Lessons Learned From Virtual Teaching and Learning in Elementary Education During C19 Disruption

2021 ◽  
pp. 237-250
Author(s):  
Sophia E. Moros
Keyword(s):  
Elementary Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
Elementary Principal ◽  
Virtual Classroom ◽  
Lessons Learned ◽  
Community Schools ◽  
E Learning ◽  
Principal Author ◽  
Phase Process

This chapter sets out to present and reflect on the creative approaches implemented in teaching and learning during disruption, specifically in grades JK-5 that quickly became a reality at the American Community Schools (ACS) of Athens because of the C19 pandemic in the spring of 2020. During that time ACS Athens administration, including the schools' President, the Director of e-Learning, Dean of Academics, and the Elementary Principal (author) designed a “5-Phase Process as a disruptive intervention to transition from a traditional four-walled classroom into a virtual classroom, thus transforming learning experiences, routines, and perspectives.” This chapter will provide a framework for the details of each phase while sharing the immediate responses to virtual learning which were based on best practices and technological pedagogical framework.

The Virtual Classroom @ Work

2011 ◽  
pp. 272-288 ◽  
Author(s):  
Terrie Lynn Thompson
Keyword(s):  
Situated Learning ◽  
Online Community ◽  
Teaching And Learning ◽  
New Technologies ◽  
Virtual Work ◽  
Virtual Classroom ◽  
Virtual Spaces ◽  
New Ways Of Working ◽  
Geographically Dispersed ◽  
E Learning

Before we can exploit new technologies to realize new ways of working, we must be able to imagine innovative possibilities for learning. Organizations seeking to improve the way they work and build knowledge reach for new learning paradigms. Possibilities emerge when exploring learning and working in virtual spaces from social learning perspectives, such as situated learning.. In this chapter, findings from a qualitative case study in a geographically dispersed organization are used as a springboard for exploring the challenges of introducing innovative e-learning initiatives. This chapter adds to our understanding of learning and working in virtual spaces by delving into: (1) workplace practices related to virtual learning and work that facilitate and frustrate new ways of learning; and (2) notions of online community, informal learning, and blended learning which offer promise for re-conceptualizing learning within virtual work spaces. Recommendations are provided to guide the creation of fresh teaching and learning practices.

scholarly journals Lessons Learned Transitioning from Traditional Premedical and Medical Education to E-learning Platforms during the COVID-19 Pandemic within the United Arab Emirates

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Siobhán M. O’Sullivan ◽  
Ali A. Khraibi ◽  
Wei Chen ◽  
Peter R. Corridon
Keyword(s):  
Medical Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Educational Systems ◽  
Student Responses ◽  
E Learning ◽  
Rapid Transition ◽  
Learning Platforms ◽  
The Impact

Educational systems across the globe were disrupted by the COVID-19 pandemic, and faculty, staff, and students had to rapidly transition to e-learning platforms. These groups had little preparation to cope with the challenges of this newly adopted system. However, as we begin to emerge from the COVID-19 era, efforts are being made to assess the impact of this transition and develop a framework of best practices to help educators prepare for possible future disruptions. This commentary aims to discuss some of the challenges associated with the rapid transition to the new academic environment, including the modes of instruction employed, technical obstacles encountered, student responses to change and efforts made to evaluate didactic and practical aspects of the curriculum in the contexts of premedical and medical education, at the newly established College of Medicine at Khalifa University of Science and Technology in the United Arab Emirates.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

ONTOLOGY REASONING USING SPARQL QUERY: A CASE STUDY OF E-LEARNING USAGE

2016 ◽  
Vol 78 (8-2) ◽  
Author(s):  
Dewi Octaviani ◽  
Mohd Shahizan Othman
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Competitive Advantages ◽  
Ontology Reasoning ◽  
Knowledge Based ◽  
Quality Of Teaching ◽  
E Learning ◽  
Sustainable Competitive Advantages

The involvement of learning pedagogy towards implementation of e-learning contribute to the additional values, and it is assign as a benchmark when the investigation and evaluation will carry out. The results obtained later believed would be fit to the domain problem.The results might provide instructional theories including recommendation after reasoning that can be used to improve the quality of teaching and learning in the virtual classroom. Ontology as formal conceptualization has been chosen as research methodology. Ontology conceptualization helps to illustrate the e-learning usage including activities and actions, likewise learning pedagogy in the form of concepts, class, relationships and instances. The ontology constructed in this paper is used in conjunction with the SPARQL rules, which are designed to test the reasoning ability of ontology. Reasoning results should be able to describe the knowledge contained in ontology, as well the facts on it. The SPARQL rules contains triplets to verify if the students are actively engaged in a meaningful way towards e-learning usage. The backward engine is optimized to store the facts obtained from queries. Development of ontology knowledge based and reasoning rules with SPARQL queries allow to contribute a sustainable competitive advantages regarding the e-learning utilization. Eventually, this research produced a learning ontology with reasoning capability to get meaningful information.

scholarly journals Foreign Language Virtual Class Room: Anxiety Creator or Healer?

