scholarly journals Emergency Remote Teaching during COVID-19 Pandemic: Roles of Educators in Malaysia

2020 ◽  
Author(s):  
Jowati Juhary
Keyword(s):  
Statistical Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Sudden Change ◽  
Higher Learning ◽  
New Normal ◽  
Face To Face ◽  
Pedagogical Approaches

This chapter responds to the needs of educators in preparing to teach online fully due to the pandemic, COVID-19. This scenario becomes the new normal in the teaching and learning process during the COVID-19 pandemic. The main objective of this chapter is to investigate the roles of educators in one public higher learning institution in Malaysia during emergency remote teaching due to the COVID-19 outbreak. Emergency remote teaching is argued to be the answer to the sudden change from face-to-face teaching to a fully online teaching environment. Data for this chapter were collected through an online survey distributed to potential respondents. Adopting a case study and quantitative approach to research, descriptive and inferential statistical analysis were conducted and presented. Preliminary findings suggest two key challenges. Firstly, educators were ready to embark on transformative emergency remote teaching. Nonetheless, they were not sure of the differences between emergency remote teaching and online teaching; these two have different pedagogical approaches. Secondly, and perhaps most importantly, educators were able to use appropriate platforms and applications during the pandemic; however, they did not have ample time to study other platforms and applications. By this, the author argues that some educators have various options to choose from but may lack the knowledge and understanding on how these options work best. In accepting the new normal in teaching and learning, educators must be open to new and creative strategies to engage students during 100 percent online learning.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals Education lecturers' perceptions of organising systematic online teaching and learning during COVID-19 pandemic conditions in 2020 at two selected universities in South Africa

2021 ◽  
pp. 1-19
Author(s):  
Tanya Bekker ◽  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Quality Assurance ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
New Normal ◽  
Face To Face ◽  
Survey Monkey

In this article, we view epistemological access as organising systematic teaching and learning, and we focus on teaching and learning online during COVID-19 pandemic conditions in 2020. We used a Survey Monkey questionnaire with two universities in South Africa that moved their teaching and learning online to survey whether lecturers thought that the extent of epistemological access was affected when this happened. Our findings indicate that lecturers feel that the emergency teaching and learning did compromise their teaching, and, while most used existing face-to-face materials online, and some changed the content when they went online, they changed the assessment formats. We argue that these changes, although understandable given pandemic conditions, did not necessarily constitute the kind of carefully designed, paced, sequenced, and assessed online teaching and learning that also enhances epistemological access. We indicate that if one is to accept that the so-called new normal in education will largely be online, then the quality assurance of online teaching and learning will become unavoidable.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals Strengthening Character Education Through School Culture in The New Normal Era: A Case Study at Al-Karim Lampung Basic Natural School

2021 ◽  
Vol 2 (1) ◽  
pp. 39-46
Author(s):  
Trio Saputra ◽  
Dasim Budimansyah
Keyword(s):  
Elementary School ◽  
School Culture ◽  
Character Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Research Subjects ◽  
New Normal ◽  
Face To Face ◽  
Education Process

Strengthening character education in schools is a government policy as an effort to re-put character as the core of education. The process of teaching and learning activities is currently carried out online and face-to-face while still prioritizing health protocols due to the pandemic. So, currently schools are required to continue to innovate in order to maximize the character education process in schools. The purpose of this study is to describe the strengthening of character education through school culture, the obstacles and efforts made during the pandemic. This research uses descriptive qualitative research. Data collection techniques using observation, interviews, and documentation. The research location was conducted at Alam Al-Karim Elementary School, Lampung. The research subjects are the Principal, Deputy Principal and Teachers. Based on the results of the research, strengthening character education through school culture is carried out in the form of habituation activities namely, Morning Activity, Daily Worship, Murajaah Qur'an, and Green Therapy as a means of socializing character values ​​and awareness to maintain health and mentally facing a pandemic. The obstacles are the limited time available and limited physical communication. The effort made by the school is through making a special curriculum in the new normal era. The conclusion of this research is that strengthening character education through school culture in the middle of a pandemic carried out by the Alam Al-Karim Elementary School is an alternative concept that can be applied in order to make character education effective as an important goal in education.

