scholarly journals Emergency Remote Learning in Higher Education during COVID-19 Era: Students and Professors’ Experiences

2020 ◽  
Vol 2 (4) ◽  
pp. 13-19
Author(s):  
Rguig Sara ◽  
◽  
Tribak Oifaa ◽  
Keyword(s):  
Teaching And Learning ◽  
Educational Systems ◽  
Course Content ◽  
Quantitative And Qualitative Research ◽  
Teachers And Students ◽  
Present Context ◽  
Conception Of Teaching ◽  
Educational Paradigm ◽  
Face To Face Instruction ◽  
Quality Learning

Due to the current massive pandemic situation, global educational systems have, by necessity, shifted from in-person to virtual learning. As a result, this newfangled educational paradigm has changed the conception of teaching and learning from a rigid process to a novel environment where new rules and objectives are set. In the present context, this research paper is intended to discuss the contemporary educational prototype as an alternative to traditional face-to-face instruction in order to accomplish quality learning and rescue the academic year from a doomed failure. In this regard, this study relies on a quantitative and qualitative research analysis, based on questionnaires designated to teachers and students of the National School of Applied Sciences of Tétouan (ENSATE) at Abdelmalek Essaâdi University to reflect upon their experiences, insights, and perceptions of distance education with respect to teaching materials, content, and syllabus delivery. The aim, therefore, is to disclose the variant challenges that are being encountered by the aforementioned students and teachers, including their attitudes toward e-learning course content and pedagogy. It is equally important to pinpoint the different possible strategies and policies that ought to be adopted by education policy makers to perfectly meet the novice learning/teaching needs and aspirations.

Measuring and Evaluating ICT Use

2009 ◽  
pp. 326-339 ◽  
Author(s):  
Romina Jamieson-Proctor ◽  
Glenn Finger
Keyword(s):  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Large Scale ◽  
Relative Advantage ◽  
Educational Systems ◽  
Ict Use ◽  
Strategic Plans ◽  
Teachers And Students ◽  
Information And Communication

Teaching and learning in the 21st Century requires teachers and students to capitalise upon the relative advantage of integrating Information and Communication Technologies (ICT) to enhance current curriculum, pedagogy and assessment approaches, as well as transform teaching and learning. While most educational systems agree that ICT has the potential to transform teaching and learning, attention has been given recently to the challenge of how to measure and evaluate the impact ICT is having on teaching and learning. This Chapter argues that the most important focus in measuring ICT use needs to be on student use of ICT, as policies and teacher professional development initiatives by themselves are insufficient to ensure that student learning is either enhanced or transformed through ICT use. Insights are provided into the development of a contemporary instrument, for use by Education Queensland, Australia, which aims to measure teacher perceptions of the quantity and quality of student use (as opposed to teacher use) of ICT in the curriculum. The instrument enables teachers and schools to identify their current and preferred levels of student ICT use, and from this, to generate discussion about the integration and transformational potential of ICT and to develop strategic plans to achieve their preferred level of student use. This Chapter also provides summaries of the implementation of the instrument in two large Queensland education systems, and argues that ICT research, such as this approach, which enables large scale, evidence-based research to measure student outcomes as a result of using ICT in the curriculum should be a matter of priority to effectively monitor and manage learning with ICT.

scholarly journals Estudio Descriptivo De La Autonomía Motivacional En El Alumnado De Educación Secundaria De La Provincia De Benguela (Angola)

2017 ◽  
Vol 13 (7) ◽  
pp. 95
Author(s):  
José Francisco Ferreira ◽  
María Pilar Cáceres Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Context ◽  
Total Sample ◽  
Education Students ◽  
Supportive Environment ◽  
Teachers And Students ◽  
Conception Of Teaching ◽  
Quantitative Descriptive

