The Bright and Dark Sides of Online Learning in Palestine During the Pandemic

2021 ◽  
pp. 24-34
Author(s):  
Saida Affouneh ◽  
Soheil Salha ◽  
Zuheir Khlaif
Keyword(s):  
Online Learning ◽  
Education System ◽  
Global Education ◽  
Quality Standards ◽  
The Other ◽  
The Future ◽  
Teachers And Students ◽  
Future Of Education ◽  
Two Sides ◽  
Current Experience

The shutdown of schools and universities due to the pandemic has impacted the global education system as well as Palestine's education system. The future of education is unpredictable now, but new features have emerged. The education system in Palestine responded to the pandemic in different ways, and the current experience in schools and universities with eLearning has two sides. One is bright and the other is dark. In this chapter the challenges that faced teachers and students will be discussed, and the best practices will be analyzed, according to the framework of eLearning developed by Khan. uture insights will be presented on reshaping education in the future under new morals, values, and quality standards.

scholarly journals نظام تعليم اللغة العربية عن بعد عبر الإنترنت في جائحة الوباء كوفيد-١٩ بالمدرسة المتوسطة الإسلامية الحكومة ١ بسوراكرتا

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliana Prativi ◽  
Muhammad Zaenuri
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Approach ◽  
Learning System ◽  
The Other ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Evaluation Stage ◽  
The Subject

Online learning is a learning via internet without meeting face-to-face between teachers and students. This online learning system is relatively new, therefore teachers and students should adapt quickly. This study aims to determine the online Arabic learning system during the COVID-19 pandemic at Madrasah Tsanawiyah Negeri (MTsN) 1 Surakarta. Researcher used a qualitative approach and observation, interview, and documentation as data collection techniques. The results described that e-learning madrasah was used as the main media for online Arabic learning at MTsN 1 Surakarta during the covid-19 pandemic, then assisted by Whatsapp and Youtube channel. The subject matter was presented in video, powerpoint, and pdf. The learning stages were divided into three: preparation, implementation (pre-activities, whilst-activities and post-activities), and evaluation stage. This online learning helps teachers to coordinate with and supervise students easily, on the other hand, it is difficult for them to monitor the students’ understanding and bad internet network make some students could not follow the learning process in time. 

scholarly journals REVIEW OF AUTONOMY IN TODAY'S EDUCATION

2020 ◽  
Vol 5 (12) ◽  
pp. 401-405
Author(s):  
Krishna Mahawar
Keyword(s):  
Education System ◽  
Ground Level ◽  
Rabindranath Tagore ◽  
Personal Experiences ◽  
Education Service ◽  
The Future ◽  
Teachers And Students ◽  
Schooling System ◽  
Acacia Tree ◽  
Monthly Salary

