scholarly journals Exploring Writing Individually and Collaboratively Using Google Docs in EFL Contexts

2017 ◽  
Vol 10 (10) ◽  
pp. 10 ◽  
Author(s):  
Jawaher Alsubaie ◽  
Ali Ashuraidah
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Academic Writing ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Tools ◽  
Google Docs ◽  
Face To Face ◽  
English Writing

Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms. Moreover, because the young learners today are digital native, integrating online learning tool with their learning is needed. This research was conducted to analyze students’ achievements by submitted tasks using both face-to-face setting for the pre individual and collaborative tasks, and online learning environment for the post individual and collaborative tasks. The participants in this study were a class of Arabic major from a college in Saudi Arabia. The research was searching for the differences between the students’ individual and collaborative work using Google Docs, and discerning the students’ perspectives toward collaborative work with Google Docs on English writing tasks. To explore the integration effectiveness; pre and post-questionnaires, pre and post written tasks, students’ portfolio, a customized rubric for test scores, and post interviews were conducted to test and analyze the outcomes. Results show significant increase in the students’ scores using Google Docs. Further, the results were consistent as that students perceived Google Docs as a useful tool for both individual and group work.

scholarly journals MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

scholarly journals A blended learning model supported by MOOC/SPOC, Zoom, and Canvas in a project-based academic writing course

2021 ◽  
pp. 179-197
Author(s):  
Li Zhang ◽  
Yunjie Chen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Online Courses ◽  
New Approach ◽  
Face To Face ◽  
Management Platform ◽  
Writing Course ◽  
Blended Online Learning

Blended learning has played an important role in teaching English as a second or foreign language around the world. However, little research has been conducted on blended learning that is entirely online owing to the coronavirus pandemic. We aim at exploring the model of blending Massive Open Online Courses (MOOC) and Small Private Online Courses (SPOC), Zoom conferencing, and the Canvas course management platform. The new approach of blended online learning incorporates the pre-class autonomous learning of knowledge in MOOC/SPOC, in-class internalization of knowledge through case studies and discussions on Zoom, and after-class application of knowledge to the completion of a research project. A questionnaire and interviews were conducted to explore learners’ perceptions of the effectiveness of the model. Learners have a positive attitude about the new approach of blended online learning, but still hope that the in-class activities can be implemented face-to-face offline. The model will contribute to teaching and learning with the blended approach against the current coronavirus pandemic.

scholarly journals Effect of Online Learning on Students’ Learning Achievement

2021 ◽  
Vol 12 (2) ◽  
pp. 165-171
Author(s):  
Nurohmat N
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Achievement ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teacher Survey

The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-to-face to online teaching and learning. Studying online changes the learning experience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Material and methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-to-face. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.

scholarly journals Problems of Online Learning during Covid-19 Pandemic in Speaking For Professional Context Class

2021 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Sri Ariani ◽  
Tawali Tawali
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Higher Institution ◽  
Professional Class ◽  
Further Development ◽  
Professional Context

Indonesia's Government has made policy in the education sector due to the COVID-19  pandemic situation. Previously teaching and learning process especially in the higher institution is held face to face, and it switches to fully online learning. This situation forces the lecturer and students to adopt online learning and effected to their learning experiences. This current study is aimed at analyzing the students’ difficulties during online learning in speaking for professional context subject during COVID-19  situation. This research was held using a descriptive qualitative method approach. The data was obtained from an online questionnaire and interview conducted to 45 students of the second semester of the English Department who joining speaking for professional context class at Universitas Pendidikan Mandalika in Mataram, West Nusa Tenggara, Indonesia. The findings of the research revealed various problems for students as indicated in the current research. A total of 5 problems arose during online learning in the Speaking for Professional class. The arisen problem was: The first problem was related to Youtube video as the source of learning materials. The second problem was dealing with the students’ difficulties in elaborating the materials given by the lecturer during an online class. The third problem was related to the students’ procedure in doing the project or assignment given by the lecturer. The fourth problem was dealing with Students’ limitations in accessing ZOOM Meetings. The Students’ learning equipment and supporting facilities also contributed as the fifth arisen problems of the students while having online learning during COVID-19  pandemic situations. The findings provide information for further development and improvement in online teaching and learning procedures. Further research on the strategy of how the students face the challenge and adapt are encouraged.