The study of motivation has a very important role in understanding of school success. The teachers and the education of parents and tutors are the key elements that influence the motivational dynamics for student learning, which is a crucial aspect to self-regulate the learning process in a positive way. This research aims to analyze the influence of the school context on the development of the motivational autonomy of Secondary Education students in the municipality of Baía Farta, Benguela province, Angola. For this purpose, a quantitative descriptive methodology was developed through a Likert scale questionnaire administered to teachers and students. The total sample of the study consisted of 650 students (60.1% men and 39.9% women) and 72 teachers (54.2% men and 45.8% women). The main results point to the commitment and active participation of students through motivational strategies that are implemented through the activities planned by the school. Creating a supportive environment for the student to be motivated requires the development of a role of the guiding teacher, guide and support in the teaching and learning process, as opposed to a traditional conception of teaching more closed and hierarchical.

scholarly journals Role of information and communication technologies in educational systems: a systematic review

2020 ◽  
Vol 6 (7) ◽  
pp. 277
Author(s):  
Muluneh E. Gizaw ◽  
Getachew W. Tessema
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Systems ◽  
Learning Practices ◽  
Ict Implementation ◽  
Teachers And Students ◽  
Information And Communication ◽  
Ict Tools ◽  
The Impact

<p>The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students on Technology-based Teaching and Learning practices are the main challenges of ICT implementation in education successfully.</p>

scholarly journals ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

2021 ◽  
Vol 10 (2) ◽  
pp. 45-66
Author(s):  
ROXANA MIHELE
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Careful Analysis ◽  
Educational Process ◽  
Educational Systems ◽  
Daily Lives ◽  
Teachers And Students ◽  
Temporary Solution ◽  
Amount Of Knowledge ◽  
Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

scholarly journals A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

2018 ◽  
Vol 11 (8) ◽  
pp. 1 ◽  
Author(s):  
Lili Zhang ◽  
Sukwoo Kim
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Private University ◽  
English Teachers ◽  
English Teaching ◽  
University Teachers ◽  
Quantitative And Qualitative Research ◽  
Mediation Theory ◽  
Teachers And Students ◽  
Similarities And Differences

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

scholarly journals EXPLORING TEACHERS AND STUDENTS’ PERSPECTIVES TOWARD NEGOTIATED SYLLABUS IN ENGLISH LEARNING FOR SENIOR HIGH SCHOOL

2021 ◽  
Vol 4 (1) ◽  
pp. 142-151
Author(s):  
Imam Ghozali ◽  
Banun Havifah Cahyo Khosiyono ◽  
Muhammad Ulil Abror
Keyword(s):  
Error Correction ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Evaluation Methodology ◽  
Course Content ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
Teachers Perspectives

Designing language syllabus is one of the important processes in the English language teaching contexts. Ensuring both teachers and students’ needs what and how their teaching and learning are applicable, negotiated syllabus can be proposed in teaching-learning processes. This study aims to find the teachers' and students' perspectives to determine whether aspects of the syllabus may be negotiable. Qualitative descriptive is used in this research. The participants involved were four English teachers and twenty students. Data were collected by using a questionnaire in the form of open-ended questions. The syllabus aspects that may be interested to negotiate according to Boon (2011) are course content, lesson aims, sequencing, material, homework, evaluation, methodology, groupings, and error correction. Both teachers and students believe the eleven areas could be negotiated. However, there are some debates in several areas. According to some teachers’ perspectives, the area of material, homework, evaluation, and error correction are not needed to be negotiated. Besides, according to some students, the area of course content, lesson aim, sequencing, material, grouping, and error correction are the teachers’ responsibilities.

scholarly journals A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

2018 ◽  
Vol 11 (8) ◽  
pp. 7
Author(s):  
Jiang Lei ◽  
Yuewu Lin
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Private University ◽  
English Teachers ◽  
English Teaching ◽  
University Teachers ◽  
Quantitative And Qualitative Research ◽  
Mediation Theory ◽  
Teachers And Students ◽  
Similarities And Differences

