scholarly journals Confronting Covid-19 with a Paradigm Shift in Teaching and Learning: A Study on Online Classes

2020 ◽  
Vol 7 (2) ◽  
pp. 231-247 ◽  
Author(s):  
Md. Shamim Mondol ◽  
Mohammad Golam Mohiuddin
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Educational Institutions ◽  
Online Classes ◽  
Current Crisis ◽  
Current State ◽  
Viable Solution ◽  
State Of Mind ◽  
Teaching Learning

There has been an emergency paradigm shift in teaching and learning in the private universities of Bangladesh resulting from the complete shutdown of the educational institutions for an indefinite period due to Covid-19. While the shift to online classes remains operative with doubts and enthusiasm, the activities showed a considerable achievement and positive shift in attitude towards this mode in the past few weeks which showcase the prospects of online classes with some areas to address and problems to be solved. So, the stakeholders’ opinions, experiences and suggestions can be handy in capitalizing on, and utilizing this mode in coming days. Drawing on data from both the students and faculty members of different departments of Green University of Bangladesh (GUB), we illustrate the need to address and improve several areas including current state of mind of the stakeholders, potentials of the online classes as an alternative to onsite classes, the need for assurance of some facilities and orientation of this type of techno-based new modes as precautionary to emergency. Though online instructions are not new in many parts of the world, we argue that it is here in Bangladesh a new experience with a very limited practice, and so it requires some corrections, improvisations and special considerations on the part of the concerned authorities to make the mode a viable solution to teaching-learning in the impasse resulting from the complete shutdown in the current crisis.                                          

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

Impact of COVID-19 on an Educational Institution of India

2021 ◽  
pp. 300-311
Author(s):  
Elizabeth Madathilathu Samuel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Institutions ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Teaching Online ◽  
Traditional Mode ◽  
History Of

The year 2020 has made a mark in the history of mankind. India, too, was affected by the pandemic. To ensure a curb on the spread of the disease, India adopted a sequence emergency mechanism. It announced the closure of all educational institutions along with all the other establishments as a part of strict social distancing measures. The traditional mode of teaching and learning transitioned into online teaching. Online learning and virtual classrooms became the 'new normal'. The analysis was carried out using the data collected through structured questionnaire from 35 teachers in Kottayam District, Kerala a southern state of India. Data collected was analyzed using descriptive statistics. It is evident from the study that the teachers lack in the use of various teaching methods for motivating and encouraging students. Further on, since the teachers were caught off guard, they had not received any formal or professional training to conduct online classes or use the advanced modes of technology.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

scholarly journals Security of m-learning system: A collective responsibility

2015 ◽  
Vol 9 (3) ◽  
pp. 64 ◽  
Author(s):  
Shaibu Adekunle Shonola ◽  
Mike S Joy
Keyword(s):  
Teaching And Learning ◽  
Collective Responsibility ◽  
Learning Technologies ◽  
Learning System ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Security Threats ◽  
Security Issues ◽  
Computing Paradigm ◽  
Teaching Learning

Innovation in learning technologies and services is driven by demands from Higher Educational Institutions (HEIs) in order to meet their students’ needs and make knowledge delivery easier. The technology could play a pivotal role in extending the possibilities for teaching, learning, and research in educational institutions. M-learning emerged from this innovation as a result of an unprecedented explosion in the number of mobile devices due to availability and affordability of mobile phones, smartphones and tablets among students. Competition in the mobile device industry is also encouraging developers to be innovative, constantly striving to introduce new features. Consequently, newer sources of risks are being introduced in the mobile computing paradigm at manufacturing level. Similarly, many m-learning promoters and developers focus on developing and delivering learning content and infrastructure for m-learning system without adequate consideration for security of stakeholders’ data, whereas the use of these mobile technologies for learning poses a serious threat to confidentiality, integrity and privacy of those involved in teaching and learning, yet traditional security threats are also evolving. Against this backdrop, the stakeholders in education sector (i.e. education providers, educators, m-learning promoters and developers) should begin to consider the security implications of these devices in modern teaching and learning environments. The purpose of this paper is to identify the m-learning security issues that stakeholders may face, how they are being affected by the security threats, who among is stakeholders are affected or most affected by security issues in m-learning using three Nigeria universities as case studies and what are the responsibilities of the stakeholders in ensuring risk free m-learning.