scholarly journals After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same

2020 ◽  
Vol 40 (1) ◽  
pp. 51-55
Author(s):  
Mary Kalantzis ◽  
Bill Cope
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Reverse Engineer ◽  
The Right ◽  
The University ◽  
Radical Transformation

Universities and colleges have dragged their feet making the move to online teaching and learning. Suddenly, with this COVID-19 crisis, everyone had to move online. Few universities or colleges are prepared for such a rapid shift. Meanwhile, the conventional wisdom remains - the gold-standard for learning is traditional face-to-face, while online is second-best. But perhaps, even without COVID-19, in-person learning is ripe for radical transformation. At the University of Illinois, we’ve been researching this transformation, and developing and testing online learning solutions. Simply put, online can be completely different, and with the right tools, potentially much superior to in-person teaching. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms.

scholarly journals Teacher’s Challenges towards Online Learning in Pandemic Era

2020 ◽  
Vol 10 (2) ◽  
pp. 71
Author(s):  
Elsa Rosalina ◽  
Nasrullah Nasrullah ◽  
Eka Puteri Elyani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Learning Activities ◽  
Learning Climate ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Teacher Challenges

The teaching and learning process has a big revolution since Corona Virus Disease 19 (COVID19) has spread out to the world. Education is one of the sectors that have a mostly big impact on its condition. COVID 19 changes everything in the education system. The teaching and learning process which do face to face must be changed to an online system. Thus, in this research, the researchers want to identify the teacher’s challenges for doing online teaching and learning. The researchers also describe the strength and weaknesses of online learning based on teachers’ perceptions. This research used a qualitative approach because the researchers describe teacher challenges toward online learning and the easiness and the difficulties of online learning in the pandemic era. The participants of this research were 14 English teachers from a different level of education in South Kalimantan. The instruments used in this study consisted of 12 open-ended questionnaires made online using Google form. The result of the questionnaire that has filled out by the participants recorded in the researcher’s email, then based on this result the researchers describe the findings and related it to the relevant theory. The findings of this research are most of the teachers agree that the challenges to applying online learning are in facilitation such as internet connection, quota, the places of home living, and the process of online learning itself such as the teacher’s less in technology for designing interesting online learning activities, less communicative, lack of interaction, and fostering an effective online learning climate and for the strength and the weakness of online learning activities most of the teachers agree that the strength of online learning is flexible in time and place, thus the teaching and learning can conduct everywhere and anytime, for the weakness the teacher agree that online learning can’t conduct maximal pedagogy process in learning activities.  Keywords: teacher, challenges, online learning, pandemic era

scholarly journals EFEKTIVITAS PEMBELAJARAN GEOGRAFI MENGGUNAKAN GOOGLE CLASSROOM PADA SMA NEGERI DI KOTA SAMARINDA

2021 ◽  
Vol 2 (2) ◽  
pp. 46-53
Author(s):  
Wulan Safriani Purnamasari ◽  
Pelipus Goon ◽  
Iya' Setyasih ◽  
Yulian Widya Saputra ◽  
Yaskinul Anwar
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Data Retrieval ◽  
Educational Goals ◽  
Analytical Technique ◽  
Face To Face ◽  
Face To Face Learning ◽  
Quantitative Descriptive

Online learning is one of the new policies in the education sector due to the global pandemic, namely COVID-19. This online learning policy is expected to continue to support the achievement of educational goals. Effectiveness in learning is often measured as a standard for achieving educational goals. Google classroom as a digital-based education platform is considered capable of being a learning link between teachers and students. The implementation of this research is to determine the effectiveness of online teaching and learning activities using Google Classroom at SMA Negeri 1, SMA Negeri 3, SMA Negeri 7 and SMA Negeri 8. This research is quantitative descriptive. The population used in this study were students in grades X, XI, and XII and high school teachers in the city of Samarinda.  Data retrieval was carried out using google forms, learning outcomes documents, and interviews, then the analytical technique used was the interactive model of analysis by comparing the results of the google form questionnaire, learning outcomes, and interviews. The results of the study illustrate that online geography learning using google classroom ranges from 51% -75% only and is considered less effective due to several factors, namely network constraints, quota costs and and google classroom used in this study is not optimal. In addition, when face-to-face learning using google meet only 30% - 50% of students who follow it and some teachers do not carry out face-to-face for fear of burdening students. As a result, teachers only provide materials, media, videos, and assignments in Google Classroom, even though the average student learning outcomes are above the KKM. The conclusion in the study shows the use of google classroom when learning geography online is less effective.