Our decision making power without interfering with others is known as truth. And if it is studded with education, then a very important issue comes up. Today many political influences and other interventions can also be seen in the field of education. Which also raises questions about the future of the country. Today, there is a need for such revenge which prevents the autonomy of education from being chaotic. Here my focus in this article is from Badlau on the ground level. Neither I will disclose the reports of any commissions here nor give any statistics related to education nor present references based on research related to UGC or any other institute. Rather, these are purely articles based on my own personal experiences, observations and suggestions.The form of today's education system has become very distorted. Business has become more than education service. Today's teachers are nothing more than monthly salary. I would like to start with the example of Rabindranath Tagore. He himself was estranged in childhood due to rote studies of schooling system and beating of teacher. Which made an impact on his Balaman for a lifetime which later became the brick of the foundation for his establishment of Santiniketan. He was well acquainted with the education system and education. It is important to have both students and teachers in education. But here if the independence becomes anarchy and anarchy, then the future is bound to be perverted. Where is the mango sown from Acacia tree. Under the guise of this system, both teachers and students are arbitrary.   दुसरो से हस्तक्षेप किये बिना हमारे स्यम के फैसले लेने की शक्ति को स्यायत्तता के रूप मे जाना जाता है। और यदि यह शिक्षा से जड़ी है तो बहुत ही महत्वपूर्ण मुद्दा बनकर सामने आती हैं। आज शिक्षा के क्षेत्र मे भी कई राजनीतिक प्रभाव व अन्य हस्तक्षेप देखे जा सकते हैं। जो देश के भविष्य पर भी प्रश्न चिन्ह खड़ा करते हैं। आज जरूरत हैं ऐसे बदलाओ की जो शिक्षा की स्वायत्तता को अराजक होने से भी रोके। यंहा इस लेख में मेरा केंद्र बिंदु जमीनि स्तर पर बदलाओ से है। ना तो मैं यहाँ किन्ही आयोगों की रिपोर्टों के खुलासा करूँगी न ही शिक्षा से जुड़े कोई आंकड़े बताउंगी और ना ही यूजीसी अथवा अन्य किसी संस्थान से जुड़े शोध पर आधारित सन्दर्भ पेश करूँगी। बल्कि यह पूरी तरीके से मेरे अपने निजी अनुभवो अवलोकनों व सुझावों पर आधरित लेख हैं।आज की शिक्षा पद्धति का रूप बेहद विकृत हो चुका है। शिक्षा सेवा की बजाय व्यवसाय अधिक हो गयी हैं। आज के शिक्षक मासिक तन्ख्वाह पाने वाले चाकर से अधिक कुछ नही है। मैं अपनी बात रवीन्द्रनाथ ठाकुर के उदाहरण से आरंभ करना चाहूंगी। स्वयं उन्हें भी बचपन मे ही स्कूली शिक्षा पद्धति की रटाऊ पढ़ाई व शिक्षक की पिटाई की वजह से विलगाव हो गया था। जिसने उनके बालमन पर जीवनभर के लिए प्रभाव डाला जो आगे चलकर उनके द्वारा शांतिनिकेतन की स्थापना के लिए नीवं की ईंट बना। वे शिक्षा व्यवस्था व शिक्षा की स्यायत्तता से भलिभांति परिचित थे। शिक्षा में छात्रों व शिक्षको दोनो की स्यायत्तता होना जरूरी हैं। परंतु यहीं स्यायत्तता अगर स्वछंदता व अराजकता बन जाये तो भविष्य का विकृत होना तय है।मैं इस पंक्ति को आज की शिक्षा व्यवस्था मे चरितार्थ होता पाती हूँ कि . बोया पेड़ बबूल का आम कहाँ से होय। इस व्यवस्था की आड़ मे शिक्षक व छात्र दोनो ही मनमानी कर रहे हैं।

scholarly journals Strategic Management dan Strategic Leadership: Dua Sisi Mata Uang Kemampuan untuk Hadapi Tantangan Perubahan Lingkungan yang Drastis

2011 ◽  
Vol 2 (1) ◽  
pp. 415
Author(s):  
Son Wandrial
Keyword(s):  
Strategic Management ◽  
Management Strategy ◽  
Strategic Plan ◽  
The Other ◽  
Strategic Leadership ◽  
Road Map ◽  
Other Hand ◽  
The Future ◽  
Two Sides

Management strategy and strategic leadership are like two sides of a coin that can not be separated, the management strategy is the tool in making a strategic plan for the future, while on the other hand, leadership (leadership) is more emphasis on people who have in the organization (leader and follower behavior) that will run (implementation) the formulated plan so that the goals (objectives) of the company could be reached. In a moving-forward environment, a leader is charged to be always monitoring and watching all changes. Any kind of changes will affect objective approach. A leader will not only be charged to see future, create a road map from the organization, but also has behave in manner to support the goal. 

scholarly journals KESENJANGANANTARA PENDIDIKAN PESANTREN DAN PTAI

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Anis Humaidi
Keyword(s):  
Education System ◽  
Boarding School ◽  
Boarding Schools ◽  
The Other ◽  
Apparent Discrepancy ◽  
Religious Law ◽  
Two Sides

