scholarly journals COVID-19 Pandemic: Impact and Strategies for E-Learning Educational System in India

2021 ◽  
pp. 621-626
Author(s):  
Nilutpal Saikia
Keyword(s):  
Educational Institutions ◽  
Learning Tools ◽  
Online Classes ◽  
Traditional System ◽  
Face To Face ◽  
Secondary Sources ◽  
Teachers And Students ◽  
E Learning ◽  
Training Programmes

Nowadays the traditional system of education rapidly changes into digitalized education. Due to lockdown all institutions, schools, colleges, universities are closed. There is no existence of face to face contact with teachers and students in this COVID-19 pandemic situation. In this case, e-learning played a major role in providing education. Focusing on this issue the present paper is based on two objectives: to know the role of e-learning during this pandemic situation and second objective is to find out the challenges of e learning. Findings: at present educational institutions shifted their based to virtual platforms to conduct online classes, webinars, web-conferences, online workshops and online training programmes during this pandemic situation. The students faced different problems lack of awareness, less knowledge of using e-learning tools, unable to buy smartphones or laptops those who belong to lower economic backgrounds. The paper is fully depend on secondary sources like books, journals, articles and web portal, etc.

scholarly journals Pemanfaatan E-Learning Quipper School oleh Guru dan Siswa untuk Optimalisasi Pembelajaran di MAN 1 Ponorogo

2018 ◽  
Vol 3 (2) ◽  
pp. 153-160
Author(s):  
Ghulam Asrofi Buntoro ◽  
Dwiyono Ariyadi ◽  
Indah Puji Astuti
Keyword(s):  
Learning System ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teachers And Students ◽  
Innovative Learning ◽  
E Learning ◽  
Computer Based ◽  
Strongly Agree ◽  
Communication And Information Technology

The role of Science and Technology (IT) is huge nowadays. The role covers many fields. One of them is education. MAN 1 Ponorogo is one of the schools in Ponorogo district that has extra computer-based activities for a minimum level of diploma 1. It affects the increase in lesson hours. Therefore, to maximize face-to-face required innovative learning media. One such example is e-learning. E-learning is also expected to be used actively by students. E-learning is a learning system that utilizes communication and information technology (ICT) in the learning process between teachers and learners. The purpose of this program is to socialize e-learning quipper to teachers and students in MAN 1 Ponorogo to optimize learning and teaching activities (KBM). In the event, seventeen teachers were present and active. Eleven teachers strongly agree with e-learning quipper because it is easy and useful. As of the 24 students present and active, 2 students still have difficulty in using e-learning quipper. Thus, more than 95% of participants can use the e-learning quipper.

“What Is It Like to Suddenly Shift From Traditional Face-to-Face to Exclusively Online Training?”

2022 ◽  
pp. 175-194
Author(s):  
Annalisa Raffone ◽  
Alonso Mateo Gómez
Keyword(s):  
Teaching And Learning ◽  
Language Teachers ◽  
Educational Institutions ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Teachers And Students ◽  
Hard Times ◽  
Additional Support

Sars-CoV-2 suddenly spread in late December 2019, forever changing people's lives all over the world. Consistent advancements have been done, especially at the medical level, to face the virus and slow it down. At the same time, schools, universities, and educational institutions have been facing hard times since the beginning of the pandemic. Teachers had to shift from face-to-face to exclusively online classes overcoming daily challenges and helping students with their subjects. This chapter aims to present the results of a study conducted during the first wave of COVID-19 concerning language teachers' perceptions of ERT in secondary schools, high schools, and universities. QUAN and QUAL data were collected and analyzed through descriptive statistics and CAQCAS. The results showed that, despite the difficulties encountered and teachers and students' frequent inability to use digital technologies, instructors at all levels believed virtual classrooms to be useful as additional support to teaching and learning.

Issues in Peer Assessment and E-Learning

2009 ◽  
pp. 117-135 ◽  
Author(s):  
Robyn Benson
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Peer Assessment ◽  
Assessment For Learning ◽  
Learning Tools ◽  
Web 2.0 Technologies ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
E Learning

This chapter addresses some issues relating to the use of e-learning tools and environments for implementing peer assessment. It aims to weigh up the opportunities and the challenges that are offered by considering peer assessment for learning and peer assessment of learning. In doing this, reference is made to some of the general issues that arise in implementing peer assessment in higher education, as well as to the functionalities of e-learning tools and environments, and the characteristics of those who use them in this context (teachers and students). Discussion of opportunities focuses on strategies for peer assessment available from tools and environments that are categorized as pre-Web 2.0 (and continuing) technologies, Web 2.0 technologies, and ‘other tools’. Consideration of challenges focuses on the characteristics and requirements of teachers and students as users. It is concluded that opportunities outweigh challenges, particularly in relation to peer assessment for learning, but that peer assessment of learning is more challenging and likely to be more limited in uptake because of the expectations that are placed on users. It is also noted that the capacities offered by Web 2.0 technologies for peer-based relationships and interaction with content present both an opportunity and a challenge which may have future implications for the role of the teacher and for supporting a reconceptualization of how evidence used for peer assessment of learning is presented and judged.