scholarly journals Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis

2022 ◽  
Vol 12 (1) ◽  
pp. 21-29
Author(s):  
Frederick F. Patacsil ◽  
◽  
Paulo V. Cenas ◽  
Bobby F. Roaring ◽  
Jennifer M. Parrone ◽  
...  
Keyword(s):  
Effective Teachers ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Faculty Evaluation ◽  
The Philippines ◽  
Faculty Members ◽  
Teaching Performance ◽  
State University ◽  
Learning And Teaching ◽  
Teaching Learning

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.

scholarly journals Anatomy Teaching and Learning in Malaysia During the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 71-81
Author(s):  
Tg Fatimah Murniwati Tg Muda ◽  
Madihah Rushaidhi ◽  
Ker Woon Choy ◽  
Jagadeesh Dhamodharan ◽  
Norzana Abdul Ghafar ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Public Institutions ◽  
Faculty Members ◽  
Online Classes ◽  
Anatomy Education ◽  
Online Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Hands On ◽  
Anatomy Teaching

The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.

scholarly journals DIGITAL LITERACY: ONLINE CLASS MANAGERIAL FOR EDUCATORS

2020 ◽  
Vol 4 (3) ◽  
pp. 215
Author(s):  
Stella Stefany ◽  
Rijanto Purbojo ◽  
Clarissa Adeline
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Essential Elements ◽  
Developmental Model ◽  
Educational Institutions ◽  
Online Classes ◽  
Ministry Of Education ◽  
Face To Face ◽  
Home Based ◽  
Online Classrooms

<p><em>The COVID-19 pandemic emerging in early 2020 has significantly impacted various sectors, including education. The policy of home-based learning (defined as online learning), that is implemented by the Indonesian Ministry of Education and Culture becomes a challenge for students, teachers, and educational institutions. Online-based learning is still an unfamiliar concept to the world of education in Indonesia. Lack of preparation and planning during the switch to online-based learning leads to bad learning experiences for both students and teachers alike. This event was aimed towards Indonesian educators to discuss essential elements regarding digital literacy competence, namely basic principles of distinguishing face-to-face classes and online classes, deciding on a format, design, and interaction in online classrooms, as well as the cycle of teaching and learning. As many as 454 participants from the five major islands in Indonesia virtually attended this event on May 13th, 2020. This event utilizes the ADDIE training developmental model elaborated in five stages: 1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. </em></p><p><strong>ABSTRACT (INDONESIAN):</strong> Pandemi COVID-19 yang muncul di awal tahun 2020 memberi dampak signifikan dalam berbagai sektor, termasuk Pendidikan. Kebijakan home-based-learning atau pembelajaran jarak jauh yang ditetapkan oleh Kementrian pendidikan dan Kebudayaan Indonesia menjadi sebuah tantangan bagi peserta didik, tenaga pendidik dan institusi pendidikan. Pembelajaran berbasis daring masih asing bagi dunia pendidikan di Indonesia. Kurangnya persiapan dan perencanaan dalam kegiatan belajar mengajar daring berakibat pada pengalaman belajar-mengajar yang buruk bagi peserta didik maupun tenaga pendidik. Kegiatan ini ditujukan bagi tenaga pendidik di Indonesia untuk membahas beberapa elemen penting dalam kompetensi literasi digital seperti prinsip dasar yang membedakan kelas tatap muka dengan kelas daring, menentukan format, desain dan interaksi kelas daring, serta siklus belajar mengajar berbasis daring. Kegiatan ini diikuti oleh 454 partisipan yang tersebar pada lima pulau terbesar di Indonesia berlangsung secara virtual pada tanggal 13 Mei 2020. Kegiatan ini menggunakan model pengembangan training ADDIE dengan 5 tahapan sebagai berikut: 1) <em>Analyze</em>, (2) <em>Design</em>, (3) <em>Development</em>, (4) <em>Implementation</em> dan (5) <em>Evaluation</em>.</p>

scholarly journals Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world

2021 ◽  
Author(s):  
George Asimakopoulos ◽  
Thanassis Karalis ◽  
Katerina Kedraka
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
The Us ◽  
The World ◽  
University Population ◽  
The Uk ◽  
Teaching Learning ◽  
The University

This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.

scholarly journals Formação para a Docência no Ensino Superior do Profissional de Saúde

