Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2018 ◽  
pp. 111-127
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

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 A blended learning model supported by MOOC/SPOC, Zoom, and Canvas in a project-based academic writing course

2021 ◽  
pp. 179-197
Author(s):  
Li Zhang ◽  
Yunjie Chen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Online Courses ◽  
New Approach ◽  
Face To Face ◽  
Management Platform ◽  
Writing Course ◽  
Blended Online Learning

Blended learning has played an important role in teaching English as a second or foreign language around the world. However, little research has been conducted on blended learning that is entirely online owing to the coronavirus pandemic. We aim at exploring the model of blending Massive Open Online Courses (MOOC) and Small Private Online Courses (SPOC), Zoom conferencing, and the Canvas course management platform. The new approach of blended online learning incorporates the pre-class autonomous learning of knowledge in MOOC/SPOC, in-class internalization of knowledge through case studies and discussions on Zoom, and after-class application of knowledge to the completion of a research project. A questionnaire and interviews were conducted to explore learners’ perceptions of the effectiveness of the model. Learners have a positive attitude about the new approach of blended online learning, but still hope that the in-class activities can be implemented face-to-face offline. The model will contribute to teaching and learning with the blended approach against the current coronavirus pandemic.

scholarly journals Learners’ Perceptions towards Online Learning during the Covid-19 Pandemic: A Study at a Center of Foreign Languages in Vietnam

2021 ◽  
Vol 5 (3) ◽  
pp. 84-90
Author(s):  
Hung Nguyen Quoc Luu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Retention Rates ◽  
Foreign Languages ◽  
Traditional Learning ◽  
Online Learners ◽  
Online Programs ◽  
Face To Face ◽  
Face To Face Learning

Online learning is a revolutionary trend of educational technology today. Particularly, online learning has become the donminent alternative to traditional learning during the Covid-19 pandemic and in the new normal. Various studies have shown that online learning has varying effectiveness at all levels and types of education; however, it is worth noting that many learners are still struggling to accept the mode of online learning, and learner retention has been suggested as one of the greatest weaknesses in online education. The current study used a questionnaire with open-ended questions to examine online learners’ perceptions of online learning as well as to understand reasons for their retention in online courses. The results revealed that most of the learners, especially young learners still preferred traditional face-to-face learning to online learning due to various problems they experienced while doing online learning, such as lack of facilities and necessary interactions. However, the retention rates are relatively modest, indicating the perceived quality of online programs at a center of foreign languages in Vietnam.

Managing an E-Marketing Plan for an Online Learning Curriculum

2013 ◽  
pp. 281-290
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Role ◽  
Learning Opportunities ◽  
Marketing Plan ◽  
Subject Matter Experts ◽  
Mailing Lists ◽  
Local Media ◽  
Intimate Knowledge

The design of an online learning curriculum is not the end of the work for that course or curriculum. Further work involves a marketing outreach to potential learners in order to encourage their enrollment and participation in the course. In the electronic age, it is not just sufficient to send out information through the electronic mailing lists of a department or through local media or established university channels; rather, it’s critical to position an online learning course or sequenced curriculum globally to most effectively capitalize on the electronic connectivity of the Internet and Web. Online courses are not just there for the convenience of geographically localized learners who have busy schedules. Reaching a broader potential audience of learners may lead to several types of competitive advantage: a broader diversity of international learners; a stronger tuition base to support the teaching-and-learning work; positive challenges for the instructors and subject matter experts, and heightened and less provincial learning opportunities. Further, those on the development team have a critical role to play in terms of marketing an online course—because of the intimate knowledge of the course curriculum, its design, and the targeted learners.

scholarly journals The Perception of Slovak Students on Distance Online Learning in the Time of Coronavirus—A Preliminary Study

2021 ◽  
Vol 11 (2) ◽  
pp. 81
Author(s):  
Petra Poláková ◽  
Blanka Klímová
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Vocational School ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Educational Approach ◽  
Face To Face ◽  
Teachers And Students

