scholarly journals Preparedness and challenges of the new normal: perspectives of Filipino students in virtual learning

2021 ◽  
Vol 23 ◽  
pp. 199-211
Author(s):  
Venus A. Vitales ◽  
Karen Jann M. Aquino ◽  
Emily F. De Leon ◽  
Paz P. Lacap ◽  
Shiela S. Maranan ◽  
...  
Keyword(s):  
Online Survey ◽  
Data Gathering ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
The Philippines ◽  
Classroom Learning ◽  
Government Schools ◽  
Internet Connectivity ◽  
Profile Characteristics ◽  
Teaching Learning

The Covid-19 pandemic greatly affected the education sector in the Philippines. From the traditional face to face classroom teaching-learning, schools shifted to flexible learning and virtual classrooms; where learners and educators need to hurdle numerous difficulties such as resources, curriculum revisions and problems in internet connectivity. This is a major concern because the Philippines ranked 77 among the countries with the slowest and least stable Internet connection in the world. This collaborative research among different colleges and universities in the Philippines explored the prevailing concerns of virtual classroom learning to come up with a program that benefits learners and educators in the country. Utilizing descriptive-correlational design, an online survey using Google Form was conducted in the respondent schools after the implementation of virtual learning. A total of 2,444 students from different levels, private and government schools with varying age and sex participated through snowballing data gathering technique. Results revealed that the respondents’ considered themselves physically prepared; but they are not psychological-emotionally and financially prepared in their virtual classroom learning. The students experienced challenges in terms of teacher, curriculum and resources factors. The students perceived that most teachers are unaware that learners differ in terms of capabilities in online learning; thus, they prefer a student-friendly curriculum; and they suggested that the capability of students to have appropriate gadgets and internet connectivity should be looked into by the educators. Significant differences were established between the profile characteristics and preparedness and challenges experienced by the students in their virtual classroom learning. Furthermore, the preparedness and challenges experienced in virtual learning of the respondents are significantly correlated. A proposed program that benefits the students and educators was designed as an output of this research which is recommended for implementation in government and private schools in the Philippines.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

scholarly journals Flipped Virtual Classroom Learning Model for the Course Study Discourse Analysis in Translation

2020 ◽  
Vol 5 (1) ◽  
pp. 01
Author(s):  
Andri Purwanto
Keyword(s):  
Discourse Analysis ◽  
Language Proficiency ◽  
Virtual Learning ◽  
Learning Model ◽  
Virtual Classroom ◽  
Project Based Learning ◽  
Learning Models ◽  
Classroom Learning ◽  
Choice Pattern ◽  
Literary Sources

<p>This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives.  Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide information about virtual learning methods as a means of enhancing learning and language proficiency in Bahasa Indonesia combined with translation reflection theory.  The virtual learning model can be combined with variations of learning models such as: Problem-based Learning, Inquiry-based Learning, Project-based Learning, Research-based Learning.  In conclusion, through the choice of an asynchronous virtual classroom learning model and the application of discourse analysis in Translation as a reflection activity in translation, students are able to make a more detailed and deeper translation analysis.</p>

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

scholarly journals CONTEMPORARY TECHNOLOGY SUPPORT FOR EDUCATION

2017 ◽  
Vol 5 ◽  
pp. 802-806 ◽  
Author(s):  
Teodor Savov ◽  
Valentina Terzieva ◽  
Katia Todorova ◽  
Petia Kademova-Katzarova
Keyword(s):  
Information And Communication Technologies ◽  
Technology Implementation ◽  
Online Survey ◽  
Human Life ◽  
Instructional Process ◽  
Innovative Learning ◽  
Information And Communication ◽  
Teaching Learning ◽  
Almost All ◽  
And Control

The information and communication technologies (ICT) have penetrated into almost all areas of human life. They have a dual impact on education – increase learning efficiency and train students actively to use innovations. We assess this impact by examining teachers’ experience with innovative tools in Bulgarian schools. In an anonymous online survey, we investigate their opinions on the issues related to technology integration in contemporary classrooms. The research shows that educators appreciate the benefits of technology implementation in the teaching-learning process, but they need a single structured system encompassing all technological resources and tools. This work proposes a conception for a smart classroom – an innovative learning environment that can establish and control suitable conditions for education as well as to impact the instructional process directly.

scholarly journals E-learning: The Scenario During COVID-19 Pandemic

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Archana Chirag Buch ◽  
Hetal Rathod ◽  
Raj Kamble
Keyword(s):  
Online Survey ◽  
Cross Sectional Study ◽  
Health Science ◽  
Male Students ◽  
Traditional Teaching ◽  
Cross Sectional ◽  
Science Courses ◽  
Learning Programs ◽  
E Learning ◽  
Teaching Learning

Background: E-learning is essential in health science education, and the COVID-19 pandemic has accelerated its utility. Objectives: The study aimed to observe the changes in the scenario of e-learning in Indian Medical Education during the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted on 905 undergraduate health science students who agreed with an online survey. A questionnaire was prepared, including sociodemographic details, utilization of commercially available e-learning programs before the pandemic, and the scenario of teaching-learning activities during the COVID-19 pandemic. It was validated and circulated among medical students of various states across India through social media. Qualitative data were presented as numbers and percentages and quantitative data as mean (SD). Results: Of the 905 students surveyed, 69.17% (n = 626) were female students and 30.83% (n = 279) were male students. Besides, 85% (n = 395) of the students found commercial programs useful in clarifying concepts. Institutional e-learning was mandatory for 71.16% (n = 644) during the COVID-19 pandemic. Of the 644 students for whom e-learning was mandatory, 69.10% (n = 445) found tools like videoconferencing, Google classroom, zoom meetings, etc. useful in flexibility and autonomy. However, 50.47% (n = 325) of the students preferred a combined method of classroom teaching and e-learning, whereas only 9.93% (n = 64) of students preferred only e-learning as a method of teaching. They were satisfied with institutional programs for clarifying concepts (n = 386; 60%) and communication skills (n = 320; 50%). Conclusions: The utility of e-learning has increased during the COVID-19 pandemic. However, students preferred e-learning in combination with traditional teaching, especially in health science courses.

