The Role of Cell Phones in Online Learning, Connectivity, and COVID

2021 ◽  
pp. 55-86
Author(s):  
Katie Rybakova ◽  
Cameron Bigelow
Keyword(s):  
Online Learning ◽  
Mobile Phones ◽  
Cell Phones ◽  
Learning Experience ◽  
Student Perspective ◽  
Online Environment ◽  
Teachers And Students ◽  
Pre Service Teacher ◽  
A Current

In this chapter, the authors used the lens of COVID-19 to explore how mobile phones and general technological connectivity can be both a positive learning experience and contribute to connectivity fatigue and burnout for both teachers and students. The authors will reflect upon their own experiences and conversations as well as expand on the research regarding 24/7 accessibility in an online environment. The second author provides a particularly powerful voice in this chapter as a current pre-service teacher. His vignettes were used throughout the chapter to add a student perspective that is often omitted from the scholarship.

scholarly journals A Care-Centered Approach to Online Learning Design and Pedagogy

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Learning Experience ◽  
Methodological Approach ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Effective Learning ◽  
Learner Perspective ◽  
Instructor Behaviors

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

scholarly journals Together Alone: What Students Need from an E-moderator

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Diane P. Janes
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
The Internet ◽  
Online Environment ◽  
E Learning ◽  
Education Degree ◽  
Master Of Education ◽  
Made In

It has often been suggested that education via the Internet, or e-learning, leads to a sense of separation in individual learners; this need not be the case. Teaching is a relationship: a relationship that is built on a connection between teaching and learner, between learner and learner, and between the learners and the content. What then is the role of the instructor in moderating online learning? This paper will explore how that connection might be better made in an online environment and will explore the interpersonal or emotive distinctiveness needed in an e-moderator from the perspective of a group of graduate students engaged in an online master of education degree offered in Canada.

scholarly journals A study on customers’ attitudes on cell phones in tiruchirappalli city

2014 ◽  
Vol 1 (4) ◽  
pp. 264-279
Author(s):  
SANKARANARAYANAN G
Keyword(s):  
Mobile Phones ◽  
Cell Phones ◽  
Human Life ◽  
New Technology ◽  
Cellular Phones ◽  
Important Data ◽  
Phone Calls ◽  
Advanced Technologies ◽  
The World

Cellular phones are taking a very important role in our day to day life. Communication is an essential aspect in human life and the role of cell phones has become a very important part in these days.In recent years, the number of mobile phones in the world had been increased at an exponential rate.The reasons for this are numerous, however lower prices and the availability of new technology mean that even the younger ones now own and regularly use mobile phones. Moreover, it has the capability to keeps in touch with family and friends from faraway places; these days due to the development of advanced technologies cell phones are not accomplished only for receiving and talking phone calls, but can also stores important data, takings cameras, stores songs etc.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals EFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the Covid-19the Pandemic: Perspectives from Dr. MoulayTahar University of Saida, Algeria

2021 ◽  
Author(s):  
Djamel BENADLA ◽  
Mohamed Hadji
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Social Situation ◽  
Learning System ◽  
Negative Attitudes ◽  
Affective Attitudes ◽  
Teachers And Students ◽  
E Learning ◽  
Efl Students ◽  
The University

The practice of the online learning system in Algeria is novel. However, with the spread of Covid 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive educational outcomes and keep students safe and healthy. This research purports to examine how the University of Dr. MoulayTahar in Saida has used Moodle platform to facilitate the teaching process during the Covid 19. This paper, therefore, stresses the issues of distance e-learning that challenge both teachers and students alike. The researchers attempt to answer the following question: What are the affective attitudes of EFL students towards distance learning assisted with Moodle Platform during the Coronavirus? To supply an adequate answer to the raised question, the researchers have selected a sample of 157 participants. The researchers collected data through a questionnaire and delivered copies to the participants. The findings revealed that both the teachers and the learners were not well prepared for an online learning experience. That there are more disadvantages than advantages. The results of the research conveyed that the technical skills, the teachers’ lack of experience as well as the social situation of the students have made E. learning a complex process. The analysis also revealed that Master students have negative attitudes towards e-learning, and they would prefer face-to-face interaction in the classroom and handouts more than virtual learning.

scholarly journals PENERAPAN KOMPETENSI PEDAGOGI GURU ABAD 21 DALAM PEMBELAJARAN DARING

2021 ◽  
Vol 2 (2) ◽  
pp. 172-178
Author(s):  
Hannah Dea ◽  
Wiputra Cendana ◽  
Bill Areal Sharon Djaduhu Daeli
Keyword(s):  
Online Learning ◽  
21St Century ◽  
Teaching Practice ◽  
Interactive Media ◽  
Lesson Plans ◽  
Learning Methods ◽  
Pedagogical Competence ◽  
Teachers And Students ◽  
Feedback Data

In online learning, there are several problems for both teachers and students. namely, skills in utilizing technology, limited facilities and infrastructure, interactive media. The solution is the role of the teacher in designing learning with pedagogical competence in the 21st century. The teacher must use effective and interactive technology in communicating with students. The purpose of this study is to describe the efforts of teachers in applying the pedagogical competences of 21st century teachers in online learning through 3 learning components, namely materials, media and learning methods. The research method used descriptive qualitative with supporting data in the form of lesson plans, reflection sheets, and teacher feedback. Data collection techniques used observation sheets, lesson plans, teaching reflection, teaching feedback and documentation. The author uses feedback from teaching journals and reflection journals after the teaching process as the main data. Supporting sources are scientific journals and books that correspond to the problems the author finds. Analyzing data, researchers looked for solutions to problems that occur in teaching practice. The solution was for the teacher to design attractive learning methods, present learning materials by involving students, and utilizing technological media in the learning process. As a result, obstacles in online learning can be overcome through teacher pedagogical competences in the 21st century. The suggestion are that teachers should continue to improve themselves in developing their own pedagogical competences, and have effective communication with students.

scholarly journals Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 145-157
Author(s):  
Siti Nurhasanah ◽  
Abdurrahman Abdurrahman ◽  
Doni Andra ◽  
Kartini Herlina
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Experience ◽  
Student Interaction ◽  
Student Interactions ◽  
Effective Learning ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Data Collection Technique

This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.

Sign in / Sign up

Export Citation Format

Share Document