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

scholarly journals How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers

2021 ◽  
Author(s):  
Karmen Trasberg ◽  
Keyword(s):  
General Education ◽  
High Speed ◽  
Teaching And Learning ◽  
Social Inequalities ◽  
Special Educational Needs ◽  
Face To Face ◽  
Positive Attitudes ◽  
Home Learning ◽  
Teachers And Students ◽  
Face To Face Instruction

Students across the world have missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students. The changes have enforced existing social inequalities because of insufficient skills, resources, time or health to assist children with remote learning. Closing schools disrupted the education of all children, but some will have coped better than others. Children are differentially advantaged, reflecting their background and circumstances. The aim of this article is to explore how Estonian teachers have experienced the teaching and learning remotely during the first lockdown period in 2020 and what are the possible consequences for vulnerable studentʹ groups. The paper draws on a qualitative method study based on recent interviews with teachers (n = 20) in ten schools. It turned out from the study that there are positive attitudes towards using digital tools in the learning process, but it has not clear impact on the development of digital skills. The results indicated that there is a fragmentation and wide variety of approaches practiced in Estonian general education schools and not all students benefited from the best practices of distance learning. One of the main threats to students with special educational needs (SEN) was the interruption of their study routine, including support services and creating a new daily structure for activities. The involvement of parents and the opportunity to contribute to supporting their children’s home learning played a major role.

scholarly journals The Effects of Educational Applications on the Development of Information in Secondary Schools During A Pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 1-6
Author(s):  
Litfulla Ebror Murkhuja ◽  
Tureacv Kholiqov
Keyword(s):  
Teaching And Learning ◽  
Art Practice ◽  
Athletic Activity ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Instruction ◽  
Educational Applications ◽  
Face Time ◽  
Instructional Apps ◽  
Made In

Using instructional apps is one of the responses educators and schools have made in response to the Covid-19 pandemic's circumstances, with the aim of continuing the learning phase even though there is no face-to-face instruction at school. As instructional apps such as google classes, zoom meetings, and others are used, they have a huge effect on students' abilities and skills growth, such as slowing the rate of progress in students' comprehension of information. This is motivated by the fact that teachers and students engage infrequently throughout the teaching and learning period. Numerous student topics need face-to-face time in classes such as athletic activity, lab, and art practice. Certain aspects of these activities are hindered by the absence of direct practice in schools as a result of pandemic conditions that force teachers and students to remain at home and ensure a safe distance. Apart from that, utilizing learning apps enables students to begin accepting topics from their inner instructor, requiring both students and instructors to be more innovative with their teaching and learning processes.

scholarly journals Analysis of ESP Courses Profile: Bridging the Gap Between ESP Challenges and 21st Century Skills

2017 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Bardha Gashi ◽  
Jasmin Jusufi
Keyword(s):  
Teaching And Learning ◽  
Public Universities ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Course Content ◽  
The Public ◽  
Teachers And Students ◽  
The Status ◽  
Evaluative Research ◽  
Global Language

English has the status of a global language and nowadays, it is “a must tool“. In order to be successful in any field of study you need to know the language that is spoken or known worldwide. Therefore, English should be included in any fields of study or disciplines. English for Specific Purposes (ESP) Courses have been offered at the public universities in Kosovo as an elective or compulsory course at many departments, at least for two semesters. Teaching English courses in higher education should be designed based on students’ needs by analyzing their level of English and study disciplines, concretely, English for specific purposes courses. Even though, ESP looks as an “easy peasy” issue, in this study has been involved the challenges that ESP teachers and students come across during the complexity of teaching and learning process. In general, this paper also presents an overview of the current situation of ESP courses profile at three public universities in Kosovo. The study has been carried out using three different evaluative research instruments, concretely, has been included a quantitative questionnaire with students and ESP teachers, a qualitative questionnaire (interview) with ten ESP teachers, currently teaching English specific courses at the three universities and also a class observation at three main public universities in Kosovo (Prishtina, Peja and Prizren). Based on the findings, the course content affects directly beliefs, motivation and interests of the students. Hence, ESP courses should be designed based on students’ specific language and professional needs in each discipline, while studying at Higher Educational Institutions.

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