scholarly journals A Review on Transition from Face-to-Face to Online Learning During COVID-19 Pandemic

2021 ◽  
pp. 449-454
Author(s):  
Veena G ◽  
Kavya N ◽  
Puneeth B M
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Best Practice ◽  
Indian Education ◽  
State Governments ◽  
Teaching Online ◽  
Face To Face ◽  
E Learning ◽  
Practice Framework ◽  
Effective Use

As a result of the COVID-19 pandemic crisis, Online-learning has become a necessary feature in all educational establishments such as schools, colleges and universities. The educations sector in India is deeply affected by this. To fight back the disruption and damage, educational institutes across the country embraced the digital mode of education as a solution to fill the void left by classroom teaching. Online education is conducted in two ways. The first is through the use of recorded classes, which, when opened out to public, are referred to as Massive Open Online Course (MOOCs). The second one is via live online classes conducted as webinars, or zoom sessions. This review has identified five important strategies that could be incorporated into a best practice framework for online education.1) As e-learning becomes the "new normal", the authorities have been taking steps to make digitisation of education accessible and affordable for all. 2) Training in educational technologies and their effective use should be available to faculty and students who need it.3)The Indian education system has to transit to online learning without creating a digital divide, the Centre and state governments must raise the spending on education.

scholarly journals Effective Use Of Group Projects In Online Learning

2016 ◽  
Vol 9 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Robert Ekblaw
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Group Dynamics ◽  
Cognitive Learning ◽  
Practical Experience ◽  
Face To Face ◽  
Group Projects ◽  
Face To Face Instruction ◽  
Effective Use ◽  
Creative Construction

Group projects have long been used in face-to-face instruction to improve cognitive learning among its students.  Group projects not only provide practical experience and allow students to practice the concepts they have learned, but also teach the students creative construction and group dynamics.  As important as group projects have proven in conventional learning, they are rarely used in online education courses.  This paper examines the foundations of effectively using group projects, and then demonstrates how to integrate them into online learning courses.

scholarly journals Online Education in the Time of COVID-19 Crisis

2021 ◽  
Vol 8 (9) ◽  
pp. 70-77
Author(s):  
Keshav Dahiya ◽  
Naman Malhotra ◽  
Vaibhav Bachhwal ◽  
Neha Gupta
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Traditional Approach ◽  
World Health ◽  
Face To Face ◽  
Learning Modalities ◽  
E Learning ◽  
Health Organization ◽  
Teaching Modality

Prior to the pandemic, Indian educational institutions relied primarily on traditional means of instruction, like as face-to-face lectures in a classroom. Many academic units have already begun to mix learning throughout the pandemic, but many still maintain archaic traditions. The rapid outbreak of a lethal disease known as Covid-19 due to the SARS-CoV-2 Corona Virus startled the whole world. It was labeled a pandemic by the World Health Organization. This has challenged the worldwide education system and prompted educators to move to an online teaching modality overnight. Many schools, which were previously reluctant to adapt their traditional approach to pedagogy, were unable to move totally to online instruction. The paper discusses the importance of online learning and of e-learning modalities analysis in times of crisis, including strengths, weaknesses, opportunities and challenges (SWOC). This article also highlights the emergence of EdTech startups during pandemics and provides ideas for academic institutions to tackle online learning issues.

Online Education and Cultural Background

2009 ◽  
pp. 1080-1085
Author(s):  
Elizabeth Koh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Support Services ◽  
Computer Network ◽  
Learning Resources ◽  
Core System ◽  
Face To Face ◽  
The Core ◽  
E Learning ◽  
Online Learning Resources

Online education is growing rapidly. Online education is a Web-based form of education where students gain access to online materials and communicate with instructors and other students. There are four distinguishing characteristics that separate it from e-learning and other modes of learning (Paulsen, 2003). First, there is a physical separation of teachers and learners in online education. This differentiates it from face-toface education. Second, online education is regulated or instituted by an educational organization, hence disqualifying it from the self-study mode of learning. Third, educational content is distributed over a computer network, unlike e-learning, which includes educational content distributed by CD-ROMS and DVD-ROMS. Fourth, students and instructors communicate with each other over a computer network. There is a twoway flow of information which is not always available in e-learning. Indeed, the communicative element is a unique feature of online education and is an extension of the individualized experience of earlier technologies (Piccoli, Ahmad, & Ives, 2001). Not solely an interaction between the student and the system, online education allows communication between peers and instructors and even collaborative learning communities. Online education also provides high levels of student control and supports participant contact and interaction continuously during the learning process. There are different levels of “onlineness” (Hosie & Schibeci, 2005). The most basic level is Web supplemented. It is optional for students to interact with the education content, and to communicate with instructors and other students. These online learning resources are a component in addition to their face-to-face learning. The intermediate level is Web dependent. Students need to participate online as part of the course requirement, besides some face-to-face component. Students should utilize the online education content, which includes course descriptions, study guides, examination details, assessment overview, reading lists, and online quizzes. Also, students are expected to interact with lecturers and peers by participating in the online discussion forum or other computer-mediated communications (CMC). This is the most popular form of online education today. The advanced level is fully online. This final level requires no face-to-face meetings with the students. Education content, learning activities, assessment, and support services can only be referred to vis-à-vis the computer network. Distance education could occur in this manner, but the term “distance education” also includes the use of other types of media which may not be electronic. Online education is supported by various systems. The core system in most educational institutes is the learning management system or the virtual learning environment. Learning management systems grant access to online learning resources for students and instructors; they register users, provide communication tools for users, manage courses, evaluate learners, and provide administrative reports (Paulsen, 2003). They can be commercial software like Blackboard or developed in-house. Online education can also require library and digital resources, learner support services, accounting, security, the Internet and e-commerce technology, which may be integrated with the core system Online educational technologies can be categorized into synchronous or asynchronous. Synchronous applications require users to be available at the same time. They include networked group decision support systems (GDSS), e-meetings, e-conferences, and features like whiteboards, text-based chat, and video conferencing. Asynchronous technologies are time independent and comprise discussion boards or Web boards, document repositories, Web logging, podcast audio content, and Web cast lectures.

