scholarly journals Speaking Assessments by Japanese English Teachers Pre and Post Implementation of CEFR in the Midst of a Global Pandemic

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Emily Ee Ching Choong ◽  
Pravina Manoharan ◽  
Souba Rethinasamy
Keyword(s):  
Structured Interviews ◽  
School Students ◽  
Web Conferencing ◽  
Strict Adherence ◽  
Face To Face ◽  
Global Pandemic ◽  
Grade 5 ◽  
Assessment Tasks ◽  
Scoring Rubrics ◽  
Japanese English

Amid a global pandemic, while schools in many parts of the world were closed to adhere to quarantine orders, schools in Japan resumed face-to-face classes after only a month of closure with strict adherence to COVID-19 guidelines and standard operating procedures (SOP). This study examined how speaking assessments were administered face-to-face for Grade 5 and 6 elementary school students prior to and after introducing the Common European Framework of Reference (CEFR) and amid a global pandemic between April to October 2020. The paper also reports the challenges and strategies employed in carrying out the speaking assessments following the CEFR while adhering to the SOP. The study employed a qualitative research method that utilised semi-structured interviews to elicit information from four teachers who taught in eight schools within Niigata City, Japan. Findings suggest that prior to the implementation of CEFR, not all teachers carried out speaking assessments. However, the implementation of CEFR emphasised the need to teach speaking and carry out speaking assessments. The CEFR also served as guidance for the teachers in preparing the assessment scoring rubrics. The results also showed that the speaking assessments were implemented individually instead of in groups before the pandemic and the presence of the masks, which increased the student’s anxiety and affected their performance. However, the teachers employed various strategies to overcome the challenges by modifying the assessment tasks and utilising web conferencing technology.

scholarly journals THE IMPACT OF ONLINE LEARNING ON THE LEARNING MOTIVATION OF PRIMARY SCHOOL STUDENTS

2021 ◽  
Vol 2 (2) ◽  
pp. 94-99
Author(s):  
Rizka Alfarimba ◽  
Sekar Dwi Ardianti ◽  
Khamdun Khamdun
Keyword(s):  
Online Learning ◽  
Qualitative Method ◽  
Classroom Teacher ◽  
Educational Background ◽  
Learning Motivation ◽  
Primary School Students ◽  
Structured Interviews ◽  
School Students ◽  
Grade 5 ◽  
The Impact

This study aims to describe the learning motivation of grade 5 students in Gondosari village as a result of the implementation of online learning during the covid-19 pandemic. This research uses the descriptive qualitative method. The objects of this study are 6 students of grade with the categorization of rank, their parents' educational background, and their parent’s occupation and 1 classroom teacher who teach online in grade 5 of SD 7 Gondosari village. With observation, semi-structured interviews, and documentation as tools for data collection. The validity test of this study used triangulation of online learning has an impact on students learning motivation with indicators of learning motivation, namely perseverance in facing tasks, resilience in facing difficulties, interest in various problems, working independently, and factors from the learning environment. This indicator can measure the extent to which the learning motivation of grade 5 students of SD 7 Gondosari.

Online synchronous Focus Groups and research continuity during the COVID-19 pandemic (Preprint)

2021 ◽  
Author(s):  
Maria Gabriela Calvo-Valderrama ◽  
Arturo Marroquín-Rivera ◽  
Erin Burn ◽  
Laura Ospina-Pinillos ◽  
Victoria Bird ◽  
...  
Keyword(s):  
Focus Groups ◽  
Future Research ◽  
Web Conferencing ◽  
Middle Income ◽  
Face To Face ◽  
Middle Income Countries ◽  
Public Health Emergencies ◽  
Global Pandemic ◽  
Technical Issues ◽  
E Mail