scholarly journals Negotiating pedagogical challenges in the shift from face-to-face to fully online learning: A case study of collaborative design solutions by learning designers and subject matter experts

2019 ◽  
Vol 16 (1) ◽  
pp. 26-46
Author(s):  
Belinda Davey ◽  
◽  
Kristine Elliott ◽  
Maria Bora ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Subject Matter ◽  
Collaborative Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Subject Matter Experts ◽  
Face To Face ◽  
The University

With the increasing number of students enrolled in fully online programs and subjects across different Australian universities, online education has become a popular higher education alternative. The University of Melbourne has responded to this challenge by establishing the Melbourne School of Professional and Continuing Education (MSPACE), where the learning designers (LDs), project managers, educational technologists, graphic designers and video producers work collaboratively with subject matter experts (SMEs) from across the university to create high-quality fully online graduate subjects. The case study presented in this article examines how MSPACE used this team-based approach to design and develop Psychodynamic Psychiatry, a six-week elective in the Master of Psychiatry. This paper examines a number of pedagogical challenges that arise when converting a pre-existing face-to-face subject to a fully online subject, as well as some relatively unique aspects in the design and development process utilised by MSPACE. While the approach provided by MSPACE currently focuses on supporting SMEs by providing access to third-space professionals, it is hoped that this will act as a conduit through which the SMEs are enculturated into the ways of design thinking for effective online teaching and learning practice.

scholarly journals Teaching Medicine Online During the COVID-19 Pandemic: A Malaysian Perspective

2020 ◽  
Author(s):  
Aneesa Abdul Rashid ◽  
Mohd Radzniwan A Rashid ◽  
Mohamad Nurman Yaman ◽  
Irfan Mohamad
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Medical Science ◽  
Higher Learning ◽  
Learning Activities ◽  
Medical Teaching ◽  
Teaching Online ◽  
Face To Face

The COVID-19 pandemic affected institution of higher learning as some teaching and learning activities had to halt due to safety of the students and staff. Face to face teaching was stopped, and lecturers had to find other methods of teaching. Online teaching was the only allowed method. The methods were synchronous and asynchronous. Lecturers have had to find innovative ways to practice effective teaching methods. Assessments had to also be done online taking important factors into consideration, following steps given by authorities. This article discusses issues around medical teaching during the COVID-19 pandemic Bangladesh Journal of Medical Science Vol.19(0) 2020 p. S 77-S 81

scholarly journals Shifting from Face-to-Face to Online Teaching During COVID-19: The Role of University Faculty Achievement Goals for Attitudes Towards This Sudden Change, and Their Relevance for Burnout/Engagement and Student Evaluations of Teaching Quality

2020 ◽  
Author(s):  
Martin Daumiller ◽  
Raven Rinas ◽  
Julia Hein ◽  
Stefan Janke ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Student Learning ◽  
Achievement Goals ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Sudden Change ◽  
Teaching Quality ◽  
Faculty Members ◽  
Face To Face ◽  
Work Avoidance ◽  
Avoidance Goals

As a result of the COVID-19 pandemic, many higher education faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learn-ing during this unexpected circumstance, we focus on faculty members’ attitudes towards this shift and examine their associations with underlying motivations as well as burnout/engagement and student learning. We analyzed longitudinal data of 80 faculty members’ achievement goals during the semester prior to shifting to online teaching, and their attitudes and burn-out/engagement during the first semester with enforced online teaching. Additionally, we used 703 student ratings of these faculty members’ teaching quality in terms of student learning. Re-sults indicated that learning approach goals of faculty were positively associated with perceiving the shift to online teaching as a positive challenge and as useful for their own competence de-velopment. Conversely, performance (appearance) avoidance goals and work avoidance goals went along with perceiving this change as threatening, which, in turn, was related to increased burnout levels and students reporting their learning to be worse. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning.

scholarly journals Teaching college chemistry in the time of COVID-19 pandemic: A personal account of teaching in the old normal vs. the new normal

