scholarly journals The COVID-19-Related Schools’ Closure and the Ugandan Teacher: Exploring the Psychological and Non-Psychological Threats and Opportunities.

2021 ◽  
Vol 4 (8) ◽  
pp. 32-45
Author(s):  
Loyce Kiiza Kobusingye (PhD) ◽  
◽  
Tom Luswata ◽  
Keyword(s):  
Social Support ◽  
Educational Technology ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Preventive Strategy ◽  
Face To Face ◽  
Home Based ◽  
On Line ◽  
Convenience Sampling

The outbreak and spread of COVID-19 caused among other happenings the closure of schools as an infection and spread-preventive strategy. This came with a pedagogical shift from face to face to on-line teaching and learning which had to be home-based. This shift did not affect only learners but the teachers too. The purpose of the study was thus to explore the effects of the COVID-19 pandemic’s inevitable and resultant schools’ closure on teachers in Uganda, with special emphasis on both threats and opportunities. The study adopted a qualitative and explorative design. The respondents were 12 in number selected using purposive and convenience sampling. The data from the focus group discussion was analysed using thematic analysis. From the discussions, it emerged that the teachers were affected by the COVID-19 schools’ closure psychologically, socially, economically, instructionally and career-wise. From these findings, it becomes imperative thatpsycho social support be availed to teachers in all schools through the establishment of counselling departments to assist teachers cope with unpredictable events such as pandemics. It is recommended that teachers identify additional sources of income in addition to teaching to enable them earn survive in such unpredictable circumstances. Schools may also need to have income generating plans for their teachers to enable them to earn a living through circumstances that cause schools’ closure. It is imperative for schools to train teachers in educational technology to achieve blended learning such that in times such as these, online learning becomes an easy way of proceeding with teaching and learning. Keywords: Covid-19, Teacher, Schools, Closure, Opportunities, Threats, Uganda

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program

2017 ◽  
pp. 888-918
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case study, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.

scholarly journals Reflexiones sobre el proceso de enseñanza y aprendizaje en Educación Física durante la pandemia por COVID-19. Un caso real (Reflections on the teaching and learning process in Physical Education during the COVID-19 pandemic. A real case)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 866-878
Author(s):  
Jacob Sierra-Díaz ◽  
Sixto González-Víllora ◽  
José Antonio Toledo-Guijarro ◽  
Cristian Bermejo-Collada
Keyword(s):  
Physical Education ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Evaluation Process ◽  
Retrospective Case ◽  
Health Crisis ◽  
Face To Face ◽  
General Terms ◽  
On Line ◽  
Teaching Learning

  Las medidas extraordinarias tomadas por España para hacer frente a la crisis sanitaria de la COVID-19 obligaron a los centros educativos a trasladar su actividad docente presencial a una modalidad on-line. Los docentes de Educación Física (EF) se enfrentaron al reto de adaptar las competencias y contenidos de una asignatura principalmente práctica y con un importante componente socioafectivo a una educación remota, basada fundamentalmente en medios digitales. No obstante, esta adaptación es mucho más compleja en las zonas más desfavorecidas o rurales en donde muchos alumnos tienen un importante sesgo digital: o bien no tienen acceso a Internet, o no han adquirido las competencias oportunas para su uso. El propósito del presente estudio de caso retrospectivo es exponer los procesos de enseñanza-aprendizaje y las estrategias didácticas que los maestros de un Colegio Rural Agrupado (CRA) de La Alcarria Conquense llevaron a cabo durante el confinamiento del curso académico 2019-2020. De esta forma, en primer lugar, se analizan las herramientas empleadas para la comunicación entre maestros y familias incluyendo tanto vías convencionales como digitales, los proyectos especiales y recursos movilizados, así como el proceso de evaluación durante el cese de actividad docente presencial. A continuación, se describe la respuesta observada por toda la comunidad educativa del colegio ante esta nueva situación. De manera general, se ha observado un sólido compromiso de los alumnos y familias en las actividades de las clases de EF. Finalmente, se plantean posibles acciones para los siguientes cursos académicos, supeditado por la situación sociosanitaria que se presente.  Abstract. The extraordinary measures taken by Spain to address the COVID-19 health crisis forced schools to move their face-to-face teaching activity to an on-line mode. Physical Education (PE) teachers faced a new challenge: to adapt the contents of the subject, mainly practical and social to a virtual education, based mainly on digital resources. However, this adaptation can be much more complex in the most disadvantaged or rural areas where many students have a significant digital bias: either they do not have access to the Internet, or they do not have acquired adequate competences for its use. Therefore, the purpose of this retrospective case study is to present the teaching-learning processes and pedagogical strategies that the teachers of a rural (grouped) school of La Alcarria Conquense carried out during the lockdown of the 2019-2020 academic course. In this way, first of all, the tools and media used for communication between teachers and families, the special projects and resources mobilized, as well as the evaluation process during the cessation of face-to-face teaching activities are analyzed. Next, the main response observed by the entire school community to this new situation were described. In general terms, a solid commitment of students and families to the activities and challenges proposed in the EF classes has been observed. Finally, possible actions for the next academic year are proposed depending on the social and health situation that may arise.

