scholarly journals Moroccan English Department Student Attitudes Towards the Use of Distance Education During COVID-19

2021 ◽  
Vol 17 (3) ◽  
pp. 105-122
Author(s):  
Mohamed Benhima
Keyword(s):  
Distance Education ◽  
Student Attitudes ◽  
English Department ◽  
Face To Face ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Part Time Students ◽  
Alternative Means ◽  
Part Time ◽  
Students Attitudes

The current study aims to investigate students' attitudes towards the use of distance education during COVID-19 in Morocco. The first cases of COVID-19 starting from the first weeks of March 2020 has obliged educational authorities to suspend face-to-face education. Immediately, distance education was declared the alternative means to complete the academic year. Moroccan TV channels started broadcasting lessons for different levels at different times. Moreover, teachers and students started using social media and university platforms to share lessons. However, not all students agree with distance education in the adopted format. Accordingly, the current study investigates the attitudes of Moroccan English Department students at Moulay Ismail University. A mixed-method design was adopted by triangulating data from five-point Likert scale questionnaires and a focus group. The results showed that students generally prefer face-to-face education rather than distance education. However, part-time students reported positive attitudes towards distance education. It is recommended that both distance education and face-to-face education should be planned by teachers, coordinators, and administrators.

Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students

2019 ◽  
Vol 25 (5/6) ◽  
pp. 253-278 ◽  
Author(s):  
Abdullah Konak ◽  
Sadan Kulturel-Konak ◽  
Gordon W. Cheung
Keyword(s):  
Self Efficacy ◽  
Academic Program ◽  
Sample Population ◽  
Online Classes ◽  
Online Students ◽  
Content Type ◽  
Face To Face ◽  
Positive Attitudes ◽  
Teamwork Skills ◽  
Students Attitudes

PurposeChallenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.Design/methodology/approachThe authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.FindingsThe results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.Research limitations/implicationsThe homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.Practical implicationsInstructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.Originality/valueConcerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

scholarly journals Identification Elements Symmetry in Teaching Informatics in Czech Secondary School during the Covid-19 Outbreak from the Perspective of Students

Symmetry ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 1768
Author(s):  
R. Nemec ◽  
A. Jahodova Berkova ◽  
S. Hubalovsky
Keyword(s):  
Distance Education ◽  
Secondary School ◽  
The Self ◽  
The Czech Republic ◽  
Main Research ◽  
Face To Face ◽  
Classical State ◽  
Anonymous Questionnaire ◽  
Research Questions ◽  
Students Attitudes

This article describes the research results aimed at distance education during the Covid-19 pandemic and closing schools and its symmetry with the classical state in terms of time, difficulty, and the mental and physical condition of students. An important aspect is therefore to maintain the symmetry of attitudes to teaching in face-to-face form and distance form. In terms of the eight-year gymnasium in the Czech Republic, students’ attitudes to the teaching subject informatics were investigated. The main research questions in our study dealt with whether students felt equally balanced regarding the amount of tasks and time taken for home preparation during the Covid-19 outbreak compared with the time before the quarantine and their condition (both mental and physical) during the Covid-19 outbreak. The research was conducted using an anonymous questionnaire, which was answered by 110 out of 180 students. According to the results, it is evident that students felt that during the distance education, there are more tasks compared to face-to-face ones. Students also claimed to spend more time learning at distance education than at school. On the other hand, they agreed that the self-education schedule is suitable for them. In terms of the questionnaire, their condition (both mental and physical) was also evaluated, which was slightly above the average.

scholarly journals Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

2021 ◽  
Vol 7 (4) ◽  
pp. 139-155
Author(s):  
Olga Stognieva ◽  
Victor Popov
Keyword(s):  
Undergraduate Students ◽  
Testing System ◽  
Face To Face ◽  
Course Assessment ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Business Informatics ◽  
Online Format ◽  
Students Satisfaction ◽  
End Of Course Assessment

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

scholarly journals GRADUATE STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MOBILE LEARNING AT KING KHALID UNIVERSITY (SAUDI ARABIA)

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Saudi Arabia ◽  
Graduate Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Student Attitudes ◽  
Education Data ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Technological Developments ◽  
Students Attitudes

Mobile Learning (mLearning) has become an influential educational technology in higher education. With the internet and other technological developments, mLearning makes it possible for students to learn, collaborate, and share ideas with each other. However, mLearning student acceptance is critical to its effectiveness. Attitudes toward learning is a vital factor in deciding whether or not students are ready to use mLearning for academic purpose. Student attitudes may identify strengths and weaknesses of mLearning and facilitate development of the technology. This qualitative study aims to investigate graduate students’ attitudes and perceptions toward using mLearning in education. Data were collected by conducting interviews with fourteen graduate students enrolled in masters and doctoral programs in the College of Education at King Khalid University (KKU), Kingdom of Saudi Arabia. Generally, graduate students in education disciplines had positive attitudes toward mLearning and expressed a desire to use it in their future educational settings. Students perceived mLearning to be valuable for academic purposes, noting the convenience of being able to access course materials, the ease of communicating with other students and professors at their own pace, and the flexibility mobile devices offer over desktop or laptop computers. However, students identified a few usability issues like small screen size and keyboards, and additional cost of mobile devices and the corresponding cost of Internet access as constraints for using mobile devices for learning.