BACKGROUND Although focus groups are a valuable qualitative research tool, face-to-face meetings may be difficult to arrange and time consuming. This has been further compounded by the COVID-19 global pandemic, where the subsequent lockdown and physical distancing measures implemented, caused exceptional challenges to all human activity. Online Focus Groups (OFGs) are an example of one alternative strategy, requiring investigation. At present, OFGs have mostly been studied and used in high-income countries with little information relating to their implementation in Low-and Middle-Income Countries (LMICs). OBJECTIVE Our aim is to share our experiences of conducting OFGs through a web conferencing service and provide recommendations for future research. METHODS As part of a broader study, OFGs were developed with adults and adolescents (13-16) in Colombia during the COVID-19 pandemic. Through a convenience sampling method, we invited eligible participants via e-mail in two different cities of Colombia to take part in OFGs conducted via Microsoft Teams®. Researcher notes and discussion were used to capture the participant and facilitator experiences as well as practical considerations. RESULTS We conducted 10 OFGs with a total of 42 participants. Data obtained met our expectations and the online methodology did not compromise the quality of our results. Technical issues arose but different measures were taken to minimize them: using a web conferencing service that was familiar to participants, sending written instructions and performing a trial meeting prior to the OFG. Adolescent participants unlike their adult counterparts, were fluent in using web conferencing platforms and did not encounter technical challenges. CONCLUSIONS OFGs have great potential in research settings especially during the current and any future public health emergencies. It is important to keep in mind that even with the advantages that they offer, technical issues (i.e., internet speed and access to technology) are major obstacles in LMICs. Further research is required and should carefully consider the appropriateness of OFGs in different settings.

scholarly journals Examining Emergency Remote Teaching using the Community of Inquiry Framework, Lecturers’ experiences in a Kenyan University

2021 ◽  
Vol 17 (4) ◽  
pp. 0-0
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Face To Face ◽  
Global Pandemic ◽  
Community Of Inquiry Framework ◽  
The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

scholarly journals Examining Emergency Remote Teaching Using the Community of Inquiry Framework

2021 ◽  
Vol 17 (4) ◽  
pp. 1-16
Author(s):  
Jane Adhiambo Chiroma ◽  
Lawrence Meda ◽  
Zayd Waghid
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Face To Face ◽  
Global Pandemic ◽  
Community Of Inquiry Framework ◽  
The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

scholarly journals Virtual knowledge production within a physician educational outreach program

2011 ◽  
pp. 24-34
Keyword(s):  
Knowledge Production ◽  
Lessons Learned ◽  
Educational Outreach ◽  
Physician Education ◽  
Future Research ◽  
Outreach Program ◽  
Academic Detailing ◽  
Structured Interviews ◽  
Web Conferencing ◽  
Face To Face

This paper describe the impacts and lessons learned of using conferencing technologies to support knowledge production activities within an academic detailing group. A three year case study was conducted in which 20 Canadian health professionals collaborated on developing educational outreach materials for family physicians. The groups communicated in face-to-face, teleconferencing, and web-conferencing environments. Data was collected over three years (2004-2007) and consisted of structured interviews, meeting transcripts, and observation notes. The analysis consisted of detailed reviews and comparisons of the data from the various sources. The results revealed several key findings on the on the impacts of conferencing technologies on knowledge production activities of academic detailers. The study found that: 1) The rigid communication structures of web-conferencing forced group members to introduce other tools for communication 2) Group discussions were perceived to be more conducive in face-to-face meetings and least conducive teleconferencing meetings; 3) Web-conferencing had an impact on information sharing; 4) Web-conferencing forces group interaction “within the text”. The study demonstrates the impacts and lessons learned of academic detailing groups collaborating at a distance to produce physician education materials. The results can be used as the bases for future research and as a practical guide for collaborative academic detailing groups working within a virtual collaborative and educational environment.

scholarly journals Transition From Face-to-Face to Online Instruction During the COVID-19 Pandemic: An Exploration of Iranian EFL University Lecturers’ Attitudes

2021 ◽  
Author(s):  
Shiva Azizpour
Keyword(s):  
Online Instruction ◽  
Teaching And Learning ◽  
Professional Training ◽  
Internet Access ◽  
Structured Interviews ◽  
Technological Infrastructure ◽  
Face To Face ◽  
Global Pandemic ◽  
Rapid Transition ◽  
University Lecturers

