scholarly journals An Investigation of Distance Teaching: Perceptions, Practices and Perspectives

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Dr. Ziani Melouka ◽  
Keyword(s):  
Great Majority ◽  
Structured Interview ◽  
Distance Teaching ◽  
Face To Face ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Sanitary Conditions ◽  
Teaching Perceptions

The present study is an investiagtion of distance teaching as an alternative to in-person classes during a lockdown. The study aims at unveiling the teachers and students’ perceptions and attitudes towards e-teaching/learning during a pandemic crisis. As an alternative to face -to face interviews with the teachers and the students because of the sanitary conditions, the tools have been adapted to existing conditions. To obtain data, two tools have been used online, a semi- structured interview with (n 51) master students and a lickert scale questionnaire for (n 18) teachers in the department of English in the university Abdelhamid Ibn Badis in Algeria.Findings revealed the reluctance in the exclusive use of distance teaching by the majority of teachers and the students. The great majority of them also prefers in person classes.This is justified by technical difficulties, lack of comprehension, poor internet flow and a lack of training.

Opportunities and Challenges of E-Learning in Spanish Institutions of Higher Education

2021 ◽  
pp. 112-127
Author(s):  
Vanessa Izquierdo-Álvarez ◽  
Ana María Pinto-Llorente
Keyword(s):  
Training Programme ◽  
Educational Activity ◽  
Health Crisis ◽  
Face To Face ◽  
Learning Framework ◽  
Teachers And Students ◽  
E Learning ◽  
Teaching Learning ◽  
The University ◽  
Academic Year

The global health crisis caused by COVID-19 led to the confinement of millions of people all over the world and generated an unprecedented global alarm. A consequence of the confinement was the suspension of face-to-face educational activity in all centres and levels of education, and the adoption of online modality. The aim of the chapter is to facilitate the understanding of the learning framework in online contexts and to explains some of the e-learning practices carried out by the University of Salamanca along the 2019-2020 academic year. It also offers a compilation of the strategies and lines of actions adopted by the university for the next academic year to guarantee the quality of the teaching learning process, to reinforce the technological equipment and telematic networks, to carry out a strong digital transformation of the institution, to bridge the digital divide, and to implement a training programme for teachers and students.

scholarly journals Going virtual, staying face-to-face: trajectory of ELT classes during the pandemic

2021 ◽  
pp. 49-61
Author(s):  
Daniel A. Nkemleke
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Virtual Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Hard Time ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University

COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers who grappled with 14 online courses and F2F mode, the study concludes that due to students’ inability to access the internet with ease, any online teaching/learning at ENS has to be largely complemented with F2F activities.

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program

2021 ◽  
Author(s):  
Margaret Burri ◽  
Joshua Everett ◽  
Heidi Herr ◽  
Jessica Keyes
Keyword(s):  
Primary Source ◽  
Structured Interview ◽  
First Year ◽  
Special Collections ◽  
Johns Hopkins University ◽  
College Career ◽  
Library Impact ◽  
Teaching Learning ◽  
The University ◽  
Impact Framework

This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.

scholarly journals Teaching in Library and Information Studies: Creating videos to provide educational content

2021 ◽  
Vol 73 (3-4) ◽  
Author(s):  
Juan-José Boté-Vericad
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Distance Teaching ◽  
Educational Materials ◽  
Educational Content ◽  
Face To Face ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

COVID-19 has forced several changes in the teaching of Library and Information Studies. In this article we explain our experience in creating and publishing videos as educational content at the University of Barcelona. Students having to learn by distance teaching have different needs in regard to the provision of educational materials. Similarly, professors need to give the best possible experience to distance students when face-to-face courses are not possible. This leads to the question of the roles that information literacy and digital literacy play, especially for professors.

scholarly journals The Use of Technology in Distance Language Learning

2008 ◽  
Vol 8 (16) ◽  
pp. 275-284
Author(s):  
Graciela Núñez Núñez
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Learning System ◽  
Target Language ◽  
Distance Teaching ◽  
Policy Makers ◽  
Use Of Technology ◽  
Distance Learning System ◽  
Teachers And Students ◽  
Teaching Learning