KIMIKA ◽  
2020 ◽  
Vol 31 (1) ◽  
pp. 70-75
Author(s):  
Armando, Jr. M. Guidote
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Personal Account ◽  
New Normal ◽  
Face To Face ◽  
College Chemistry ◽  
Teaching College ◽  
On Line ◽  
Face To Face Learning

The SARS CoV-2 (Severe Acute Respiratory Syndrome CoronaVirus 2), cause of COVID-19 (CoronaVirus Disease 2019) has afflicted close to 10 million people all over the world resulting to almost half a million deaths.  This disease is severely contagious and necessitates social or physical distancing between persons. As such, traditional face-to-face learning is not advised and teachers need to shift to online teaching.  There are challenges to online teaching and learning for students, teachers, and the higher education institute, e.g. hardware, bandwidth, and software issues. These will be difficult but these can be overcome eventually.  This work is a personal account of the old normal or traditional way of teaching Organic Chemistry and the transition to the new normal of teaching on-line.  On-line teaching can be as effective as traditional teaching but everyone has to put in effort and participate in training to get used to this. In the end, it is the teacher’s being a true teacher that matters, that the teacher teaches to the best of his or her ability even during this time of the COVID-19 pandemic.

scholarly journals A Survey of ELE Students’ Perception about Online Class through WhatsApp

2021 ◽  
Vol 1 (5) ◽  
pp. 696-705
Author(s):  
Fika Ahsantu Dhonni ◽  
Nunung Suryati ◽  
Furaidah
Keyword(s):  
Online Learning ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virus Disease ◽  
Language Education ◽  
Online Classes ◽  
Face To Face ◽  
Corona Virus

Abstract: Corona Virus Disease (COVID-19) has affected education system around the world. Schools and universities including Universitas Negeri Malang (UM) are not able to continue face-to-face meetings, thus online classes become an option to carry out. However, as our education system tends to adopt conventional system, moving to the online mode is challenging at all aspects. Therefore, this study is set out to explore the implementation of online learning. More particularly, the study looked at how students of English Language Education study program perceive the online classes they undertake during pandemic using WhatsApp as the primary medium of teaching and learning. By distributing an online survey and analyzing the data using a descriptive quantitative approach, the result of this study showed that the students had positive responses towards online teaching and learning process via WhatsApp. However, the students still needed direct interaction, which involved affection from their teacher, which cannot be obtained through online classes. In conclusion, WhatsApp as a supplementary tool has been proven effective in substituting face-to-face learning activities, as perceived by students participated in this study. Keywords: online learning, perception, WhatsApp Abstrak: Corona Virus Disease (COVID-19) telah mempengaruhi sistem pendidikan di seluruh dunia saat ini. Banyak sekolah dan universitas termasuk Universitas Negeri Malang (UM) tidak dapat melanjutkan pertemuan tatap muka, sehingga perkuliahan secara daring menjadi alternatif yang dipilih. Akan tetapi, oleh karena sistem pendidikan di Indonesia cenderung menggunakan sistem konvensional, perkuliahan daring menghadirkan berbagai tantangan. Oleh karena itu, penelitian ini didesain untuk mencermati implementasi dari perkuliahan daring. Secara spesifik, penelitian ini meneliti persepsi mahasiswa Program Studi Pendidikan Bahasa Inggris tentang pelaksanaan perkuliahan daring yang mereka telah jalani selama pandemi ini melalui media WhatsApp. Dengan menyebarkan angket dan menganalisa data secara kuantitatif deskriptif, hasil penelitian ini menunjukkan bahwa mahasiswa memiliki respon positif terhadap proses belajar mengajar daring melalui WhatsApp. Namun, tidak dapat dipungkiri bahwa mereka tetap membutuhkan interaksi langsung dengan dosen yang tidak dapat diperoleh melalui kelas daring ini. Dari penelitian ini dapat diambil kesimpulan bahwa WhatsApp sebagai media pendukung terbukti efektif dalam menggantikan kegiatan pembelajaran offline sebagaimana dipersepsikan oleh mahasiswa yang berpartisipasi dalam penelitian ini. Kata kunci: pembelajaran online, persepsi, WhatsApp

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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