scholarly journals Students' Perceptions of Online Learning and Teaching during COVID-19 pandemic: An Empirical Study in Selected University in Sri Lanka

2021 ◽  
pp. 50-57
Author(s):  
Shamini Howshigan ◽  
Thevanes Nadesan
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Higher Education System ◽  
Face To Face

The dramatic transition to online pedagogy in education, as a consequence of COVID19 has shownseveral inequalities and challenges and advantages in education. The epidemic of COVID-19 profoundly changed the global higher education system in 2020, and the crisis has accelerated innovation in the education sector. Anyhow, whatever the situation, high academic standards are required for a university to produce high-quality teaching outputs and graduates, and it should ensure continuously. With this intention, this study conducted to assess the efficacy of online teaching and learning during the COVID-19 pandemic, focusing on the perceptions of undergraduate students from the Selected university.A validated online questionnaire is used among the 171 students from the selected university. The primary goal of this paper is to analyse how the education system adapts to online teaching and learning, identify the preferred mode of study by the students in between face to face interaction and online learning, and identify the advantages and challenges faced by the students in online learning. The paper also aims to make recommendations for improving online teaching and learning through the use of online. The study's findings show that, even though the students are satisfied with the existing online teaching and learning in selected university, they prefer face to face learning than online learning. The study strongly recommends that improving the quality of the online education system and striving to solve students' issues in terms of online learning is required to maintain the standard in education. The study's findings shed light on government and non-government educational institutions, academics, and policymakers to enhance online education and maintain the education standard.

scholarly journals Capacities and Obstacles of Kuwait Medical Educational Sector in Transitioning Education System to Online Form: A Paradigm Shift

2021 ◽  
Vol 16 (12) ◽  
pp. 88
Author(s):  
Shafi AlDousari
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
E Mail ◽  
Online Form

Background: During this coronavirus outbreak, online teaching and learning have become highly common in medical education. The majority of students and professors have transitioned to this comparatively modern online learning model. While faculty members found the transition to online education to be overwhelming, they persevered. Aim: study aims to investigate the Kuwait Medical educational sector's capacities and obstacles in transitioning the education system to the online form. Method: This study used a close-ended survey questionnaire constructed on Google Forms and distributed to the participants via e-mail. The study used an online Google form for formulating the questionnaire survey, which was later sent to the participants via e-mail. Results: The results showed that most of the faculty members (53%) were satisfied with online learning. The most prominent difficulty emphasized by the faculty members (35%) was network vulnerability n online teaching. The majority of the faculty members (45%) agreed that transitioning to remote teaching is a big challenge and that there is inequality for different technology uses (56%). Conclusion: Online learning has been increasingly relevant in medical education in recent months. It has its own set of benefits for improving students' knowledge and skills, and it may be used as an instructional tool in medical school.

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 THE EFFECTIVENESS OF ONLINE TEACHING AND LEARNING FOR THE APPRECIATION OF ETHICS AND CIVILIZATION (PEdP) COURSE: A CASE STUDY OF UNDERGRADUATE STUDENTS AT UNIVERSITI MALAYSIA SABAH

2021 ◽  
Vol 6 (23) ◽  
pp. 57-67
Author(s):  
Mohd Sohaimi Esa ◽  
Abang Mohd Razif Abang Muis ◽  
Romzi Ationg ◽  
Irma Wani Othman ◽  
Siti Aidah Lukin @ Lokin ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Ethnic Relations ◽  
Learning Activities ◽  
Traditional Teaching ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Analytical Thinking ◽  
University Course

The Appreciation of Ethics and Civilization (PEdP) is a compulsory university course introduced in 2020 for the Institution of Higher Learning (IHL) in replacement of Ethnic Relations. As a new compulsory university course, among its objectives is to ensure the students appreciate the ethics and civilization that appears in the multi-ethnic society of Malaysia. Accordingly, High Impact Education Practices (HEPs) have been practiced in Teaching and Learning activities to improve the students’ critical and analytical thinking in dealing with challenges both at present and in the future. This paper presents a discussion on the effectiveness of online teaching and learning of PEdP in accordance with the new norm. To do so, a study was conducted among the undergraduate students of Universiti Malaysia Sabah (UMS). The matters examined include the objectives, curriculum, and methods of teaching and learning. The study shows that the fundamental aims and objectives of this course were achieved despite being thought entirely online but it is expected that both goals and objectives can be highly achieved vita the application of traditional teaching and learning method of face to face teaching and learning activities.

scholarly journals EVALUATION OF EDUCATION SYSTEM DURING COVID-19 TOWARD STUDENTS’ PSYCHOLOGY

2022 ◽  
Vol 2 (1) ◽  
pp. 29-34
Author(s):  
Afriana Afriana
Keyword(s):  
Education System ◽  
Time Management ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Learning Activities ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Comprehensive Picture ◽  
Teaching Learning

