Factors of Virtual Classroom to Enhance Online Learning in Multicultural Society for Pre-Service Teacher Students

The covid-19 outbreak has led to many opportunities and chances for teachers and lecturers to create many media for online learning. The purpose of this research discusses 1) to design Digital storytelling in online learning, 2) to study the implementation of teaching English by using digital storytelling, and 3) to find out the practicality of digital storytelling for pre-service teacher students. This research uses d research development model developed by Alessi and Trollip (2001), which consists of three stages; the first stage is planning, the second stage designs, and third is development which focuses on designing digital storytelling to find more about the impact of digital storytelling as an online learning media process for English teaching material. The sample was 180 junior high students to get the needed analysis data, eight pre-service teacher students implemented the digital storytelling in the online classroom, and two evaluators to assess the appropriateness of digital storytelling to be used by pre-service teachers as it is found in this research that designing digital storytelling showed practically on how digital storytelling was designed, developed and applied in English class. The pre-service students successfully implemented digital storytelling, and the appropriateness was high, which can be used in the online teaching process

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The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

Sustainability ◽

10.3390/su13052888 ◽

2021 ◽

Vol 13 (5) ◽

pp. 2888

Author(s):

Li Zhao ◽

Xiaohong Liu ◽

Yu-Sheng Su

Keyword(s):

Educational Technology ◽

Self Efficacy ◽

Flipped Classroom ◽

Learning Motivation ◽

Control Group ◽

Learning Achievement ◽

Learning Satisfaction ◽

Teacher Students ◽

Pre Service Teacher ◽

Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

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The Presence of Learner Identity in Online Classes in UTAS-Rustaq

Arab World English Journal ◽

10.24093/awej/call7.4 ◽

2021 ◽

Vol 7 (1) ◽

pp. 53-69

Author(s):

Munira Said Al Siyabi ◽

Dalal Abdullah Al Shekaili

Keyword(s):

English Language Learners ◽

Online Learning ◽

Virtual World ◽

English Language ◽

Virtual Classroom ◽

Learning Context ◽

Learner Identity ◽

University Of Technology ◽

Virtual Classes ◽

Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

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Using 21st Century Technology In Online Business Education

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v5i12.2620 ◽

2011 ◽

Vol 5 (12) ◽

Author(s):

Susan Silverstone

Keyword(s):

Online Learning ◽

Online Education ◽

Teaching And Learning ◽

Learning Experience ◽

Approaches To Learning ◽

Virtual Classroom ◽

Online Discussions ◽

Font Size ◽

The Future ◽

National University

The challenges for education in the 21st century are fundamentally the same as they were in each of the past centuries – holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today’s students are techno-savvy and may be considered the “Wi-Fi Generation.” In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University’s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint® slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University’s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. Overall, the students appear to thoroughly enjoy this addition of topical and “live” learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material.

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Learning Patterns of Learners’ Interaction in Learning Management Systems

Cases on Assessment and Evaluation in Education ◽

10.4018/978-1-4666-2621-8.ch022 ◽

2012 ◽

pp. 537-567

Author(s):

Wu Bing ◽

Teoh Ai Ping ◽

Ye Chun Ming

Keyword(s):

Online Learning ◽

Learning Experience ◽

Rapid Development ◽

Learning Management Systems ◽

Virtual Classroom ◽

Management Systems ◽

Web Based ◽

Learning Patterns ◽

Learning Management ◽

The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

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Use of Virtual Classrooms in Online Learning Environments

Adoption of Virtual Technologies for Business, Educational, and Governmental Advancements ◽

10.4018/978-1-4666-2053-7.ch010 ◽

2013 ◽

pp. 126-134

Author(s):

Salih Gümüs ◽

M. Recep Okur

Keyword(s):

Online Learning ◽

Learning Environments ◽

Virtual Classroom ◽

Learning Tools ◽

Online Learning Environments ◽

Classroom Structure ◽

Information Research ◽

Internet Learning ◽

The One ◽

Research Action

With the help of enhancements in communication technologies, especially within the framework of opportunities provided by the internet, learning can be done both in traditional environments and online environments. Besides numerical content, online learning content has the ability to offer multiple learning tools together. The one which steps forward among these tools for providing communication and interaction is virtual classroom applications. In this study, virtual classroom structure in online learning environments is examined. Within the framework of the study, academic personnel who have experience with distance education and who have given courses in virtual classroom application are defined. In order to gain detailed information, research is designed qualitatively. After the data is analyzed, suggestions are provided by reporting the research. Action research design of qualitative methods is used in this study.

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Utilizing Social Media to Engage Students in Online Learning

Increasing Productivity and Efficiency in Online Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-0347-7.ch005 ◽

2016 ◽

pp. 84-105

Author(s):

Sara Bender ◽

Patricia Dickenson

Keyword(s):

Social Media ◽

Online Learning ◽

Large Body ◽

Physical Space ◽

Academic Failure ◽

Virtual Classroom ◽

Emotional Engagement ◽

Online Instructors ◽

Online Student ◽

Students Success

There is a large body of research suggesting that online students feel disconnected from their academic institutions. This sense of detachment may elicit feelings of frustration and isolation, as well as contribute to academic failure. Students' success and satisfaction in the online learning environment may be contingent upon the type of interaction between the student, faculty member, and their classroom peers. Online instructors are challenged with finding the means to bridge the gap of physical space to create authentic relationships. Social media, especially social networking, holds much promise for creating a space where emotional engagement between the instructor and students can be facilitated beyond the virtual classroom. The aim of this chapter is to share best practices in social media to engage the online student in a manner that is both productive and efficient.