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 Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Zakaryia Almahasees ◽  
Khaled Mohsen ◽  
Mohammad Omar Amin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Privacy ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Challenges ◽  
Face To Face Learning ◽  
Method Of Instruction ◽  
Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

scholarly journals E-Learning versus Classroom Learning for Acquiring Knowledge about Precarity in Medicine

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
◽  
Tanguy G ◽  
Dessene P ◽  
Rude M ◽  
Doly L ◽  
...  
Keyword(s):  
Online Learning ◽  
Family Medicine ◽  
Classroom Learning ◽  
Face To Face ◽  
Learning Group ◽  
E Learning ◽  
Knowledge Levels

The effect on knowledge levels immediately after a course on precarity in family medicine was assessed by comparing online learning against classroom learning, both followed by time for face-to-face discussion. Of 87 family medicine interns of the same class, 65 took part in the study and were evaluated, 34 being assigned to classroom learning and 31 to online learning. The increase in knowledge after the course was significantly higher in the online learning group (+27.8 points±11.2) than in the classroom group (+9.1 points±9.0) (p<0.0001).

The Challenges Faced by Pharm.D Students in Online Learning due to Covid-19 Pandemic and its Impact on their Mental Health in the Northern Border Region of Saudi Arabia

2021 ◽  
Vol 15 (9) ◽  
pp. 2819-2822
Author(s):  
Anwar A Alshammari ◽  
Abdulrahman M Alshammari ◽  
Nawaf M. Alotaibi ◽  
MD Ali Mujtaba ◽  
MD Tauquir Alam
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Online Education ◽  
Pharmacy Education ◽  
Border Region ◽  
Pharmacy Students ◽  
Poor Sleep ◽  
Face To Face ◽  
Northern Border ◽  
Teaching Learning

Objective: The purpose of the survey was to gather information from students on their learning preferences prior to the COVID-19 outbreak, barriers to online education during the pandemic, and the mental and psychological effects of COVID-19 on students. Method: Applying Google Forms, a cross-sectional pharmacy student-targeted online questionnaire designed to develop. In order to ensure that only pharmacy students responded, an introductory opening inquiry of the program name used to select out non-pharmacy students. Following that, these few demographic questions are asked to the participant's present institution and program year in which the participants currently in. Results: A total 260 pharmacy students received the survey, out of total 186 replies were received from professional pharmacy students, resulting in a response rate of around 71.5%. Almost half of the students (94%) chose traditional face-to-face training, while 32.8% preferred a combination of online and face-to-face instruction, and only 16.7% liked online instruction alone. The difficulties to online education during the COVID-19 pandemic outbreak show that, Issues with in-person communication (23.7%), pandemic-related anxiety and stress (22%), time management (19.9%), experience in online education (16.7%). The majority of respondents (87%) intended to incorporate online knowledge gained during the COVID-19 pandemic outbreak into their teaching/learning techniques. During the COVID-19 epidemic, we discovered that practically all students were plagued by symptoms of sadness, anxiety, tension, and poor sleep quality, with the majority suffering from significant depression (31.2 %). Conclusion: This study concludes that most of the students are in favor of incorporation and applications of online learning experiences in teaching/learning practices garnered during pandemic. Furthermore, the majority of students had changed their behavior as a result of coronavirus, while nearly half of those polled experiencing an increase in anxiety and tension. Keywords: COVID-19 pandemic, online learning, mental health, Pharm.D students, Pharmacy education, face to face learning.

Harnessing the Tiger of Emerging E-Learning Platforms

2018 ◽  
pp. 147-170
Author(s):  
Theresa Neimann ◽  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
New Technology ◽  
Program Completion ◽  
Future Technology ◽  
E Learning ◽  
Learning Platforms ◽  
Key Drivers ◽  
The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

Arranging and Rearranging Practice in Digital Spaces

2018 ◽  
pp. 567-585
Author(s):  
Laurette S. M. Bristol ◽  
Merilyn Childs
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Teacher Educators ◽  
Learning Program ◽  
Learning Space ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Curriculum Decisions

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

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