scholarly journals Change in Learning Environment during Covid-19 Pandemic: A Study from Students Perspective

Author(s):  
Dr. Diganta Kumar Das

Covid-19 Pandemic is a situation which affects mostly on economic life of the households and thereby also affects the education style of the students in almost worldwide. Today the system of education shift from offline education to the online learning. The online education does not reach all the students particularly living in rural areas. Unavailability of electricity, mobile phones, laptops having internet facility, bad network connection in rural areas, poor background of BPL families etc. are the numerous issues because of which the online education will not reached the poor students in rural areas. Under this drawback a study on attitude of college students on online learning environment in rural flood affected areas of Assam has been undertaken. A total of 150 degree students at Brahmaputra Valley of Assam have been randomly collected. For the purpose of the study Lakhimpur district of Assam was purposively selected by the researcher. The analysis of the study concludes that there is a positive contact of online learning on students during Pandemic situation. But the students living rural areas are deprived from getting the benefit of online learning in the district under study.

Author(s):  
Silvia L. Braidic

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.


Author(s):  
Silvia Braidic

This chapter introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.


Electronics ◽  
2021 ◽  
Vol 10 (16) ◽  
pp. 2032
Author(s):  
Rosa Estriegana ◽  
Jose-Amelio Medina-Merodio ◽  
Rafael Robina-Ramírez ◽  
Roberto Barchino

One of the main problems of the sudden digital transition to online education due to the COVID-19 pandemic is the increased isolation of students. On the other hand, one of the main goals of higher education is to develop students’ cooperative competence. This experimental study presents an online learning environment, consisting of a set of web-based resources such as virtual laboratories, interactive activities, educational videos and a game-based learning methodology. The study also examines the influence of the combination of such resources with active and collaborative learning on the improvement of students’ relationships and the development of cooperative competence. To this end, an analysis was conducted based on the data collected from a core subject of the Computer Engineering and Computer Science Engineering degree courses. The answers of an


Author(s):  
J. Baker

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.


2016 ◽  
Vol 6 (3) ◽  
pp. 39-51
Author(s):  
Ebenezer Anohah

This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.


Author(s):  
Karina Clemmons ◽  
Amanda Nolen ◽  
Andrew Hunt ◽  
Cheryl Grable

Virtual schooling in the United States has continued to grow since the first virtual schools were established over ten years ago. A review of literature related to online education has largely centered on the experience of students in online classes (Barbour & Reeves, 2009), with little emphasis on the experiences of teachers who teach online classes (Robinson, 2008). The current study fills a critical gap in knowledge for teacher educators faced with the complex questions of how best to educate teacher candidates for the modern challenges of online teaching (Zeichner, 2008). Specifically, this study explores the following questions: How is classroom management addressed in an online learning environment? What are the necessary components of an effective online learning environment? The issues examined parallel Domain B of the Pathwise Assessment (Educational Testing Service, 2006): creating a climate of fairness, establishing rapport with students, communicating challenging learning expectations, establishing and maintaining consistent standards for classroom behavior, and making the classroom environment conducive to learning. A mixed-methods approach yields quantitative and qualitative data for analysis. The results indicate that the skills teachers acquire managing classroom behavior in traditional classroom settings do not transfer to online environments. Additional results suggest that the role of the facilitator, the students’ schools, and technology that allows equitable access is critical to the success of teachers creating an effective online learning environment. A discussion and implications for future research are also included.


2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.


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