scholarly journals How it started/ how it’s going’: Aligning Teacher Educators’ designs, approaches and identities in our new online reality

2021 ◽  
Author(s):  
Paula Antoinette Gowdy ◽  
Jaime Pizarro Aura ◽  
Danisa Thamara Salinas
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Qualitative Inquiry ◽  
Learning Theories ◽  
Educational Systems ◽  
Traditional Teaching ◽  
Learning Spaces ◽  
New Era ◽  
E Learning ◽  
The Impact

E-learning scholars have long predicted the conversion of conventional education to online learning spaces. That conversion has now happened. Regardless of what occurs in a post-pandemic era, teaching and learning will never be the same. Where does that leave teacher educators (TEs) who grapple with how to best prepare future teachers for the new era? The aim of our research was to determine the impact of supporting a small group of Chilean TEs in re-designing their online instructional approaches by aligning them with contemporary learning theories and goals. In the Chilean context, prior to the pandemic, e-learning was still on the periphery, and transitions from teacher-directed approaches had only just begun. In this 10-month qualitative inquiry, we focused on the TEs experiences online as they adopted sociocultural-based, 21st century instructional designs, and implemented strategies intended to promote agency and engagement in their students. The TEs long-held teacher-centric identities and approaches sometimes interfered in this trajectory. Yet, their heightened critical awareness of the ineffectiveness of traditional teaching paradigms in online settings combined with their grounded efforts and perseverance, resulted in positive evidence of ‘real’change to their designs, practices and identities – changes many have been seeking in educational systems for some time. 

scholarly journals E-learning in the coronavirus's period from the perspective of students

2021 ◽  
Vol 19 ◽  
pp. 477-485
Author(s):  
Bislim Lekiqi ◽  
Aziz Rexhepi ◽  
Albina Sahiti
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Educational Policies ◽  
Traditional Teaching ◽  
New Era ◽  
E Learning ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Rapid Transformation

The Coronavirus epidemic in Kosovo is having consequences in all spheres of life. This reflection is especially noticeable in teaching and learning, especially at the university level, moving from the classical (traditional) form of teaching fully or partially to e-learning. The necessity of such a rapid transformation and the need to achieve the objectives of studies are being assessed by students in different ways. The subject of this research is how students evaluate this rapid transformation from traditional teaching and learning to e-learning, which was conducted in December 2020. 551 Kosovar Bachelor and Master students participated in the research. The research was done through a survey. The analysis of the results, their comparison leads us to the conclusions and recommendations, information which could serve the university institutions and state decision-making structures for the orientation of educational policies in a new era of digitalization, where e-learning is becoming a necessity even in developing countries. Where work enables us to understand that developments in the field of education, imposed by the epidemic, will be one of the forms of teaching and learning in the future and that for this we must all prepare as individuals and as a society in general.

scholarly journals Finally in the spotlight: How contemporary learning theory is saving education online during COVID

2021 ◽  
Vol 19 (6) ◽  
pp. pp642-655
Author(s):  
Paula Charbonneau-Gowdy
Keyword(s):  
Action Research ◽  
Learning Theory ◽  
Teacher Educators ◽  
Social Cognitive ◽  
Teacher Education Program ◽  
Learning Theories ◽  
Student Body ◽  
E Learning ◽  
Teaching Learning ◽  
The Impact

A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

E-learning for Geography's Teaching and Learning Spaces

2008 ◽  
Vol 32 (1) ◽  
pp. 135-149 ◽  
Author(s):  
Kenneth Lynch ◽  
Bob Bednarz ◽  
James Boxall ◽  
Lex Chalmers ◽  
Derek France ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Learning Spaces ◽  
E Learning

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

Designing and Developing the Virtual English Adventure in Second Life

2011 ◽  
pp. 686-705
Author(s):  
Youngkyun Baek ◽  
Hoe Kyeung Kim
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Theories ◽  
Instructional Designers ◽  
Design And Development ◽  
English Teaching ◽  
Teaching Pedagogy ◽  
E Learning

This chapter describes the process of design and development of the Virtual English Adventure in Second Life. The in-depth description and explanation of designing and developing the tasks and activities involved in the Virtual English Adventure project provides the scale and amount of time and effort required to utilize a virtual tool for educational purposes. The Virtual English Adventure is particularly designed for English teaching and learning. The virtual world configurations, such as level tests, teleporting, missions, e-learning, interaction, gaming, and learning-facilitators, are related to both learning theories and language teaching pedagogy. Based on our own experiences, there are some important recommendations for instructional designers and researchers to consider when they design and develop the educational use of a virtual world.

The Effect of Using Class PC and Interactive Boards on Students' Academic Achievement and Creative Thinking

2017 ◽  
Vol 7 (2) ◽  
pp. 1-23
Author(s):  
Mohamad M. Hileh ◽  
Abdel-Aziz Ahmad Sharabati ◽  
Tamara Yacoub Nasereddin ◽  
Suheir Mustafa Hussein
Keyword(s):  
Academic Achievement ◽  
Experimental Design ◽  
Primary Schools ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of the article is to investigate the impact of teaching and learning methods on Jordanian students' performance in primary schools. This study is of quasi-experimental design. Three tools are used in this study: an interactive board, a class PC and traditional tools. The data was collected by questionnaires, and then regressions were used to test the hypothesis. The results indicate that for creativity thinking, the highest difference between pre and post-test is related to class PC followed by traditional learning and finally interactive boards. Moreover, results indicate that the three tools affect fluency, flexibility and originality, while they have no significant effect on elaboration. The results also indicate that for the academic achievement class the PC reported the highest mean, followed by interactive boards and finally by traditional tools. Furthermore, results show that using class the PC and interactive boards affect students' creative thinking as compared to traditional teaching.

scholarly journals Lessons Learned Transitioning from Traditional Premedical and Medical Education to E-learning Platforms during the COVID-19 Pandemic within the United Arab Emirates

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Siobhán M. O’Sullivan ◽  
Ali A. Khraibi ◽  
Wei Chen ◽  
Peter R. Corridon
Keyword(s):  
Medical Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Educational Systems ◽  
Student Responses ◽  
E Learning ◽  
Rapid Transition ◽  
Learning Platforms ◽  
The Impact

Educational systems across the globe were disrupted by the COVID-19 pandemic, and faculty, staff, and students had to rapidly transition to e-learning platforms. These groups had little preparation to cope with the challenges of this newly adopted system. However, as we begin to emerge from the COVID-19 era, efforts are being made to assess the impact of this transition and develop a framework of best practices to help educators prepare for possible future disruptions. This commentary aims to discuss some of the challenges associated with the rapid transition to the new academic environment, including the modes of instruction employed, technical obstacles encountered, student responses to change and efforts made to evaluate didactic and practical aspects of the curriculum in the contexts of premedical and medical education, at the newly established College of Medicine at Khalifa University of Science and Technology in the United Arab Emirates.

scholarly journals Pedagogical advances in business models at business schools – in the age of networks

2016 ◽  
Vol 35 (7) ◽  
pp. 889-900 ◽  
Author(s):  
Peter Lorange ◽  
Howard Thomas
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Business Models ◽  
Business Schools ◽  
Learning Material ◽  
Learning Spaces ◽  
Interactive Teaching ◽  
Content Type ◽  
Face To Face ◽  
The Impact

Purpose – The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations. Design/methodology/approach – It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken. Findings – The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process. Research limitations/implications – There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces. Practical implications – Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields. Social implications – The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches. Originality/value – It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.

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