A Critical Review of Secondary Educational Shifts to Online Learning Modalities in the COVID-19 Pandemic

2022 ◽  
pp. 21-36
Author(s):  
Mariette Herro
Keyword(s):  
Online Learning ◽  
Continuing Education ◽  
Critical Review ◽  
Teaching And Learning ◽  
Traditional Classroom ◽  
District Leaders ◽  
Learning Modalities ◽  
Unequal Access ◽  
Traditional Classroom Teaching ◽  
Collaborative Efforts

The widespread impact of the COVID-19 pandemic affected K12 schools globally. This unprecedented disruption to education transformed teaching and learning experiences for children, teachers, administrators, and parents in many ways. The challenge of shifting traditional classroom teaching to online and distance modalities were met with various responses by school leaders and communities across the globe. This critical review highlights recent responses to continuing education for K12 students through collaborative efforts as the delivery of instruction as redefined and redesigned to meet the needs of children. Despite the lack of preparedness for this sudden shift to online learning, K12 district leaders and other stakeholders demonstrated their commitment to navigate through this crisis head-on. While disparities and unequal access became more evident during this unforeseen time, the future of online learning can be strengthened by this experience. This awareness can lead to further improvements in K12 education to serve all children with equity despite the circumstances.

Enhancing Student Engagement in Online Learning Environments Post-COVID-19

2021 ◽  
pp. 137-149
Author(s):  
M. Kabir Hossain ◽  
Bob Wood
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Styles ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Human Life ◽  
Traditional Classroom ◽  
Normal Human ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

The COVID-19 pandemic has significantly affected all sectors of human endeavour worldwide. This has forced a paradigm shift by disrupting ‘normal' human life, introducing what is now seen as a ‘new normal', which can also be seen as an opportunity rather than a threat. HEIs have equally been affected by this situation, which has forced conventional delivery of teaching and learning to be replaced by distance, online, or blended learning styles. Prior to the pandemic, only slightly over 25% of all students in UK HEIs received teaching and learning online. This statistic has now grown to 85%. This concerns learners' engagement with online learning. Unlike traditional classroom teaching/learning, online learning faces challenges of ensuring the engagement of learners. This chapter aims to explore and discuss measures to enhance student engagement in online learning settings within HEIs. The main objectives are two-fold. First, the study describes what measures exist to enhance student engagement and, second, presents an enhanced framework in online learning in HEIs.

Moving to the Worldvirtual

2011 ◽  
pp. 1-14
Author(s):  
Richard E. Riedl ◽  
Terry McClannon ◽  
Amelia W. Cheney
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Classroom Experience ◽  
Face To Face ◽  
Brick And Mortar ◽  
The Ideal

The traditional classroom has been considered the ‘ideal’ setting for teaching and learning, and innovations which challenge that structure are under a great deal of scrutiny. As the tools for online learning become more sophisticated, as in the case of 3D immersive worlds, it is time to stop using the brick-and-mortar classroom experience as the litmus by which all educational experiences are measured. This chapter will discuss some significant differences between face-to-face and online learning experiences, as well as some unique affordances provided by virtual worlds for constructivist learning experiences.

scholarly journals CHALLENGES FACED BY UNDERGRADUATE STUDENTS IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (66) ◽  
pp. 15346-15358
Author(s):  
Bhadab Hembram
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Descriptive Statistics ◽  
Classroom Teaching ◽  
Significant Difference ◽  
Traditional Classroom Teaching ◽  
Girl Students ◽  
Academic Year

Nowadays the education system has dramatically changed from traditional classroom teaching to remote online teaching due to this COVID-19 crisis. This study aimed to estimate the challenges in Online Learning among undergraduate l students studying in various Aided colleges during this lockdown period due to the COVID-19 crisis. The study was conducted by employing a questionnaire prepared using 'Google form'. An aggregate of 136 undergraduate students participated in this survey. For hypotheses testing both descriptive statistics such as 'Mean, SD' and inferential statistics such as t – test' were employed. Analysis showed that there is no significant difference between Problems faced by UG students in terms of gender, place of living, and academic year. The study confirms that girl students have more than boy students in the online learning process.