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Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence

Journal of Teacher Education for Sustainability ◽

10.1515/jtes-2015-0006 ◽

2015 ◽

Vol 17 (1) ◽

pp. 72-85 ◽

Cited By ~ 19

Author(s):

Olaya Álvarez-García ◽

Jaume Sureda-Negre ◽

Rubén Comas-Forgas

Keyword(s):

Teacher Training ◽

Environmental Education ◽

Literature Review ◽

School Teacher ◽

Evidence Base ◽

Primary School Teacher ◽

General Terms ◽

Teacher Students ◽

The Relationship ◽

Pre Service Teacher

Abstract The importance of pre-service teacher training regarding environmental education (EE) has been vastly demonstrated. This systematic review examined the existing evidence from studies evaluating and analysing the relationship between EE, including environmental competences and pre-service primary school teacher training. The literature review performed included 24 documents (22 peer reviewed journal articles and two doctoral theses). The strategy followed consisted in locating documents by a reliable search strategy; establishing the criteria for the selection of documents to analyse from the documents located and rigorously analysing the documents selected based on clear and precise criteria and dimensions. In general terms, the literature review analysis has emphasised the lack of environmental competences amongst pre-service teacher students and the gaps in the teacher training curriculums regarding EE. The overall scarcity of research in this area, jointly with certain gaps and methodological limitations, affirms the need for strengthening the evidence base.

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The Influence of Online Learning on the Development of Students at SD Muhammadiyah 5 Porong During the Covid Pandemic

Proceedings of the ICECRS ◽

10.21070/icecrs20211172 ◽

2021 ◽

Vol 10 ◽

Author(s):

May Lucyana Kartono Putri ◽

Muhlasin Amrullah

Keyword(s):

Elementary School ◽

Online Learning ◽

Negative Influence ◽

Positive Influence ◽

School Age Children ◽

Online System ◽

Online Implementation ◽

Teacher Students ◽

The Media ◽

Internet Networks

The COVID-19 pandemic has disrupted the online learning process. So a solution is needed to answer these problems. Online learning can solve this problem. The purpose of this study was to obtain an overview of online implementation at Muhammadiyah 5 Porong Elementary School. The research method used the interview method by asking questions to 1 respondent. Based on the data it was found that all students did online learning and it was carried out according to their respective lesson schedules. The material information obtained through online learning is not effective for elementary school age children. The media used during online learning and the majority use the Google Classroom and Google Meet systems. Although this system can be used as a solution for conditions during the COVID-19 pandemic, several obstacles such as unstable internet networks, limited quotas, and others. In conditions of an outbreak Covid-19, online learning can be used with consideration of students' conditions, so they will get used to adjusting to the online system, learning can be done well. In addition, this online system can be used additional experiences for students in the future.The positive influence can be done anywhere and anytime according to the existing conditions. Because more time is spent at home, online learning can also increase the closeness between students and their parents. The negative influence of students who complain about the ineffectiveness of online learning, such as too many assignments, different internet networks for each student, difficulty understanding the material provided by the teacher, students also get bored quickly, and many others.

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The Three-Talk Model: Getting Both Evidence and Preferences into a Pre-Service Teacher Health Workshop

Sustainability ◽

10.3390/su132413937 ◽

2021 ◽

Vol 13 (24) ◽

pp. 13937

Author(s):

Albert Zeyer ◽

Julia Arnold

Keyword(s):

Scientific Literacy ◽

Point Of View ◽

Education For Sustainability ◽

School Life ◽

New Science ◽

Education And Health ◽

Health And Illness ◽

Teacher Students ◽

Teacher Workshop ◽

Pre Service Teacher

We describe a pre-service teacher workshop about sustainable health decisions in school. This one-week workshop had two goals: to improve the ability of students to cope with health and illness as teachers in daily school life, and to improve scientific literacy in health contexts. In this way, the workshop aimed at creating a situation of mutual benefit between science education and health education, as it is suggested in the new science pedagogy called Science|Environment|Health. To reach this aim, the workshop was structured by the evidence-preference approach and the three-talk model, both originally developed for shared-decision making in medicine. In the evidence-preference approach, the experts (the physician, here the teacher) provide the best evidence available, while the laypersons (the patient, here the teacher students) bring in their preferences and, together with the experts, find their personal standpoint. This process is structured by the three-talk model, which is conceived as a characteristic succession of choice talk, option talk, and decision talk. We describe how the pre-service teacher workshop embraced this new approach, compare it to a scientific literacy point of view, and suggest how it could be applied in many other educational contexts, particularly in many issues of education for sustainability.

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