Abstract The COVID-19 pandemic is a huge challenge that has influenced university lecturers and students globally and led to a rapid transition from face-to-face to online instruction. The current qualitative study explored the Iranian EFL university lecturers’ attitudes toward online instruction during the COVID-19 outbreak. Based on a researcher-developed protocol, semi-structured interviews were conducted with 13 university lecturers from Karaj and Science and Research Branches of Islamic Azad University, in Karaj and Tehran, Iran, whose teaching experiences ranged from 7 to 27 years, with the purpose of identifying their attitudes, experiences, and challenges regarding online instruction during the COVID-19 Pandemic. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into four major attitudinal themes, namely, change in pedagogy, supporting students, ethics in online instruction, and the future of online instruction. The findings revealed that Iranian EFL university lecturers require professional training on the latest technology updates for online instruction and should make their online classes interactive to help their students stay focused on the course and minimize the sense of isolation. Besides, the adequacy of technological infrastructure and free internet access could facilitate online instruction during the COVID-19 outbreak. Therefore, universities and educational organizations are expected to promote the infrastructure and provide a variety of internet access alternatives. Moreover, after this global pandemic, when normal classes resume, university lecturers and students should be encouraged to continue using online tools to develop teaching and learning.

scholarly journals The COVID-19 Global Pandemic: Socio-Cultural, Economic and Educational Implications from Ghana

2020 ◽  
Author(s):  
Dickson Adom
Keyword(s):  
Research Approach ◽  
Cultural Economic ◽  
Strict Adherence ◽  
Radio Stations ◽  
Face To Face ◽  
News Reports ◽  
Global Pandemic ◽  
The People ◽  
Educational Implications ◽  
Popular View

This study presents the experiences of the Ghanaian people toward the COVID-19 global pandemic. It presents the popular views and attitudes of the people of Ghana on the socio-cultural, economic and educational implications of the COVID-19. The data for the study are based on news reports on television and radio stations as well as print media. Also, data were generated from twenty seven personal interviews via face-to-face, telephone and zoom video interactions. The data were discussed using thematic analysis as well as document analysis in the qualitative research approach. The findings revealed that the emergence of the COVID-19 pandemic in Ghana came as a shock to many Ghanaians who held the popular view that the virus was immune to black genes. Some Ghanaians believe that the infection is a matter of faith and prioritize religious supplications as a protective metric than the strict adherence to the medical preventive protocols for the COVID-19. The intensive public education and the laudable efforts by the Ghana government are gradually erasing these wrong perceptions toward the COVID-19 infection.

scholarly journals Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

2020 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Novrika Nartiningrum ◽  
Arif Nugroho
Keyword(s):  
Online Learning ◽  
Qualitative Data ◽  
Online Courses ◽  
Online Classes ◽  
Structured Interviews ◽  
Learning Condition ◽  
Written Responses ◽  
Face To Face ◽  
Global Pandemic ◽  
Efl Students

Covid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. The spread of Covid-19 in Indonesia affects the education system in this country. Face-to-face instructions are shifted into full online learnings from home. Despite this quite drastic change, the literature on students’ insights of this matter has still been silent. Thus, the present study elucidates 45 EFL students’ challenges, suggestions and needed materials during these online classes. Rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these EFL students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. These students mainly suggested the use of video conferencing applications such as zoom or Google meet, though some students chose assignments over those applications. The students also mentioned that they basically needed grammar related materials within the online classes. The findings bring forward the picture of full online learning condition during Covid-19 outbreak on EFL setting in Indonesia.

scholarly journals Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yasuhiro Kotera ◽  
James Chircop ◽  
Lucy Hutchinson ◽  
Christine Rhodes ◽  
Pauline Green ◽  
...  
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Access To Education ◽  
Structured Interviews ◽  
Online Students ◽  
Face To Face ◽  
Effective Strategies ◽  
Global Pandemic ◽  
Social Difficulties ◽  
Learning Institutions

AbstractOnline learning has given access to education for diverse populations including students with disabilities. In our university, the ratio of students with disabilities is substantially higher in the online programmes than face-to-face. Online learning provides high accessibility though it can result in a lonely experience. Accordingly, this study aimed to appraise the first-hand experience and understanding of loneliness in online students with disabilities (OSWD), and to discuss possible solutions. Thematic analysis on semi-structured interviews attended by nine OSWD identified: ‘Self-paced study can reduce stigma but cause loneliness (Theme 1)’, ‘Loneliness and social difficulties relate to misunderstanding of disability (Theme 2)’, and ‘Activities, events and staff for informal socialisation are needed (Theme 3)’. As the demand for online learning is further expanded due to the current global pandemic, our findings will be helpful for online learning institutions worldwide to establish effective strategies to reduce loneliness in OSWD.

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