Evaluating Quality in the Online Classroom

2011 ◽  
pp. 882-890 ◽  
Author(s):  
Leslie Blicker
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Quality Measures ◽  
Colleges And Universities ◽  
Traditional Classroom ◽  
Exponential Rate ◽  
Online Classroom ◽  
Teaching Process ◽  
Web Based

The notion of measuring the effectiveness of online learning in higher education began at least a half-decade ago when Web-based distance education started expanding at an exponential rate. Traditional quality measures associated with accreditation did not match the new climate of Internet-based teaching and learning (Parker, 2004). Multiple national and global pressures demanded that colleges and universities address issues of quality specifically related to distance Web-based courses and programs. Not the least of expectant stakeholders were state regulators and accrediting bodies. How could a teaching process so dissimilar to centuries of place-based, traditional classroom methods possibly embody quality education?

scholarly journals Meranao ESL Students’ Experiences in Online Learning in Time of COVID19 Pandemic

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Junaisah M. Hadji Omar ◽  
◽  
Wardah D. Guimba ◽  
Roseniya G. Tamano ◽  
Fernando R. Sequete, Jr. ◽  
...  
Keyword(s):  
Online Learning ◽  
Network Connectivity ◽  
Sampling Technique ◽  
Learning System ◽  
Educational Institutions ◽  
Online Classes ◽  
Learning Modalities ◽  
Educational Environments ◽  
Traditional Classroom Teaching ◽  
At Home

COVID19 pandemic has compelled educational institutions to re-navigate their learning modalities to that of fully online learning, thus, generating a totally new experience for teachers and learners who are novices in the flexible or blended learning. This study, therefore, attempted to explore the students’ experiences of online learning in time of COVID19 via in-depth quantitative method. A total of 171 students from secondary, tertiary, to graduate levels engaged in online learning were selected as participants using purposive sampling technique. The researchers-made questionnaire focusing on students’ satisfaction and dissatisfaction with online learning, as well as their desired improvement, was distributed online to these students from which responses were collected. Based on the results, the most common environment and methods for participating classes were student homes and mobile phones (touchscreen/android). Students indicated that they are satisfied with the following features of online classes: selecting a quiet place for online learning, quality classes at home, and being with the family at home while doing online learning. In contrast, students are dissatisfied about the internet connectivity, not getting full attention from teachers, and have difficulty in sharing ideas. Areas that need improvement according to the students were closely related to the causes of complaints, such as improving network connectivity, microphone and sound quality, and smooth communication during online classes. These findings imply that students’ educational environments are important and the quality of interactions can vary depending on the teachers and technology used. This study recommends that an improved and effective online learning system, maintaining academic achievement similar to traditional classroom teaching can be designed in preparation for any possible future crisis like COVID19.

scholarly journals Blended Learning: A Combination of Traditional and Online Teaching Learning

2021 ◽  
pp. 222-225
Author(s):  
Krishna Kulin Trivedi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Method ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

Blended Learning also known as hybrid learning is a teaching learning process which is a combination of both the online teaching learning and traditional classroom teaching learning. Due to the Covid-19 Pandemic the sudden and unplanned rise to digitalization and ICT enabled learning, there is an increase in demand of online learning. In the academic fraternity and students there is an increase in demand and acceptance of ICT enabled learning thus, Blended learning also known as Hybrid learning a combination of traditional and online teaching learning is the best method integrating technology along with the traditional classroom teaching learning method. This research paper discusses about the blended learning, its advantages and its disadvantages.

scholarly journals Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges

2021 ◽  
Vol 9 ◽  
Author(s):  
Bin Su ◽  
Tong Zhang ◽  
Li Yan ◽  
Chaoyang Huang ◽  
Xiangpu Cheng ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Medical Teaching ◽  
Difficult Time ◽  
Teaching Cases ◽  
Traditional Classroom Teaching ◽  
Novel Coronavirus ◽  
The Impact

Background: The novel coronavirus disease 2019 (COVID-19) pandemic has tested the ability of universities to provide a high-quality, safe educational experience for students due to campuses shutting down. As a result, online learning could shift from a traditional classroom teaching mode and make education accessible to students. Previous studies have used individual online teaching cases to exploit a variety of online learning tools to ensure the continuation of medical education during this difficult time in China. However, for the first time, we have conducted a systematic review of local online teaching approaches, existing challenges, and potential solutions.Purpose: We present the issues and experience of conducting online medical teaching practices in China with the aim of communicating them to our peers in other countries or regions when examining the transition to e-learning during the COVID-19 pandemic and beyond.Methods: We searched the keywords below from public databases and reviewed relevant publications reporting on medical online teaching in China during the COVID-19 pandemic to analyze and summarize the online tools, modalities, and challenges.Results: We listed common online teaching tools and described a variety of online teaching modalities, as well as possible challenges. We also discussed potential solutions for those challenges, as well as the impact of the transition to online teaching on traditional education.Conclusion: By investigating local online medical teaching in China, we present useful tools and modalities that have been successfully exploited in education during the difficult time of COVID-19, although some challenges remain. The exploration of the transition to online teaching or learning will likely continue to have a profound impact on traditional classroom teaching.

