive and efficient.

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Community and Gender in the Virtual Classroom

Encyclopedia of Gender and Information Technology ◽

10.4018/978-1-59140-815-4.ch017 ◽

2011 ◽

pp. 103-108 ◽

Cited By ~ 1

Author(s):

Alfred P. Rovai ◽

Jason D. Baker

Keyword(s):

Distance Education ◽

Online Learning ◽

Online Education ◽

Virtual Classroom ◽

Retention Rates ◽

Student Centered ◽

Wide Variability ◽

Face To Face Instruction ◽

And Gender ◽

Under Construction

Numerous studies have demonstrated that alternative educational experiences, such as online learning, produce outcomes similar to face-to-face instruction provided the method and technologies used are appropriate to the instructional tasks, there is student-to-student interaction, and there is timely teacher-to-student feedback (Verduin & Clark, 1991). However, a meta-analysis of 232 comparative studies conducted by Bernard et al. (2004) concludes that while there is no average difference in achievement between distance and classroom courses, the results demonstrate wide variability. In other words, “a substantial number of DE applications provide better achievement results, are viewed more positively, and have higher retention rates than their classroom counterparts. On the other hand, a substantial number of DE applications are far worse than classroom instruction” (p. 406). These findings suggest that appropriate instructional design and good pedagogical practices, rather than the computer mediating technology itself, is at the center of effective online education. The growing demand for online learning only increases the challenges associated with designing and delivering effective instruction. O’Donoghue, Jentz, Singh, and Molyneux (2000) note that “The diversity of demand from these client groups therefore has to be matched by a diversity of supply. ... Meeting those requirements means putting the student at the centre of the system, which in itself represents a substantial change” (Section III, para. 6). When considering such a student-centered approach to online learning, the instructor needs to become increasingly aware of the differences among students and how those differences influence the educational experience. One area of student differences that warrants further consideration in the online classroom is gender, especially since distance education has been extensively marketed to women since early correspondence programs (Kramarae, 2003). “Distance education is ... yet another institution where gender and power differences are constructed, and to ignore the ways that gender is under construction online is to ignore many difficult experiences of real people” (p. 269). von Prümmer and Rossié (2001) go further and declare that, “If gender is not seen as relevant, the system will not be equally accessible to women and men and will offer men more chances to succeed” (p. 137).

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