Teaching and learning at educational institutions in Slovakia has been based on traditional education, consisting of face-to-face classes until it was disrupted by the spread of the Coronavirus disease. A sudden lockdown caused massive changes, which presented challenges not only for teachers, but also for students who were forced to adapt their learning in a very short time, without any previous preparation. Since various educational institutions were forced to remain closed, they had no option but to shift from a traditional educational approach to distance learning. This form of education requires a form of online learning. The main purpose of this study was to explore what technical equipment students had at their disposal, to understand the students’ perception of distance learning, and to ensure better learning conditions in case of future lockdowns. In order to investigate student readiness for distance learning, a questionnaire survey was conducted at the Secondary Vocational School of Tourism and Gastronomy in Nitra, Slovakia. The findings of this study revealed that the majority of students from the Secondary Vocational School of Gastronomy and Tourism are ready for distance online learning. The results also indicate that a great percentage of students have Internet access and are the owners of technological devices that can be used for educational purposes. Furthermore, students are able to work individually on their own and do not require any help from other people while working on assignments. Although they prefer different teaching methods, the synchronous online courses are their priority because it enables them to have direct contact with their teachers and peers. Overall, this research shows that distance online learning is possible provided that both teachers and students are familiarised with this new learning environment and are ready to cooperate.

scholarly journals General informatics teaching with B-Learning teaching model

2018 ◽  
Vol 4 (1) ◽  
pp. 85 ◽  
Author(s):  
Nguyen The Dung ◽  
Diani Fatmawati
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
First Year ◽  
Teaching Model ◽  
First Year Students ◽  
Face To Face ◽  
Teaching Context ◽  
Information And Communication ◽  
E Learning ◽  
Specific Teaching

Blended learning (B-learning), a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT) tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.

Technology Enriched Active Learning (TEAL) for Summer Sessions

2011 ◽  
pp. 2089-2094
Author(s):  
Marilyn J. Morrow ◽  
Paulette Miller
Keyword(s):  
Online Learning ◽  
Summer School ◽  
Teaching And Learning ◽  
Online Courses ◽  
Academic Departments ◽  
Pedagogical Tools ◽  
Face To Face ◽  
Regular School ◽  
School Year ◽  
Individual Faculty Member

Faculty within academic departments, colleges, and universities are now routinely faced with the decision to offer courses or programs in an online environment in addition to the more traditional, face-to-face classroom format. These decisions are made both by an individual faculty member who wants to expand teaching and learning formats to include online learning, to entire departments that decide to offer an entire program/course of study online. The regular school year (August through May) offers faculty many opportunities to present both online and hybrid courses. There is much research in the efficacy of online learning as well as specific types of pedagogical tools such as type of feedback provided to students (Morgan & Toledo, 2006). However, little research has been done on the possibilities that the summer school session provides to meet the needs of students who are enrolled in traditional, residential programs but living at home during the summer as well as learners who are interested in completing a specific course but not enrolled during the regular school year. The summer school session offered by most universities opens unique opportunities for faculty and students as well as academic departments and colleges to be involved in online courses.

scholarly journals BETWEEN STRESS AND EVOLUTION – TEACHING AND LEARNING FRENCH FOR SPECIFIC PURPOSES IN ONLINE COURSES DURING COVID-19 PANDEMIA / ENTRE STRESS ET ÉVOLUTION – L’ENSEIGNEMENT/APPRENTISSAGE DU FOS À DISTANCE DANS UN CONTEXTE DE CONFINEMENT

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 276-284
Author(s):  
Carmen Avram ◽  
Felicia Constantin
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Traditional Learning ◽  
State Of Emergency ◽  
Teaching Resources ◽  
Face To Face ◽  
The Government ◽  
In The Beginning

The pandemic calls into question the very functioning of humanity. In a world disturbed at all levels, education is inevitably suffering. The sudden passage without proper preparation exclusively to distance learning has changed the routines of all implied parties. This way of teaching and learning has pointed to many challenges, which led to new approaches, strategies, and methods as well as a need for a rapid adaptation to this unusual context. Our study, carried out during March and April 2021, proposed highlighting the representations and expectations of economics students (several specializations combined) at the beginning of their academic path. Through quantitative and qualitative analysis, the article identifies how the teaching and learning of the French language for affairs were influenced by the distance learning process imposed during the state of emergency and alert decreed by the government. In the beginning, the students stressed their preference for the traditional learning paradigm (face-to-face courses, meeting with fellow students, the excitement of student life), even if they never crossed the doorsteps of an amphitheater. During the isolation period, despite the stress and challenges, they managed to discover the positive parts of online education, naturally provided by the tools used (unlimited access to courses, variety of teaching resources, freedom of access, the permanence of materials, video conferencing applications, etc.). As a result, the ideal learning environment is a combination of the two above-mentioned approaches that incorporate both worlds’ advantages.

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