scholarly journals The Effects of Educational Applications on the Development of Information in Secondary Schools During A Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 1-6
Author(s):  
Litfulla Ebror Murkhuja ◽  
Tureacv Kholiqov
Keyword(s):  
Teaching And Learning ◽  
Art Practice ◽  
Athletic Activity ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Instruction ◽  
Educational Applications ◽  
Face Time ◽  
Instructional Apps ◽  
Made In

Using instructional apps is one of the responses educators and schools have made in response to the Covid-19 pandemic's circumstances, with the aim of continuing the learning phase even though there is no face-to-face instruction at school. As instructional apps such as google classes, zoom meetings, and others are used, they have a huge effect on students' abilities and skills growth, such as slowing the rate of progress in students' comprehension of information. This is motivated by the fact that teachers and students engage infrequently throughout the teaching and learning period. Numerous student topics need face-to-face time in classes such as athletic activity, lab, and art practice. Certain aspects of these activities are hindered by the absence of direct practice in schools as a result of pandemic conditions that force teachers and students to remain at home and ensure a safe distance. Apart from that, utilizing learning apps enables students to begin accepting topics from their inner instructor, requiring both students and instructors to be more innovative with their teaching and learning processes.

scholarly journals How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers

2021 ◽  
Author(s):  
Karmen Trasberg ◽  
Keyword(s):  
General Education ◽  
High Speed ◽  
Teaching And Learning ◽  
Social Inequalities ◽  
Special Educational Needs ◽  
Face To Face ◽  
Positive Attitudes ◽  
Home Learning ◽  
Teachers And Students ◽  
Face To Face Instruction

Students across the world have missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students. The changes have enforced existing social inequalities because of insufficient skills, resources, time or health to assist children with remote learning. Closing schools disrupted the education of all children, but some will have coped better than others. Children are differentially advantaged, reflecting their background and circumstances. The aim of this article is to explore how Estonian teachers have experienced the teaching and learning remotely during the first lockdown period in 2020 and what are the possible consequences for vulnerable studentʹ groups. The paper draws on a qualitative method study based on recent interviews with teachers (n = 20) in ten schools. It turned out from the study that there are positive attitudes towards using digital tools in the learning process, but it has not clear impact on the development of digital skills. The results indicated that there is a fragmentation and wide variety of approaches practiced in Estonian general education schools and not all students benefited from the best practices of distance learning. One of the main threats to students with special educational needs (SEN) was the interruption of their study routine, including support services and creating a new daily structure for activities. The involvement of parents and the opportunity to contribute to supporting their children’s home learning played a major role.

scholarly journals Emergency Remote Learning in Higher Education during COVID-19 Era: Students and Professors’ Experiences

2020 ◽  
Vol 2 (4) ◽  
pp. 13-19
Author(s):  
Rguig Sara ◽  
◽  
Tribak Oifaa ◽  
Keyword(s):  
Teaching And Learning ◽  
Educational Systems ◽  
Course Content ◽  
Quantitative And Qualitative Research ◽  
Teachers And Students ◽  
Present Context ◽  
Conception Of Teaching ◽  
Educational Paradigm ◽  
Face To Face Instruction ◽  
Quality Learning

Due to the current massive pandemic situation, global educational systems have, by necessity, shifted from in-person to virtual learning. As a result, this newfangled educational paradigm has changed the conception of teaching and learning from a rigid process to a novel environment where new rules and objectives are set. In the present context, this research paper is intended to discuss the contemporary educational prototype as an alternative to traditional face-to-face instruction in order to accomplish quality learning and rescue the academic year from a doomed failure. In this regard, this study relies on a quantitative and qualitative research analysis, based on questionnaires designated to teachers and students of the National School of Applied Sciences of Tétouan (ENSATE) at Abdelmalek Essaâdi University to reflect upon their experiences, insights, and perceptions of distance education with respect to teaching materials, content, and syllabus delivery. The aim, therefore, is to disclose the variant challenges that are being encountered by the aforementioned students and teachers, including their attitudes toward e-learning course content and pedagogy. It is equally important to pinpoint the different possible strategies and policies that ought to be adopted by education policy makers to perfectly meet the novice learning/teaching needs and aspirations.