scholarly journals Telehealth Interventions Delivering Home-based Support Group Videoconferencing: Systematic Review (Preprint)

2017 ◽  
Author(s):  
Annie Banbury ◽  
Susan Nancarrow ◽  
Jared Dart ◽  
Leonard Gray ◽  
Lynne Parkinson
Keyword(s):  
Social Support ◽  
Rural Areas ◽  
Large Scale ◽  
Health Knowledge ◽  
Group Processes ◽  
Future Research ◽  
Home Setting ◽  
Limited Mobility ◽  
Face To Face ◽  
Home Based

BACKGROUND Group therapy and education and support sessions are used within health care across a range of disciplines such as chronic disease self-management and psychotherapy interventions. However, there are barriers that constrain group attendance, such as mobility, time, and distance. Using videoconferencing may overcome known barriers and improve the accessibility of group-based interventions. OBJECTIVE The aim of this study was to review the literature to determine the feasibility, acceptability, effectiveness, and implementation of health professional–led group videoconferencing to provide education or social support or both, into the home setting. METHODS Electronic databases were searched using predefined search terms for primary interventions for patient education and/or social support. The quality of studies was assessed using the Mixed Methods Appraisal Tool. We developed an analysis framework using hierarchical terms feasibility, acceptability, effectiveness, and implementation, which were informed by subheadings. RESULTS Of the 1634 records identified, 17 were included in this review. Home-based groups by videoconferencing are feasible even for those with limited digital literacy. Overall acceptability was high with access from the home highly valued and little concern of privacy issues. Some participants reported preferring face-to-face groups. Good information technology (IT) support and training is required for facilitators and participants. Communication can be adapted for the Web environment and would be enhanced by clear communication strategies and protocols. A range of improved outcomes were reported but because of the heterogeneity of studies, comparison of these across studies was not possible. There was a trend for improvement in mental health outcomes. Benefits highlighted in the qualitative data included engaging with others with similar problems; improved accessibility to groups; and development of health knowledge, insights, and skills. Videoconference groups were able to replicate group processes such as bonding and cohesiveness. Similar outcomes were reported for those comparing face-to-face groups and videoconference groups. CONCLUSIONS Groups delivered by videoconference are feasible and potentially can improve the accessibility of group interventions. This may be particularly useful for those who live in rural areas, have limited mobility, are socially isolated, or fear meeting new people. Outcomes are similar to in-person groups, but future research on facilitation process in videoconferencing-mediated groups and large-scale studies are required to develop the evidence base.

scholarly journals DIGITAL LITERACY: ONLINE CLASS MANAGERIAL FOR EDUCATORS

2020 ◽  
Vol 4 (3) ◽  
pp. 215
Author(s):  
Stella Stefany ◽  
Rijanto Purbojo ◽  
Clarissa Adeline
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Essential Elements ◽  
Developmental Model ◽  
Educational Institutions ◽  
Online Classes ◽  
Ministry Of Education ◽  
Face To Face ◽  
Home Based ◽  
Online Classrooms

<p><em>The COVID-19 pandemic emerging in early 2020 has significantly impacted various sectors, including education. The policy of home-based learning (defined as online learning), that is implemented by the Indonesian Ministry of Education and Culture becomes a challenge for students, teachers, and educational institutions. Online-based learning is still an unfamiliar concept to the world of education in Indonesia. Lack of preparation and planning during the switch to online-based learning leads to bad learning experiences for both students and teachers alike. This event was aimed towards Indonesian educators to discuss essential elements regarding digital literacy competence, namely basic principles of distinguishing face-to-face classes and online classes, deciding on a format, design, and interaction in online classrooms, as well as the cycle of teaching and learning. As many as 454 participants from the five major islands in Indonesia virtually attended this event on May 13th, 2020. This event utilizes the ADDIE training developmental model elaborated in five stages: 1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. </em></p><p><strong>ABSTRACT (INDONESIAN):</strong> Pandemi COVID-19 yang muncul di awal tahun 2020 memberi dampak signifikan dalam berbagai sektor, termasuk Pendidikan. Kebijakan home-based-learning atau pembelajaran jarak jauh yang ditetapkan oleh Kementrian pendidikan dan Kebudayaan Indonesia menjadi sebuah tantangan bagi peserta didik, tenaga pendidik dan institusi pendidikan. Pembelajaran berbasis daring masih asing bagi dunia pendidikan di Indonesia. Kurangnya persiapan dan perencanaan dalam kegiatan belajar mengajar daring berakibat pada pengalaman belajar-mengajar yang buruk bagi peserta didik maupun tenaga pendidik. Kegiatan ini ditujukan bagi tenaga pendidik di Indonesia untuk membahas beberapa elemen penting dalam kompetensi literasi digital seperti prinsip dasar yang membedakan kelas tatap muka dengan kelas daring, menentukan format, desain dan interaksi kelas daring, serta siklus belajar mengajar berbasis daring. Kegiatan ini diikuti oleh 454 partisipan yang tersebar pada lima pulau terbesar di Indonesia berlangsung secara virtual pada tanggal 13 Mei 2020. Kegiatan ini menggunakan model pengembangan training ADDIE dengan 5 tahapan sebagai berikut: 1) <em>Analyze</em>, (2) <em>Design</em>, (3) <em>Development</em>, (4) <em>Implementation</em> dan (5) <em>Evaluation</em>.</p>