scholarly journals Exploring the Students’ Perceived Academic Value in an Exclusive Online Learning Environment

2021 ◽  
Vol 13 (4) ◽  
pp. 01-16
Author(s):  
Vincentas Lamanauskas ◽  
Rita Makarskaitė-Petkevičienė ◽  
Gabriel Gorghiu ◽  
Elena-Ancuţa Santi ◽  
Costin Pribeanu
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Process ◽  
Quality Education ◽  
Social Emotional ◽  
Face To Face ◽  
Learning Platforms ◽  
Online Distance ◽  
Life Education

The pandemic generated by the COVID-19 challenged the education system to face the constraints of exclusively online teaching and learning. Like many other areas of life, education required rapid adaptation and finding the best solutions to continue the instructional-educational process. Teachers and researchers, educational policymakers, the community, students, and even parents, have made efforts to minimize social, emotional, cognitive losses so that the current generation is not deprived of quality education and to benefits from the optimal conditions that influence their development as autonomous, creative, physically and mentally healthy personalities. In this context, unexpected challenges arose, which teachers had to face: how to achieve a quality education in an exclusively online environment (deprived of face-to-face interaction), how to communicate effectively and transmit not only words but attitudes, examples of conduct, principles, and values, how to motivate students and how to keep in touch with each of them. The research aims to explore the students’ perceived academic value of online/distance lectures using online learning platforms (Microsoft Teams and Zoom). A model has been developed and tested on a sample of 298 university students from Lithuania and Romania. The results show that perceived enjoyment and perceived learning effectiveness are the main antecedents of the perceived academic value.

Strategies for Sharing the TeMoTe

2011 ◽  
pp. 153-163
Author(s):  
Richard Caladine ◽  
Brian Yecies
Keyword(s):  
Online Learning ◽  
Group Work ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Collaboration ◽  
Web Pages ◽  
Computer Supported Collaborative Learning ◽  
Face To Face ◽  
E Learning ◽  
The University

Online learning or e-learning has had an impact on the way many institutions around the world provide opportunities for learning. For the past five years, the University of Wollongong, like many others, has taken a blended approach to online learning. Blended learning combines face-to-face and online learning. In the online component, learners interact with Web pages and online resources under the umbrella of a course management system (CMS). While the CMS has been highly successful, there are some online teaching and learning functions that could not be easily undertaken. These involve group work, and it was believed that an online system that fostered cooperation, collaboration, social and active learning would provide opportunities for deep learning (Ramsden, 1992). For some time many researchers have sought a solution for online collaboration or group work that moved beyond text-based discussions. The work by others in the area of Computer-Supported Collaborative Learning (CSCL) has provided insightful theoretical contributions (Crawley, 2003; Jefferies, 2002; Paavola, Lipponen, & Hakkarainen, 2002). To explore CSCL, the University of Wollongong funded an initiative that proved the concept of online collaboration through the use of database-driven Web pages. The initiative was called CUPID.

scholarly journals Beyond the Periphery: Towards the Peer Review of Online Teaching

10.28945/3443 ◽  
2016 ◽  
Author(s):  
John P Egan
Keyword(s):  
Online Learning ◽  
Peer Review ◽  
Online Teaching ◽  
Teaching And Learning ◽  
University Teaching ◽  
Teaching Process ◽  
Face To Face ◽  
Unique Part ◽  
Operational Aspects

In this paper I examine both philosophical and operational aspects of cultivating a peer review of teaching process that embraces online learning as an integral, unique part of university teaching and learning endeavors. Reflecting on my own experiences as both a candidate and reviewer, my analysis seeks to disrupts presumptions about observation, interaction, teaching and assessment, which are experienced substantively differently in online than in face-to-face classes. A protocol for reviewing peers’ online teaching is also proposed.

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