This article aims at analyzing and comparing education system of Islamic boardingSchool and Islamic university. There are the same goals between those bothinstitutions, that is to create Ulama’. However, the outputs of both institutionsare quite different, even in giving the scholar’s degree. For the graduates of theIslamic boarding school are called Kyai, on the other hands, the graduates of theIslamic University are known as religious scholars. But the two terms refer to thesame meaning, Ulama’. The graduates of the Islamic boarding school are usuallymore proficient in mastering classical texts. So they tend to be more textual orscriptural in handlingsome particular problems. On the contrary, the graduatesof Islamic university tend to think contextually and critically.Nevertheless, unlikethe graduates of the Islamic boarding schools, most of them are not well qualifiedinundertaking the classical resources dealing with religious law or theology ingeneral. So there has been an apparent discrepancy between the two sides. Howcould we overcome this discrepancy?

scholarly journals Formation and development of vocational mobility of the future teacher of Physical Education in educational space of university

2018 ◽  
Vol 8 (4) ◽  
pp. 142-147
Author(s):  
Tatiana Anatolievna Fugelova
Keyword(s):  
High School ◽  
Physical Education ◽  
Continuing Education ◽  
Education System ◽  
Future Teacher ◽  
The Other ◽  
Personal Factors ◽  
Vocational Orientation ◽  
The Social ◽  
The Future

The article is based on the idea of conjugation between social and personal factors in the preparation of a teacher of Physical Education (PE). It creates the conditions for building a harmonious relationship with the surrounding world, finding one’s place in society, vocational orientation, formation of readiness for adaptability and mobility in the future vocational activity. The conditions, ensuring the formation and development of vocational mobility of the future teacher of PE in the socio-cultural educational space of high school, are dialogization, taking part of the future experts in project activities at various levels.  We have considered the process of formation and development of vocational mobility of the future expert in the social and cultural educational space of high school within the framework of the continuing education system. The concept of continuing education involves the inclusion of dialogue relationship, which contributes to the formation and development of vocational mobility of the future teacher of PE at all levels: knowledge, skills, creativity, experience in value and emotional orientation. The transition from one level of formation of vocational mobility to the other one in the socio-cultural educational space of high school is provided by the realization of the complex of strategic conditions and pedagogical tactics (pedagogical support, educational accompaniment, enhance social and vocational values), which contribute to the development of the readiness of the future teachers of PE to changes, innovations in the process of vocational activity. Keywords:  vocational mobility, educational space, continuing education, strategies and tactics of vocational mobility.

scholarly journals Change in Higher Education – View of Experts, Teachers and Students

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Dr.Sc. Johann Günther
Keyword(s):  
Higher Education ◽  
United States ◽  
Education System ◽  
International Communication ◽  
Slow Process ◽  
Change Rate ◽  
Teachers And Students ◽  
Change In Higher Education ◽  
Future Of Education

Our society is more mobile. This influences also our education system. It brings more international communication and cooperation. Teachers and students must change their behavior. The speed of this change is different by area. Asia has a high change rate and United States and Europe has a too slow process for adaptation.The future of education is shown in this paper from 3 perspectives:-        Teachers-        Experts-        Students

A Redactional Study of the Book of Isaiah 13-23

2018 ◽  
Author(s):  
Jongkyung Lee
Keyword(s):  
The Other ◽  
Book Of Isaiah ◽  
The People ◽  
The Future ◽  
Future Return ◽  
Two Sides ◽  
Underlying Theme ◽  
Whole Earth