Traditional Chinese Views on Education as Perceived by International Students in China: International Student Attitudes and Understandings

2018 ◽  
Vol 23 (2) ◽  
pp. 195-216 ◽  
Author(s):  
Junju Wang ◽  
Jia Lin
Keyword(s):  
International Students ◽  
Student Attitudes ◽  
International Student ◽  
Heritage Culture ◽  
Positive Attitudes ◽  
Semistructured Interviews ◽  
Teachers And Students ◽  
Chinese Learning ◽  
Different Cultures ◽  
Target Culture

For decades, the Confucian heritage culture (CHC) learner phenomenon has aroused the interest of researchers in different areas. However, few studies have focused on the attitudes of international students who study in the Chinese context. This article, therefore, explores how international students perceive traditional Chinese views on education, which are mostly embedded in Confucianism. Using questionnaires and semistructured interviews, the study investigated student attitudes and their recognition of specific educational viewpoints and factors, which act to produce such perceptions. Results show that international students studying in China had positive responses to most traditional Chinese views on education and that the traditional concepts of learning were respected and understood. However, it was the role of teachers within CHC that was the least favorably received. In addition, student attitudes and understandings were in response to individual, contextual, and cultural factors, and positively correlated with their home country, major, and level of education. This article concludes that positive attitudes and perceptions of traditional Chinese views on education by international students occur when the core values of educational philosophies from different cultures are shared also by CHC and that there is a strong influence from the source culture on views of the target culture. By implication, a good knowledge of Chinese learning culture and mutual communication are significant factors for both teachers and students.

scholarly journals Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

2021 ◽  
Vol 8 (1) ◽  
pp. 143-156
Author(s):  
Titus Terver Udu
Keyword(s):  
English Language ◽  
Attitude Scale ◽  
Language Teachers ◽  
Reading And Writing ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

scholarly journals PARENTS’ EVALUATION OF DISTANCE PIANO EDUCATION DURING ISOLATION PROCESS AND COMPARISON OF STUDENTS’ SCORE

2020 ◽  
Vol 9 (76) ◽  
Keyword(s):  
Distance Education ◽  
Multiple Choice ◽  
Parent Communication ◽  
Education Teacher ◽  
National Education ◽  
Face To Face ◽  
Teacher Student ◽  
Piano Education ◽  
Part Time ◽  
Multiple Choice Questionnaire

As of mid-March 2020, distance education has begun in Turkey. This situation has continued until the end of the 2019-2020 academic years. During this period, also instrument education was continued in distance at part-time conservatories affiliated to the Ministry of National Education. In this process, which is new for instrument education, teacher-student-parent communication has also become mandatory. Within the scope of this study, the year-end grades of the students of Istanbul Maltepe University Part -Time Conservatory Department of Piano for 2019 and 2020 were compared. In the instrument education that starts at a young age, the support and the attention of the parents as well as the teacher's effort is of significant importance to the students. A multiple-choice questionnaire has been sent to all parents who consisted of 75 students, and 50 parents among them have answered. As a result of the questionnaire, it has been seen that merely face-to-face education and the combination of face-to-face and distance education were equally marked. In the light of the findings, perspective of the parents towards distance piano education, which is new in Turkey, has been evaluated in the scope of mentioned sample and suggestions has been made for the next researches.

scholarly journals Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

2021 ◽  
Vol 20 (1) ◽  
pp. 142-159
Author(s):  
Safi Mahmoud Mahfouz ◽  
Wael Juma Salam
Keyword(s):  
Socioeconomic Status ◽  
Online Learning ◽  
University Students ◽  
Student Attitudes ◽  
Quantitative Research ◽  
English Language ◽  
Face To Face ◽  
Language And Literature ◽  
Students Attitudes ◽  
The University

This study aimed to investigate Jordanian university students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns, shed light on the obstacles students encounter in online learning, and suggest possible solutions. A questionnaire designed by the researchers was used to elicit responses from a study sample consisting of 195 students from the Department of English Language and Literature at the University of Jordan – Aqaba. As this is an attitudinal study, the survey questionnaire was designed to elicit student responses on the following domains: gender, seniority level, socioeconomic status, training and orientation for using eLearning platforms, and their attitudes, whether positive or negative, toward online learning. Results of this quantitative research showed that student attitudes toward online learning are generally negative. The majority of the respondents reported that they prefer face-to-face classroom instruction over online learning because it gives them direct contact with the instructors. Furthermore, results revealed statistically significant differences amongst students attributed to their gender, whereas no differences were found with regards to their seniority of study, socioeconomic status, and the eLearning platform they prefer to use. The study concludes by proposing some pedagogical recommendations.

scholarly journals MEANING-CENTERED MANAGEMENT OF THE VIRTUAL EDUCATIONAL ENVIRONMENT IN THE ACADEMIC TRAINING OF PEDAGOGICAL SPECIALISTS

2020 ◽  
Vol 1 ◽  
pp. 73-80
Author(s):  
Sofia Dermendjieva
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Educational Environment ◽  
Academic Preparation ◽  
Face To Face ◽  
Educational Environments ◽  
Teachers And Students ◽  
Information And Communication ◽  
Face To Face Learning ◽  
The University

As the last institution at the end of the education system, the university is committed to preparing competent professionals for each field of expertise, including future teachers. An essential goal in the training of pedagogical specialists is to get to know the potential of the personality and to enhance its development at all key levels. The situation with Covid-19 has highlighted its growing importance, given the urgent need to transition from face-to-face learning to distance education. In the course of the rapidly spreading epidemic, the role of ICT in education became clear. It has been proven that in the conditions of global crisis it is the information and communication technologies that successfully mediate the learning process. It was found that digital competencies are vital for the subjects in the pedagogical interaction, because they ensure the dialogue in the virtual educational environment. Undoubtedly, the foundation of its qualitative implementation affects the motivation for selfactualization of interacting between teachers and students. After identifying the need to improve the quality of distance education, this article presents the advantages of meaning-centered management of virtual educational environments in the academic preparation of pedagogical specialists. The following questions become relevant: (1) What is the meaning?; (2) What will develop?; (3) How will it be formed?, which respectively constitute the conceptual, personal and activity aspect of the pedagogical interaction from a distance.

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