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

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.

scholarly journals Pengembangan Aplikasi Belajar Online Berbasis Web Menggunakan Waterfall

2021 ◽  
Vol 4 (2) ◽  
pp. 80
Author(s):  
Afif Wijang Wahid Ramadhan ◽  
Dhoifullah Dhoifullah ◽  
Husen Husen ◽  
Candra Candra ◽  
Sri Mulyati
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Quality Of Education ◽  
Analysis Method ◽  
Literature Study ◽  
Face To Face ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Face To Face Learning

In this pandemic era, face-to-face learning cannot be done because the transmission of the virus is very dangerous and after all learning activities must continue, to improve the quality of education in Indonesia, therefore in this sophisticated era we must make the best use of technology for the wrong teaching and learning activities. the only way is by holding it online, but not all schools carry out learning activities with technology, there are still many who do conventional learning such as learning activities in school. The benefit of implementing online learning methods is to make it easier for teachers and students in terms of learning activities. The analysis method used is literature study. design methods that do use the concept of software engineering.

scholarly journals MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

scholarly journals Conhecimento Especializado do Professor de Matemática em Dissertações e Teses Brasileiras

2021 ◽  
Vol 22 (3) ◽  
pp. 310-316
Author(s):  
André Lima Rodrigues ◽  
Bruno Rodrigo Teixeira
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Specialized Knowledge ◽  
Face To Face ◽  
Education Personnel ◽  
New Research ◽  
Teacher's Knowledge ◽  
Theses And Dissertations ◽  
Made In ◽  
Research In Mathematics Education

Resumo O conhecimento do professor é fundamental para o ensino e para a aprendizagem dos estudantes e possui, em suas características, o fato de ser especializado. Tendo isso em vista, o presente artigo tem por objetivo investigar a utilização do modelo denominado Conhecimento especializado do Professor de Matemática (MTSK) em dissertações e teses brasileiras. Para isso, foi realizada uma busca no Catálogo de Dissertações e Teses da Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e o corpus foi composto por sete trabalhos. Os resultados permitiram evidenciar a utilização analítica do modelo para identificar e caracterizar conhecimentos de professores e futuros professores relacionados aos diferentes assuntos; a utilização do modelo para a realização de um trabalho de metassíntese; e também para a proposição de um modelo de conhecimento semelhante para a disciplina de Física. Ainda, destaca-se a predominância de sua utilização em contextos de formação continuada e no ensino a distância, e a ausência de trabalhos que investigam o MTSK na modalidade presencial da formação inicial. Com isso, considera-se que o estudo pode provocar questionamentos que orientem o desenvolvimento de novas pesquisas em Educação Matemática, indicando possibilidades do uso do modelo e a necessidade de valorização da profissionalização docente e da defesa de políticas públicas que reafirmem que o conhecimento do professor é especializado. Palavras-chave: Educação Matemática. Formação de Professores. Conhecimentos Profissionais Docentes. MTSK. AbstractTeacher’s knowledge is fundamental for the studentss’ teaching and learning and has in its characteristics the fact of being specialized. With this in view, this article aims to investigate the use of the Mathematics Teacher’s Specialized Knowledge (MTSK) model in Brazilian dissertations and theses. For this purpose, a search was made in the Dissertations and Thesis Catalogue of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD) and the corpus comprised seven papers. The results highlighted the analytical use of the model to identify and characterize the teachers’ and future teachers’ knowledge related to different subjects; the use of the model for performing a meta-synthesis work; and also, for proposing a similar knowledge model for the Physics subject. Additionally, the predominance of its use is highlighted in contexts of continuous education and in distance education, and the absence of works that investigate MTKS in face-to-face modality of initial formation. Therefore, it is considered that the study may bring about questions that may guide the development of new research in Mathematics Education, indicating possibilities of using the model and the need to value teaching professionalization and the defense of public policies reaffirming that the teacher’s knowledge is specialized. Keywords: Mathematics Education. Teacher’s education. Teacher’s professional knowledge. MTSK.

scholarly journals PEMBUATAN APLIKASI E-LEARNING PADA SMK SWASTA PARIWISATA IMELDA MEDAN

2019 ◽  
Author(s):  
HENGKI TAMANDO SIHOTANG
Keyword(s):  
Teaching And Learning ◽  
Learning System ◽  
Control Panel ◽  
Learning And Teaching ◽  
Face To Face ◽  
Effective Learning ◽  
Teachers And Students ◽  
Long Time ◽  
E Learning ◽  
Subject Material

SMK Swasta Priwisata Imelda Medan is one of the private vocational schools in Medan. Learning system at SMK Swasta Priwisata Imelda Medan still use manual system which means the teaching and learning process is still bound by the time the subjects are available and must meet face-to-face with subject teachers. Subject material in the SMK Swasta Pariwisata Imelda Medan is quite difficult so that teachers and students need a long time in teaching and learning. to support an effective learning system at SMK Swasta Pariwisata Imelda Medan needs to be made an e-learning based learning system that is e-learning. the author uses the php language, mysql, dreamweaver and Xampp Control Panel Version 2.5.8, to provide solutions in the process of learning and teaching at SMK Swasta Pariwisata Imelda Medan in order to facilitate students and teachers in teaching and learning without the time limit provided by the school

Sign in / Sign up

Export Citation Format

Share Document