This study argues that a series of programmatic additions were made to the oracles concerning the nations in Isa 13-23 during the late-exilic period by the same circle of writers who were responsible for Isa 40-55. These additions were made to create continuity between the ancient oracles against the nations from the Isaiah tradition and the future fate of the same nations as the late-exilic redactor(s) foresaw. The additions portray a two-sided vision concerning the nations. One group of passages (14:1-2; 14:32b; 16:1-4a; 18:7) depicts a positive turn for certain nations while the other group of passages (14:26-27; 19:16-17; 23:8-9, 11) continues to pronounce doom against the remaining nations. This double-sided vision is set out first in Isa 14 surrounding the famous taunt against the fallen tyrant. 14:1-2, before the taunt, paints the broad picture of the future return of the exiles and the attachment of the gentiles to the people of Israel. After the taunt and other sayings of YHWH against his enemies, 14:26-27 extends the sphere of the underlying theme of 14:4b-25a, namely YHWH’s judgement against boastful and tyrannical power(s), to all nations and the whole earth. The two sides of this vision are then applied accordingly to the rest of the oracles concerning nations in chs 13-23. To the nations that have experienced similar disasters as the people of Israel, words of hope in line with 14:1-2 were given. To the nations that still possessed some prominence and reasons to be proud, words of doom in line with 14:26-27 were decreed.

scholarly journals QUALITY OF UKRAINIAN EDUCATION ACCORDING TO THE RESULTS OF PISA 2018 AND THE OECD PROJECT "FUTURE OF EDUCATION AND SKILLS 2030"

2020 ◽  
pp. 99-114
Author(s):  
Sergiy Rakov ◽  
Keyword(s):  
Education System ◽  
Educational Practice ◽  
National Education ◽  
Current State ◽  
The Future ◽  
National Education Systems ◽  
International Comparative ◽  
Future Of Education

Since its inception in 2000, the international comparative survey of education qua­lity PISA has become a globally recognized powerful lever for improving national education systems, determining their state and development trends according to internationally agreed indicators based on measurements using internationally agreed tools (tests and questionnaires) and procedures for preparation, administration and evaluation of results. In 2015, the OECD launched the "Future of Education and Skills 2030" project, aimed at developing the foundations for an effective education system for the future, the first phase of which culminated in 2019 with the creation of the OECD Learning Compass 2030, a conceptual framework for future school curricula and studying in a learner context. At the second stage, it is planned to create the foundations of effective educating in the context of a teacher. These documents should play the role of the foundation for making the PISA program better by improving, first of all, the PISA subject frameworks in the main domains: reading, mathematics and natural sciences. For the effective improvement of Ukraine's education system, it is important not only to analyse its current state, in particular, its PISA-2018 results, but also to pursue a long-term educational policy aimed at developing an educational model that is based on national educational and cultural achievements and traditions, and is also consistent with the developments of the OECD project "The Future of Education and Skills 2030". The article analyzes the key ideas of the OECD Learning Compass 2030 and discusses some issues of their implementation in the educational practice of Ukraine.

Tapasztalatok három saját készítésű MOOC kapcsán - a tervezéstől a kiértékelésig

2017 ◽  
Vol 15 (3) ◽  
pp. 63
Author(s):  
Zsolt Námesztovszki ◽  
Dragana Glušac ◽  
Péter Eszteleczki ◽  
Gábor Kőrösi ◽  
Lenke Major
Keyword(s):  
Online Learning ◽  
Empirical Data ◽  
The Other ◽  
International Literature ◽  
Other Hand ◽  
Teachers And Students ◽  
Video Material

A tanulmány, a nemzetközi szakirodalom és a saját tapasztalatok tükrében, átfogó képet ad a MOOC-ok elkészítésének folyamatáról. Másrészről a begyűjtött empirikus adatokat statisztikai módszerekkel elemeztük, és segítségükkel közelebbről megismerhettük az online környezetben történő tanulás sajátosságait, valamint a tanulás eredményességét meghatározó tényezőket. Emellett részletesen megvizsgáltuk a tanulók és az oktatók kommunikációját a különböző felületeken, a tanulói aktivitást a beadandók és a videómegtekintések tükrében. --- Design to evaluation: experiences of creating MOOCs This paper presents an all-encompassing process of creating MOOCs based on international literature and the authors' own experiences. On the other hand, the empirical data included in this work is analyzed so as to gain in-depth knowledge of online learning, focusing both on the learning characteristics, as well as factors that influence its success. Further, the authors study the communication between teachers and students on various surfaces through student hand-ins and video material.

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