Distance language learning is a real challenge to both teachers and learners, since the students’ exposure to the target language in a distance learning system is not as authentic and interactive as required. Additionally, it also entails a significant reduction in the amount of students’ interaction and in the support from both the teacher and other learners, which has a negative impact on students’ levels of motivation and achievement. In the hope of enhancing the distance teaching-learning process of a language and compensating for the previously mentioned drawbacks, a number of technological tools are currently being implemented. However, these technologies have also brought about new challenges that need to be addressed by policy makers, materials developers, teachers and students, if they are to be successfully implemented.

scholarly journals TEACHER – STUDENT COMMUNICATION FROM PARENTS’ PERSPECTIVE DURING ONLINE TEACHING IN THE TIME OF CORONA CRISIS

2021 ◽  
Vol 5 ◽  
pp. 158-169
Author(s):  
Andrej Maras
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
Structured Interview ◽  
Online Forums ◽  
School Students ◽  
Face To Face ◽  
Teacher Student ◽  
Teachers And Students ◽  
Information And Communication

COVID-19 virus, still relatively unknown to the general public, has taken over the world. The period of the coronavirus epidemic has affected all segments of life, including the education system. The traditional way of teaching (face to face) has been replaced by online teaching and a virtual environment through the mediation of information and communication technologies. The aim of this research is to gain insight into parents ’perceptions of teacher-student communication during online teaching in the time of corona crisis. Fifteen parents of lower primary school students participated in the research. A semi-structured interview was used for data collection purposes. Participants’ statements indicate that during online teaching students most often communicated with their teachers via e-mail, WhatsApp, Zoom, Google Classroom, and Teams. As one of the biggest advantages of communication during online teaching, participants stated the improvement of their children's digital competencies and introduction to various communication tools, while they said that the biggest disadvantage were technical difficulties. In order to improve communication between teachers and students during online classes, participants suggested that teachers use videoconferencing more often in their teaching and organize various discussions in virtual classrooms and online forums.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals Trabajo Colaborativo como estrategia de Enseñanza en la Universidad / Collaborative work as a teaching Strategy in the University

2015 ◽  
Vol 11 (22) ◽  
pp. 64-71 ◽  
Author(s):  
Jeanette M. Chaljub Hasbún
Keyword(s):  
Teaching Strategy ◽  
Collaborative Work ◽  
Teaching Methodology ◽  
Research Competencies ◽  
Teachers And Students ◽  
The Individual ◽  
Search For Information ◽  
Teaching Learning ◽  
The University ◽  
Trabajo Colaborativo

ResumenEl presente artículo presenta una propuesta de la metodología de enseñanza basada en el enfoque colaborativo. Se centra en la construcción colectiva del conocimiento a través del intercambio de ideas y la búsqueda de información. Destaca la importancia del desarrollo de competencias de investigación, a través de la interacción social en las propuestas de solución de problemas. Resalta los nuevos roles del profesor y de los estudiantes, quienes pasan de ser entes pasivos hacia tener una participación activa dentro del proceso de enseñanza y aprendizaje. El trabajo colaborativo, como estrategia de  enseñanza, produce un aprendizaje de forma colectiva, entendiendo que, el individual ayuda a construir el conjunto.AbstractThis article presents the proposal for the implementation of the teaching methodology based in the collaborative approach to learning. It centers in the concept of the social construction of knowledge through the exchange of ideas and search for information. It highlights the importance of the development of research competencies, through group collaboration to solve problems. It also highlights the new roles of teachers and students as active participants in the teaching-learning process. Collaborative work, as a teaching strategy, results in collective learning, understanding that the individual contributes to building the whole.

scholarly journals RESEARCH SKILLS IN THE POSTGRADUATE CURRICULUM

2020 ◽  
pp. 1-2
Author(s):  
Celia Carrera Hernández
Keyword(s):  
Learning Process ◽  
Graduate Programs ◽  
Structured Interview ◽  
Student Needs ◽  
Successful Development ◽  
Research Skills ◽  
International Context ◽  
Postgraduate Students ◽  
Teachers And Students ◽  
Teaching Learning

A series of theoretical empirical reflections on research skills are presented from the experience of professors and postgraduate students. The purpose is to analyze from the experience of postgraduate teachers and students in education offered by the UPNECH Chihuahua campus the teaching-learning process and identify the research skills they have developed in order to propose actions to transform the process.The phenomenological method was used with a semi-structured interview and a theoretical review of studies developed in the international context was carried out. Among the main findings is the organization's research skills that the graduate student needs to develop,the need to link the curriculum with the research for the successful development of the graduate programs is identified and a series of proposals are made to favor the development of research skills in the teaching-learning process.

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