MOOCs

2015 ◽  
pp. 183-211 ◽  
Author(s):  
Kenneth Ronkowitz ◽  
Lynnette Condro Ronkowitz
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Traditional Classroom ◽  
Educational Community ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Research Perspectives ◽  
Traditional Classroom Teaching

This chapter introduces the evolution of the MOOC, using narratives that are documented by research generated from the educational community. It concentrates on the history and progression of distance learning and its movement toward online education. The authors' perspectives focus on their own anecdotal evolution, from traditional classroom teaching, infusing distance and online learning, to designing and teaching in a MOOC setting. In examining whether the MOOC is more of an evolution or a revolution in learning, they explore questions that have emerged about MOOCs including what distinguishes this model from other online offerings, characteristics of learners who succeed in this environment, and debates regarding best practices. Critical reaction and responses by proponents of this learning format are presented and acknowledged. The research, perspectives and debates clearly impact what the future of the MOOC appears to offer. This continues the discussion within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

scholarly journals A Personalized English Learning Material Recommendation System Based on Knowledge Graph

2021 ◽  
Vol 16 (11) ◽  
pp. 160
Author(s):  
Yiqin Huang ◽  
Jiang Zhu
Keyword(s):  
Online Learning ◽  
Recommendation System ◽  
Information Age ◽  
Traditional Classroom ◽  
Knowledge Graph ◽  
Learning Material ◽  
English Learning ◽  
English Teaching ◽  
Learning Platforms ◽  
Traditional Classroom Teaching

The world has rushed into the information age. As the lingua franca, English shapes the global landscape of information transmission and exchange. Mastering English is equivalent to possessing an important tool for acquiring precious information. Therefore, it is very necessary to improve English teaching. This paper analyzes the problems in traditional classroom teaching and online learning of English, and discusses how to keep students unbaffled in online learning, improve their English learning efficiency, and satisfy their personalized demands. Specifically, the relevant data were characterized by knowledge points in English teaching, and used to formulate a knowledge graph. Then, the related knowledge points were labeled in online learning data on learning platforms. After that, user portrait was created by analyzing the data on daily learning behaviors. Finally, collaborative filtering was coupled with content-based recommendation to push English learning resources to students, which meet their personalized demands.

scholarly journals Meranao ESL Students’ Experiences in Online Learning in Time of COVID19 Pandemic

2021 ◽  
Author(s):  
Junaisah M. Hadji Omar ◽  
Wardah D. Guimba ◽  
Roseniya G. Tamano ◽  
Fernando R. Sequete ◽  
Adelyn S. Nalla ◽  
...  
Keyword(s):  
Online Learning ◽  
Network Connectivity ◽  
Sampling Technique ◽  
Learning System ◽  
Educational Institutions ◽  
Online Classes ◽  
Learning Modalities ◽  
Educational Environments ◽  
Traditional Classroom Teaching ◽  
At Home

COVID19 pandemic has compelled educational institutions to re-navigate their learning modalities to that of fully online learning, thus, generating a totally new experience for teachers and learners who are novices in the flexible or blended learning. This study, therefore, attempted to explore the students’ experiences of online learning in time of COVID19 via in-depth quantitative method. A total of 171 students from secondary, tertiary, to graduate levels engaged in online learning were selected as participants using purposive sampling technique. The researchers-made questionnaire focusing on students’ satisfaction and dissatisfaction with online learning, as well as their desired improvement, was distributed online to these students from which responses were collected. Based on the results, the most common environment and methods for participating classes were student homes and mobile phones (touchscreen/android). Students indicated that they are satisfied with the following features of online classes: selecting a quiet place for online learning, quality classes at home, and being with the family at home while doing online learning. In contrast, students are dissatisfied about the internet connectivity, not getting full attention from teachers, and have difficulty in sharing ideas. Areas that need improvement according to the students were closely related to the causes of complaints, such as improving network connectivity, microphone and sound quality, and smooth communication during online classes. These findings imply that students’ educational environments are important and the quality of interactions can vary depending on the teachers and technology used. This study recommends that an improved and effective online learning system, maintaining academic achievement similar to traditional classroom teaching can be designed in preparation for any possible future crisis like COVID19.

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