2020 ◽  
Vol 13 (11) ◽  
pp. 130
Author(s):  
Mohammad Tanvir Kaisar ◽  
Sabrina Yasmin Chowdhury
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Virtual Classroom ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
E Learning ◽  
Real Picture

Virtual classroom using technology is a novel dimension in distance learning and teaching pedagogy during the pandemic situation across the globe. Researchers regard e-learning as an opportunity for future teaching and learning approach. Therefore, recent pieces of literature on Foreign Language Anxiety, Technological anxiety and E-learning using virtual classroom inspires the current researchers to foster a real picture of Bangladeshi educational institutions. The study aims at investigating whether the virtual classroom situation creates anything new in Foreign Language Anxiety or heals the learners from anxiety experienced in the physical classroom. A self-made Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) was conducted through 104 students’ participation from three public and three private universities of Bangladesh. Through the tertiary level learners’ physical language classroom and virtual language classroom participation, the quantitative data has been collected. In-depth interview and focus group discussion have also been conducted to collect qualitative data. The study also shows findings and important recommendations for the concerned so that virtual language classroom environment and anxiety-free ‘Foreign Language Virtual Classroom’ can be implemented.

scholarly journals Blended Learning Internationalization from the Commonwealth

2011 ◽  
pp. 141-167
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Blended Learning Internationalization from the Commonwealth

2012 ◽  
pp. 101-132
Author(s):  
Shelley Kinash ◽  
Susan Crichton
Keyword(s):  
Higher Education ◽  
International Students ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning Approaches ◽  
Face To Face ◽  
University Systems ◽  
E Learning ◽  
The University

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.

Implementing Hybrid e-Learning on English as a Foreign Language (EFL) Pre-service Teacher of an Islamic College

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Andi Muhammad Yauri ◽  
Abdul Rahim Haji Salam ◽  
Rohayah Kahar
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Virtual Classroom ◽  
Online Classes ◽  
Self Assessment ◽  
Face To Face ◽  
Task Instructions ◽  
Significant Difference ◽  
E Learning

The implementation of hybrid e-learning in English as A Foreign Language course could perhaps be a promising approach for teaching and learning particularly within Islamic higher education. Hence, this paper attempts to explore the initiative effort of familiarizing hybrid e-learning among Islamic college students in a speaking course. This study took the duration of five months to complete. Instructions were delivered via both face-to-face and online learning: seven times for face-to-face classroom meetings and five times for online classes. Nicenet was used as a virtual classroom. Online rubric was made available for students’ self-assessment both in their mid-term test and final test. Eighty-five pre-service teachers took part in the study. They were asked to do online task instructions either independently or collaboratively with their course mates. Questionnaire and t-test were used to analyze the data. The study indicated that hybrid e-learning is applicable in the college. It promoted motivation and collaborative work for the students. In terms of test results, there was no significant difference in hybrid e-learning approach. The research suggests that the instructions and materials need to be adjusted in order to meet the learners’ need.

scholarly journals The Making of a Joint E-Learning Platform for Remote Sensing Education: Experiences and Lessons Learned

2021 ◽  
Vol 13 (9) ◽  
pp. 1718
Author(s):  
Thomas Bauer ◽  
Markus Immitzer ◽  
Reinfried Mansberger ◽  
Francesco Vuolo ◽  
Béla Márkus ◽  
...  
Keyword(s):  
Remote Sensing ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Academic Education ◽  
Learning Platform ◽  
Study Programs ◽  
Teachers And Students ◽  
E Learning

E-learning is widely used in academic education, and currently, the COVID-19 pandemic is increasing the demand for e-learning resources. This report describes the results achieved and the experiences gained in the Erasmus+ CBHE (Capacity Building in Higher Education) project “Innovation on Remote Sensing Education and Learning (IRSEL)”. European and Asian universities created an innovative open source e-learning platform in the field of remote sensing. Twenty modules tailored to remote sensing study programs at the four Asian partner universities were developed. Principles of remote sensing as well as specific thematic applications are part of the modules, and a knowledge pool of e-learning teaching and learning materials was created. The focus was given to case studies covering a broad range of applications. Piloting with students gave evidence about the usefulness and quality of the developed modules. In particular, teachers and students who tested the modules appreciated the balance of theory and practice. Currently, the modules are being integrated into the curricula of the participating Asian universities. The content will be available to a broader public.

Sign in / Sign up

Export Citation Format

Share Document