Teaching Online | ScienceGate

2010 ◽

pp. 112-131

Author(s):

P. Toyoko Kang

Keyword(s):

Online Learning ◽

Blended Learning ◽

Social Distance ◽

Teaching Online ◽

Learning And Teaching ◽

Face To Face ◽

Prosodic Phrase ◽

Mental Language ◽

Face To Face Learning ◽

Audio Files

This chapter provides an argument endorsing blended learning and teaching for foreign language (FL)/second language (L2) courses, in lieu of total online learning and teaching or total face-to-face learning and teaching (FFLT). Two main arguments are posed, citing concrete examples. First, that in total online learning and teaching, one of the greatest challenges is to reduce the psychological and social distance between teacher and student that leads to a dysfunctional parser (a mental language processor) for FL/L2. And secondly, online learning and teaching encourage more input, hence clarify communication---by making not only currently incomprehensible input comprehensible but also hard-tobe-comprehended output easy-to-comprehend---- through “self-negotiation of form and meaning,” and the parser’s strategy of being “first (prosodic phrase) come, first interpreted/processed.” This chapter proceeds to strongly recommend that FL/L2 teachers make simple audio files to provide their students with spoken input to prevent students from employing the L1 strategy of “first come, last interpreted/ processed.” Furthermore, this chapter shows what kind of spoken input is to be recorded in audio files for students in Elementary Japanese II and Intermediate Japanese I.

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Faculty’s and Students’ Perceptions of Online Learning During COVID-19

Frontiers in Education ◽

10.3389/feduc.2021.638470 ◽

2021 ◽

Vol 6 ◽

Author(s):

Zakaryia Almahasees ◽

Khaled Mohsen ◽

Mohammad Omar Amin

Keyword(s):

Online Learning ◽

Online Education ◽

Data Privacy ◽

Privacy And Security ◽

Learning And Teaching ◽

Face To Face ◽

Learning Challenges ◽

Face To Face Learning ◽

Method Of Instruction ◽

Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

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Arranging and Rearranging Practice in Digital Spaces

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch031 ◽

2018 ◽

pp. 567-585

Author(s):

Laurette S. M. Bristol ◽

Merilyn Childs

Keyword(s):

Online Learning ◽

Professional Learning ◽

Teacher Educators ◽

Learning Program ◽

Learning Space ◽

Teaching Online ◽

Learning And Teaching ◽

Face To Face ◽

Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

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Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

Arab World English Journal ◽

10.24093/awej/vol12no1.2 ◽

2021 ◽

Vol 12 (1) ◽

pp. 19-27

Author(s):

Abdulrahman Alzamil

Keyword(s):

Online Learning ◽

Online Teaching ◽

English Language ◽

Learning And Teaching ◽

Face To Face ◽

Saudi Students ◽

Positive Attitudes ◽

English Speaking ◽

Face To Face Learning ◽

Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

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Arranging and Rearranging Practice in Digital Spaces

Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-0877-9.ch010 ◽

2017 ◽

pp. 191-209

Author(s):

Laurette S. M. Bristol ◽

Merilyn Childs

Keyword(s):

Online Learning ◽

Professional Learning ◽

Teacher Educators ◽

Learning Program ◽

Learning Space ◽

Teaching Online ◽

Learning And Teaching ◽

Face To Face ◽

Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

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Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

10.31235/osf.io/a578f ◽

2021 ◽

Author(s):

Abdulrahman Alzamil

Keyword(s):

Online Learning ◽

Online Teaching ◽

English Language ◽

Learning And Teaching ◽

Face To Face ◽

Saudi Students ◽

Positive Attitudes ◽

English Speaking ◽

Face To Face Learning ◽

Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

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Early-career international academics' learning and teaching experiences during COVID-19 in Australia: A collaborative autoethnography

Journal of University Teaching and Learning Practice ◽

10.53761/1.18.5.12 ◽

2021 ◽

Vol 18 (5) ◽

pp. 218-235

Author(s):

Jasvir Kaur Nachatar Singh ◽

◽

Humayra Ayasha Chowdhury ◽

Keyword(s):

Online Learning ◽

Academic Staff ◽

Early Career ◽

University Teaching ◽

Online Delivery ◽

Teaching Online ◽

Learning And Teaching ◽

Face To Face ◽

Unequal Access ◽

Teaching Learning

Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics’ during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching ‘shock’ – to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.

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Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v26.6932 ◽

2021 ◽

Vol 26 ◽

pp. 168-174

Author(s):

Cherie Chu-Fuluifaga

Keyword(s):

Online Learning ◽

Tertiary Education ◽

Face To Face ◽

Global Pandemic ◽

Short Period ◽

The World ◽

Face To Face Learning

The importance of maintaining connections and relationships across tertiary education for students is discussed as a way of examining the nature of Pacific education in challenging times, particularly in terms of fractured face-to-face learning. Universities have been thrust into an unpredictable time of remote/distance/online learning in a short period of time. The process has been unsettling and challenging for people across the world. As Pacific students and staff experience the unchartered waters of Covid-19 and global disturbances, they are searching out ways to build purposeful connections, shape-shifting and ways to maintain communities of academic togetherness while harnessing the tools of their knowledge trajectories in research. This article will focus on four key principles: valuing personal and academic connections beyond the textbook; discovering heart-warming methods of connection; and connecting for growth and wellbeing.

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Online Learning Management in The Covid-19 Pandemic Era

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v6i1.2358 ◽

2021 ◽

Vol 6 (1) ◽

pp. 47

Author(s):

Herry Sanoto

Keyword(s):

Online Learning ◽

Learning Process ◽

Research Method ◽

Internet Technology ◽

Fundamental Change ◽

Positive Perception ◽

Face To Face ◽

Learning Management ◽

Face To Face Learning ◽

Teacher Opinions

Learning in the era of the Covid-19 pandemic has undergone a fundamental change from a face-to-face learning process to online-based learning to minimize the transmission of the Covid-19 virus. Online learning is basically a learning model with internet technology media, so that the learning process can be carried out even though it is in different places. The research method in this research is qualitative research by describing the online learning management process that is carried out at SMP LAB UKSW. The instruments in this research include observation sheets, student opinion questionnaires, and interview guides. The results showed that the online learning process applies management principles which include planning, organizing, implementing and controlling. The results of student and teacher opinions show that online learning has a positive perception of 83%. The results of the interview showed that the students felt that they were well facilitated by the online learning process that was conducted at SMP LAB UKSW.

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Students' Perception on Blended Learning in English Listening and Speaking Class

Journal of English Language and Culture ◽

10.30813/jelc.v9i1.1449 ◽

2018 ◽

Vol 9 (1) ◽

Author(s):

Magdalena Kartikasari Tandy Rerung

Keyword(s):

Online Learning ◽

Blended Learning ◽

Language Learning ◽

English Language ◽

Language And Culture ◽

Face To Face ◽

Learning Platform ◽

Face To Face Learning ◽

Communicative Teaching ◽

Listening And Speaking

Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress. It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1st and 3rd semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.Keywords: blended learning, online learning, face-to-face learning, language learning

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