scholarly journals Strategies in Online Speaking Classroom in the Time of Covid-19: A Descriptive Study at Tertiary Level

2021 ◽  
Vol 5 (2) ◽  
pp. 259
Author(s):  
Zelvia Liska Afriani ◽  
Valisneria Utami
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Structured Interview ◽  
Teaching Staff ◽  
Tertiary Level ◽  
Face To Face ◽  
Descriptive Research ◽  
Mobile Phone Applications ◽  
Face To Face Learning ◽  
Speaking Skills

Recently, the Covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. This study aims to analyze the strategies applied by teachers at the tertiary level in the time of Covid-19. The researchers employed a descriptive research design conducted in one of the Islamic universities at Bengkulu. The subjects were two English as a foreign language (EFL) teaching staff who taught speaking skills at the beginner level. The data was obtained through a semi-structured interview. The observation was also done during one semester, where the researchers took part in the online classrooms. After the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. The findings revealed that the English teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. The strategies are lecturing, role-play, online group discussion, simulation, and drilling. They are blended with WhatsApp Group, Google Classroom, Zoom, and Instagram. Even though the learning process can be managed in this pandemic, face-to-face learning is still favorable.

Blended Approach Environment Shift in Higher Education

2009 ◽  
pp. 69-74
Author(s):  
Hanafizan Hussain
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Technological Development ◽  
College Campuses ◽  
Multiple Functions ◽  
Face To Face ◽  
Group Activities ◽  
The Right ◽  
E Mail

The use of educational technology at university and college campuses has grown and changed substantially in the last decades. The province of computer and other forms of technology are now being used for multiple functions in diverse educational settings. At many universities, the lecturer uses the software available to organize lecture notes and e-mail and electronic forums to communicate with their students. Inside the classroom, computer projection systems are replacing traditional overhead transparencies, making it possible to harness the interactive and visual capabilities of the computer for lecture and group activities. The problem faced by any university ‘is how to structure itself so that it’s central academic activity is facilitated, not undermined by technological development’ (Laurillard & Margetson, 1997). Even though universities appear to be more comfortable with traditional forms of teaching and learning, it appears that a shift toward a blended approach is taking place by universities that are trying several different forms of educational technologies to find the right fit. Students often do not want to lose the unique attributes of face-to-face teaching, but they do wish for the benefits of educational technology such as edutainment learning.

scholarly journals INNOVATIVE TEACHING METHODS FOR BLENDED LEARNING UNDER NEW EDUCATION POLICY, 2020: A FUTURE PERSPECTIVE

2021 ◽  
Vol 8 (SI-1) ◽  
pp. 37-57
Author(s):  
Surabhi Singhal ◽  
Amit Singhal ◽  
P.C. Tulsian ◽  
Neelam Mittal
Keyword(s):  
Education Policy ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Future Perspective ◽  
Innovative Teaching ◽  
On Line ◽  
New Education

India’s New Education Policy, 2020 aims to revamp our education system completely. One of the key features of this policy is increased use of technology and teaching through on-line resources along with traditional face-to-face mode. This type of blended learning calls for innovation in the teaching and learning process. One of the innovative teaching methods is through the use of movies in the classroom. This article presents an innovative way of teaching Management Courses through the use of a movie. The exercise used for this purpose aims to teach the Expectancy Theory of Motivation through short movie clips, discussion prompts, group discussion and a comparison debrief. The exercise has been found useful in increasing the students’ engagement level in class along with a better understanding of the underlying concepts in the theory. It is recommended that such innovative methods which use technology and on-line resources should be incorporated into the teaching and learning process for achieving the objectives laid out in the New Education Policy, 2020.

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