2019 ◽  
Vol 20 (3) ◽  
pp. 286 ◽  
Author(s):  
Rosa Caroline Mata Verçosa ◽  
Lucy Vieira da Silva Lima
Keyword(s):  
Higher Education ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Education Quality ◽  
Basic Knowledge ◽  
Educational Institutions ◽  
Professional Experience ◽  
University Professor ◽  
Main Factors ◽  
Teaching Learning

Os docentes do Ensino Superior são autores de seus processos formativos e constroem modos próprios de apreender e transformar o aprendizado. Esses devem ter domínio dos conhecimentos básicos da área de experiência profissional e deve possuir domínio pedagógico e conceitual relacionado ao processo ensino-aprendizagem. Diante disso, o estudo tem como objetivo descrever e analisar o que se tem produzido sobre a formação para docência do profissional de saúde para o Ensino Superior e tem como metodologia a revisão integrativa da literatura. A amostra desta revisão totalizou 18 artigos, dos quais nove foram encontrados somente na base Lilacs, seis somente na SciELO, um somente na BDENF, um na SciELO e Lilacs, e um nas três bases simultaneamente. Nesse estudo, fica claro que o domínio dos conhecimentos da área de formação é importante, mas insuficiente para exercer a docência com excelência, então aprender a ensinar é um processo que deve ocorrer por toda a carreira desses professores. Os docentes universitários precisam se sentir estimulados a participarem de programas de educação continuada para construírem e ampliarem os conhecimentos necessários à docência. Essa formação para a docência para o Ensino Superior dos profissionais de saúde é uma necessidade que vem sendo sutilmente reconhecida pelas instituições de ensino e docentes, pois é um dos principais fatores que podem melhorar a qualidade do ensino, além de beneficiar instituições, professores e alunos. Palavras-chave: Professores. Processos Formativos. Ensino e Aprendizagem. AbstractHigher education professor  are the authors of their formative processes and build their own ways of learning and transforming learning. They should have mastery of basic knowledge of professional experience and should have pedagogical and conceptual mastery related to the teaching-learning process. Therefore, the study aims to describe and analyze what has been produced about the  health professionals education in higher education and its methodology is the integrative literature review. The sample of this review totaled 18 articles, of which nine were found only in the Lilacs database, six only in SciELO, one only in BDENF, one in SciELO and Lilacs, and one in the three bases simultaneously. In this study, it is clear that mastery of knowledge in the training area is important, but insufficient to exercise teaching with excellence, so learning how to teach is a process that should occur throughout the career of such professor. University professor need to be encouraged to participate in continuing education programs to build and expand the knowledge needed for teaching. This education for higher education teaching of health professionals is a need that has been subtly recognized by educational institutions and professor , as it is one of the main factors that can improve the education quality, besides benefiting institutions, professors  and students. Keywords: Professors. Formative Processes. Teaching and Learning.

scholarly journals Effective Medium of Online Classroom Communication During the Covid-19 Pandemic

2021 ◽  
Vol 58 (1) ◽  
pp. 2186-2198
Author(s):  
Dr. Amrita Chakraborty
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Educational Institutions ◽  
Online Classes ◽  
Classroom Communication ◽  
Online Classroom ◽  
Sharp Turn ◽  
Novel Concept ◽  
Teaching Learning ◽  
The Given

Covid-19 has changed the world for good. With people having reinvented their lives subject to the advent of the Coronavirus, humanity has taken a sharp turn. Educational delivery has been one of the primary areas that has practically witnessed an overnight transformation. From offline classroom-centric education, educational institutes suddenly turned towards online education for the sustenance of the teaching-learning process. As it is, online education was largely untested when it was introduced towards the beginning of the pandemic and both teachers and learners were all at sea. However, with time, like everything else, things were normalized and newer mechanisms were invented to make online classes more interactive and educative. It needs to be understood here that the technology that was used for the conduction of online classes existed even before the pandemic. However, most of these technologies were only sparingly used. However, Covid-19 hastened up the pace at which these technologies were internalized by educational institutions across the globe. In short, these technologies acted as the game changers in the field of education. Teachers, who initially found it difficult to cope with the sudden infusion of technologies, eventually made peace with the reformation. However, as online blended education is still a novel concept, teachers are experimenting with the medium and mode of communication in order to make the teaching-learning process more fruitful. The researcher in the given scenario has made an honest attempt to deconstruct this change and find out the pulse of the learners vis-à-vis the desirable communicating medium when it comes to online classroom communication. The current study is based on a survey conducted among undergraduate and postgraduate learners of a certain university.

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