scholarly journals Practices of online teaching, learning and assessment of the students of the BSc in EEE programme during the COVID-2019 pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 14-28
Author(s):  
Muhibul Haque Bhuyan
Keyword(s):  
Online Teaching ◽  
Educational Institutions ◽  
Online Classes ◽  
Teaching Online ◽  
Primary Level ◽  
Face To Face ◽  
Electronic Engineering ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Education Process

Most of the educational institutions, from primary level to tertiary level, had to be closed when the coronavirus pandemic affected the world in 2020. Then, educators became concerned about the education of the students as they were completely relying and habituated on face-to-face teaching–learning processes. This paper reports on how the Department of Electrical and Electronic Engineering has faced that challenges in bringing the students to online classes as well as how they assessed and evaluated the students. A survey was conducted among the students who registered for the course with 14 survey questions. From the results, online classes are the best solution to the challenge; some students faced connectivity problems but it was concluded that the main purpose of teaching online is to continue the education process. Despite some challenges encountered, the teaching–learning process of the teachers and students was successful through this newly reformed system of education.   Keywords: Online assessment, online class, online teaching, online learning, COVID-19.

scholarly journals E-Learning during COVID-19: Understanding the Nexus between Instructional Innovation, E-Psychological Capital, and Online Behavioural Engagement

2021 ◽  
pp. 089202062110531
Author(s):  
Umair Ahmed ◽  
Abdussalaam Iyanda Ismail ◽  
Meryem Fati ◽  
Mohammed Ali Akour
Keyword(s):  
Online Teaching ◽  
Educational Institutions ◽  
Psychological Resources ◽  
Online Classes ◽  
Instructional Innovation ◽  
Behavioural Engagement ◽  
Global Spread ◽  
Learning Efficacy ◽  
E Learning

This current study is to empirically validate the importance of student's behavioural engagement on online teaching during a coronavirus-2019 disease pandemic. The global spread of coronavirus-2019 disease has affected every aspect of business, including education, resulting in the shift of classroom to online teaching. Keeping in view the growing concern about students’ attentiveness, connectivity, participation, and interaction in online classes, the authors underlined the critical need for paying empirical attention to this issue. While addressing a major empirical gap, the present study tested and found the significant role of e-learning efficacy, e-learning resilience, and teachers’ instructional innovation in boosting students` online behavioural engagement. Additionally, the study found a thought-provoking direct and interacting role of teachers’ instructional innovation. Therefore, the implications of the findings indicate that leaders in educational institutions need to invest in psychological resources that emphasize innovation and creativity in instructional methods for teachers to enhance student engagement in an online environment.

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

scholarly journals The ABC method as a tool for blended learning course development at Bergen University Library

2021 ◽  
Author(s):  
Pål Steiner ◽  
Ingunn Rødland ◽  
Henry Langseth ◽  
Christian Højbjerg Hansen
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Original Method ◽  
Educational Institutions ◽  
Learning Tools ◽  
Planning And Design ◽  
Hands On ◽  
University College London ◽  
E Learning ◽  
Abc Method

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

scholarly journals نظام تعليم اللغة العربية عن بعد عبر الإنترنت في جائحة الوباء كوفيد-١٩ بالمدرسة المتوسطة الإسلامية الحكومة ١ بسوراكرتا

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliana Prativi ◽  
Muhammad Zaenuri
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Approach ◽  
Learning System ◽  
The Other ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Evaluation Stage ◽  
The Subject

Online learning is a learning via internet without meeting face-to-face between teachers and students. This online learning system is relatively new, therefore teachers and students should adapt quickly. This study aims to determine the online Arabic learning system during the COVID-19 pandemic at Madrasah Tsanawiyah Negeri (MTsN) 1 Surakarta. Researcher used a qualitative approach and observation, interview, and documentation as data collection techniques. The results described that e-learning madrasah was used as the main media for online Arabic learning at MTsN 1 Surakarta during the covid-19 pandemic, then assisted by Whatsapp and Youtube channel. The subject matter was presented in video, powerpoint, and pdf. The learning stages were divided into three: preparation, implementation (pre-activities, whilst-activities and post-activities), and evaluation stage. This online learning helps teachers to coordinate with and supervise students easily, on the other hand, it is difficult for them to monitor the students’ understanding and bad internet network make some students could not follow the learning process in time. 

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

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