scholarly journals COVID-19 Pandemic: Assessment of Stress and Perception of E-Learning amongst First Year Undergraduate Medical Students

2021 ◽  
Author(s):  
Shikha Gautam ◽  
Salamah Parveen Imteyaz ◽  
Mohammed Iqbal Alam
Keyword(s):  
Medical Students ◽  
Disease Transmission ◽  
Online Teaching ◽  
Online Survey ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
Online Mode ◽  
E Learning

Introduction: The coronavirus pandemic has involved nearly all the countries of the world. The lockdowns and closure of educational institutes to reduce the risk of disease transmission has brought a change in the medium of teaching as most educational institutes have moved to the online mode. There is a widespread increase in stress as the number of cases and mortality associated with Coronavirus 2019 disease (COVID-19) continue each day. Aim: To assess the stress status of first year undergraduate medical students in reference to the coronavirus pandemic and the perception of first year undergraduate medical students in reference to the E-learning being carried out during the coronavirus pandemic. Materials and Methods: This was a cross-sectional web-based online survey that was conducted using a questionnaire in August 2020 at Hamdard Institute of Medical Sciences and Research, New Delhi, India. The questionnaire was prepared and reviewed by the involved faculty members of the project and it was approved by a faculty from Department of Psychiatry. Reliability of questionnaire was measured using Cronbach’s alpha (0.89). A questionnaire with 20 questions was administered via Google forms to all 100 students of first year MBBS course. Some of the questions in the questionnaire were framed to assess the stress status of the students; some were designed to study students’ perception of E-learning. Data was represented as the percentage distribution of response for each question. Results: Ninety five responses were received, after accounting for exclusion factors; data was compiled for 91 respondents. Out of the 91 participants in the study, 48.4% were males (n=44) and 51.6% were females (n=47). Most of the students in this study (84.6%) felt that online teaching had helped in learning Physiology theory; around 43% students found online practical teaching useful. Around 39% students have reported internet connectivity issues all the time while 59% faced problem sometimes. Total 51.6% of students had difficulty in accessibility to devices. Due to coronavirus pandemic, 37.4% of students have reported to be under stress. Around 33% reported feeling unsafe all the time while 39.5% felt unsafe some of the times. Conclusion: Students found online teaching more helpful in learning Physiology theory than practical. Majority of class reported internet connectivity issues. All the responders agreed that this pandemic affected their regular life. Most of the students felt that online classes have helped them to remain positive and motivated towards study.

scholarly journals CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING

2021 ◽  
Vol 20 (2) ◽  
pp. 184-203
Author(s):  
Milica M. Gajić ◽  
Tomka B. Miljanović ◽  
Snežana S. Babić-Kekez ◽  
Vera D. Županec ◽  
Tamara T. Jovanović
Keyword(s):  
Theoretical Analysis ◽  
Learning Styles ◽  
Teaching Strategies ◽  
School Achievement ◽  
Data Gathering ◽  
Biology Teachers ◽  
Biology Teaching ◽  
Biology Learning ◽  
Teaching Learning ◽  
Descriptive Method

Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students' school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7% male and 60.3% female) of upper-secondary school. Kolb’s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students' school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers. Keywords: descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis

scholarly journals COLLABORATIVE LEARNING IN THE 21ST CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENTS’ COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

2021 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Romeo Jr Beriso Sotto
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
21St Century ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Male Students ◽  
Primary Data ◽  
Academic Learning ◽  
Validated Questionnaire ◽  
Teaching Learning

Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

scholarly journals Effectiveness of Using Appropriate Blended Learning Tools for Teaching and Learning Computer Programming Related Courses

2020 ◽  
Vol 1 (1) ◽  
pp. 56-63
Author(s):  
Emerson Raja Joseph ◽  
Md Jakir Hoseen ◽  
Fazly Salleh ◽  
Lim Way Soong
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Discussion Board ◽  
Digital Tools ◽  
Learning Tools ◽  
Computer Based ◽  
Student Centred Learning

With the advent of technology there are plenty of blended learning tools available for us to use in teaching and training activity. Selecting appropriate tools for a particular category of students and the nature of the subject being taught is important to achieve better academic results. Hence, the objective of this research is to assess effectiveness of various blended learning tools and to find the appropriate tool for teaching a computer -based campus in Malaysia. This subject was delivered using four selected blended learning digital tools; ED puzzle virtual classroom videos, Home works on MMLS, MMLS online Quiz and MMLS discussion board, at the beginning of Trimester 2, 2018/2019. They were asked in the middle of the trimester to rate the usefulness of the four selected blended learning digital tools in a 5-point scale using an online survey. The analysis feedback shows that D puzzle virtual the trimester. The effectivenes when the achievements of the students in terms of their academic performance were compared with previous year. It clearly shows that the academic performance of the students of year 2019 is better than of students towards student centred learning.

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