The Covid-19 virus disease affects the entire world, including the education system and its impact on students' psychology. The goal of this study is to learn how the education system transitioned from offline or face-to-face teaching learning to online teaching-learning mode at Putera Batam University for the teaching-learning process and semester exams via online during COVID-19. In this study, the descriptive qualitative approach was used to discover students' psychology in online learning. In order to overcome these issues, the purpose of this study is to provide a comprehensive picture of online teaching and learning activities taking place during the lockdown period, including the link between the change management process and online teaching and learning processes in the education system in the midst of the COVID-19 outbreak. Ongoing disruption and resumption of educational activities and discourse as normal procedures in the education system. The data were analyzed using Wile (Syahputri et al., 2020) and Miles Huberman and Saldana (2014). They were 110 students as respondents (B.Miles et al., 2014).  The result found that students fatigued 100%, they felt headache, tired, shoulder sore 85%, demotivation 21%, withdrawal, and procrastination 70%, bad time management about 76%, and Feeling Isolated 85% and Uncertainty to what the lecturer/friends explain during the class 75%.

scholarly journals COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Basim Sulaiman Alatni ◽  
Ismaila Rimi Abubakar ◽  
Saad Arslan Iqbal
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Learning Framework ◽  
Academic Activities ◽  
Sudden Transition

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.

scholarly journals Synchronous and Asynchronous in Online Teaching and Learning during the Covid-19 Pandemic: Students' Perspectives

Educatia 21 ◽  
2021 ◽  
pp. 193-200
Author(s):  
Alexandra Ioana Oltean ◽  
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Spread ◽  
Online Teaching And Learning ◽  
Educational Activities ◽  
Interpretive Analysis ◽  
Online Platforms ◽  
The University

One of the main changes that occurred after the coronavirus outbreak and that represents one of the main measures taken in order to limit the virus spread refers to the conversion of the educational activities conducted conventionally into activities implemented by means of online platforms. The transition was sudden, unexpected and it still can be indefinitely prolonged. The main approaches encountered in the context of online education are asynchronous and synchronous ones. Our paper contains the results of an interpretive analysis of the opinions expressed by a group of 37 undergraduate students on asynchronous and synchronous online educational activities. We considered their opinions relevant due to the fact that since they started their studies at the university in October 2020, they conducted exclusively online activities. We explored students’ preferences and limitations of the both approaches, but also their wishes for the next period. Students expressed their interest in keeping online asynchronous and synchronous activities for the future academic years, at least for part of their subjects.

scholarly journals Formalism in online education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Serdyukov
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Literature ◽  
Original Material ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Automated Learning ◽  
The Impact

PurposeWith the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.Design/methodology/approachQualitative analysis of contemporary research literature, educational trends and practices.FindingsIt was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.Research limitations/implicationsThis is a qualitative research based on the analysis of current research literature and teaching practices.Practical implicationsWhile formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.Social implicationsFormalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.Originality/valueThe authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.

Institutional Policies and Online Education in Developing Countries

2022 ◽  
pp. 289-305
Author(s):  
Diocleciano Nhatuve
Keyword(s):  
Developing Countries ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Negative Impact ◽  
African Region ◽  
Institutional Policies ◽  
Online Teaching And Learning ◽  
Learning Principles

This chapter aims to examine the effectiveness of institutional policies regarding online teaching and learning in some developing countries in the Southern African region. The study is informed by online teaching and learning principles, and it adopts qualitative and quantitative approaches. The data comprises answers of 231 students to the question: Did your institution encourage online learning before the lockdown? The sample was collected through a survey between the 1st July 2020 and the 11th March 2021, a period in which students were undertaking an online learning process as a strategy to overcome the negative impact of the COVID-19 pandemic. Over 67% of respondents confirm that their universities did not implement nor encourage online learning before the lockdown due to the pandemic. In this context, the study shows that aversive policies against online learning and lack of adequate equipment jeopardize the education goals to provide integrated and globalizing learning.

scholarly journals On-Campus Study: An Experienced Overview and Preference of Undergraduate Students in the UAE

2021 ◽  
Author(s):  
M. Nawaz Brohi ◽  
Iftikhar Khan ◽  
Arooj Baig ◽  
Abdul Basit Khan
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Sampling Method ◽  
Learning Experience ◽  
Preventive Measure ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Exploratory Approach ◽  
Physical Presence

The study is an attempt to enquire into the preference of undergraduate students, after a considerable and over a year-long experience with Online Teaching and Learning (OTL), under the emergency preventive measure of switching from the traditional face-to-face classes to online. The study followed an exploratory approach, with a quantitative survey followed by a qualitative one, and a convenient sampling method to collect responses from a substantial sample size. The study is positioned after more than a year of remote classes by the undergraduate student, and hence represents highly experienced reflections and preferences from these students, as compared to other studies conducted last year. The study has profound implications in considering, and questioning, the importance of on-campus classes, and significance of the physical presence of a tutor in the class, and its effect on the learning experience of undergraduate students.

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.

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