Students’ satisfaction and preferences related to virtual streaming facilities during COVID-19 lockdown

This paper reported how students used the virtual streaming technology and consider their satisfaction and preferences related to video conferencing during COVID-19 lockdown. A case study was selected for an exploratory mixed methods design to explore students’ (n=89) lived experiences of the video conferencing facility during the COVID-19 lockdown. This study has found that students preferred both Teams and Zoom as virtual streaming facilities during COVID-19 lockdown. Students were satisfied with virtual streaming platforms as a teaching and learning supportive tool that facilitated their shift to online learning. Moreover, this study reported that using a web-based videoconferencing platform as a virtual streaming tool supports students in learning from home in critical times such as this pandemic. Further research is needed to determine students and lecturers’ digital literacy competencies using video conferencing for successful online learning post the COVID-19 lockdown.

Author(s):  
Gregory L. Waddoups ◽  
Scott L. Howell

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.


Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.


2021 ◽  
Vol 4 (2) ◽  
pp. 248-262
Author(s):  
Wahyu Eko Widiyanto ◽  
Andi Fepriyanto ◽  
Albi Dwi Prasetyo

The study aimed at exploring the implementation of physical education (PE) teaching during the Covid 19 Pandemic at elementary schools of sub-district of Balung, Jember, Indonesia. This descriptive research which follows the quantitative approach implemented the survey method using one shot case study. The samples participating in the study are 12 SE teachers. In order to gather the data, a questionnaire was distributed to the participants online through Google Form, containing 10 items. The data obtained were analyzed in descriptive quantitative  through percentage. The findings indicate that all participants (100%) conduct the teaching and learning, where 50% of them delivered the teaching in online learning and 58% confirmed that the learning adheres to the lesson plans. Moreover, 67% of the participants informed that the learning materials are in the same order as stated in the lesson plans, 67% used WhatsApp groups as their teaching media, 67% of the participants informed that their students were enthusiastic and participated actively in the class, 50% have cooperated with their students’ parents for supporting learning, 67% of them stated the assessment was based on submitted exams and tasks, 58% stated that the assessment was less effective. Meanwhile, the analysis of learning indicators reveal that generally 41% of the participants claim difficulties in accessing good Internet connection, and 42% of the participants’ students could not afford smartphones for their learning and thus could not submit their tasks. Briefly the Covid 19 pandemic does not hamper the conduct of teaching and learning though it is now delivered online, however, in general the study found that the teaching and learning is less effective; therefore,  more attention needs to be paid to students especially with their obstacles in using the learning media and accessing proper Internet connection.


2021 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Ni Nyoman Diah Werdiyanti

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).


Author(s):  
Glenn Finger

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.


Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.


Author(s):  
Terry Anderson ◽  
Liam Rourke

<P class=abstract>This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task. Keywords: Distance Education, Case-based Learning, Collaboration Software, Online Learning.</P> <P>The evidence in favour of case-based teaching and learning continues to mount (cf. Lundeberg, Levin, and Harrington, 1999). One interesting facet of this research suggests that group discussions are the active ingredient of case study learning. For on-campus students this is simple to arrange, but where does it leave students who are studying at a distance? Case studies are often used in distance education, but traditionally they have been implemented in an independent mode, with students reading a problem-centred or exemplary narrative in order to contemplate its central issues. This type of case-based teaching omits what may be the most important part of case-based pedagogy.</P> <P>Fortunately, a wide array of Web-based communication software exists that supports various types of communication at a distance, including text or voice, person-to-person or multi-person, and synchronous or asynchronous interaction. The relative effectiveness of these systems to support collaboration among students is an important issue to distance educators.</P>


2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>


2021 ◽  
Vol 12 (2) ◽  
pp. 35-45
Author(s):  
Inti - Englishtina ◽  
Novita - Al Ihyak ◽  
Steffie Mega Mahardhika

This paper aims to reveal factors that affect the students' participation in a speaking online class. The subjects are the second and fourth semester students of English department, Language and Culture Faculty, UNTAG Semarang. The research was held during the even semester of the academic year 2020/2021. The research method used in this study is a qualitative method. The data was based on the interview and the questionnaires filled by the students. Some technical issues came up in the online class such as internet connection which mostly became the hottest issue and also the device being used which was sometimes not compatible to the program used in the teaching and learning process. Those issues somehow have affected the online teaching and learning process. The other issues affected in online learning are students’ contribution and students’ condition. For those, it is hoped that the research will give a clearer explanation especially for the teachers who are struggling on teaching the online class and face a similar situation. Therefore, they can cope and handle it better. Keywords: online learning, participation, speaking class


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