scholarly journals PERCEPTIONS OF READINESS FOR ONLINE LEARNING FOLLOWING PARTICIPATION IN A MULTIPARTICIPANT ONLINE COURSE

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Tami Seifert ◽  
Orna Feliks

Since online lessons lack a physical presence, different technological means are needed to create an environment for various teaching, learning, and evaluation methods and for creating a sense of belonging for students. This study investigated student-teachers’ attitudes, approaches, and willingness to engage with computer-assisted teaching and online teaching after they had participated in a multiparticipant online course. A mixed methods research paradigm combined both qualitative and quantitative data collection and analysis. The research findings indicate that the course goals were attained in terms of student-teachers’ acquiring the contents and attitudes, and that the careful design and organization of the course site, learning materials, and methods all contributed to the students’ acquisition of the contents and ability to cope with online learning and form positive attitudes regarding online teaching and learning. Although student-teachers felt that the online learning style was not suitable for them, they underwent a personal process, overcame difficulties, and developed positive attitudes towards ICT and its implementation. Hopefully, the research findings can inform the preparation of an optimal teaching-learning process for online teaching.

2021 ◽  
Vol 9 (3) ◽  
pp. 1-12
Author(s):  
Tami SEIFERT

The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.


Author(s):  
Zehra Akyol ◽  
D. Randy Garrison

The adult education literature emphasizes community building in order to increase effectiveness and success of online teaching and learning. In this chapter the Community of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in online environments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from an online course. Overall, the research findings showed that students had positive attitudes toward the community developed in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.


2021 ◽  
Vol 4 (4) ◽  
pp. 728
Author(s):  
Niely Fawaidah Virgin ◽  
Imam Qalyubi ◽  
Zaitun Qamariah

This study aimed at investigating the challenges and  identifying the way the English teachers solve the challenges toward online teaching during Covid-19 pandemic. This study was qualitative research. Three instruments were used to collect the data, those are: open-ended questionnaire, interview and documentation. As a result, this study showed that there were eight challenges experienced by the English teachers in remote areas toward online teaching during Covid-19 pandemic, those are: (1) inadequate infrastructure; (2) student’s learning attention; (3) financial condition; (4) students readiness; (5) parent’s concern; (6) designing materials; (7) measuring student’s understanding, and (8) the instability of student’s motivation. During teaching-learning process, there were various ways in overcoming the challenges done by the English teachers, those are: (1) create an interactive media; (2) decide the most suitable online learning tool; (3) give additional time for the students; (4) provide adequate facilities for both teacher and student in remote areas. Keywords:  Challenge, Covid-19 Pandemic, English Teaching, Online Learning


2021 ◽  
Vol 2 (2) ◽  
pp. 68-77
Author(s):  
Nashruddin Nashruddin ◽  
Fiptar Abdi Alam

Covid-19 pandemic condition demands the learning activities to be conducted online. The current study aims to investigate the types of humor inserted by the teacher in the EFL online teaching-learning activities, and students� responses toward the teacher�s humor. The participants of this descriptive qualitative research are an EFL teacher and 29 students of the 2nd grade at SMA Muhammadiyah Barru. To collect data about the types of humor used by the teacher, the researchers directly observe the online learning activities conducted by the teacher and his students. For gaining the deepest data about students� responses toward the teacher�s humor, the researchers randomly interview 10 from those 29 students. The researchers found that in the online teaching-learning activities, the teacher inserted humorous words that based on the theory were classified into pun fan, joke, innuendo, malapropism, and absurdity. Besides that, the researchers also found new types of humor used by the teacher, which were then named as local humor and plesetan humor. From the interview result, it is found students� responses towards the teacher�s humor indicate that humor maintains students� focus in learning activities, stimulates students to solve problems quickly, and keeps students� self-confidence in online learning.


2020 ◽  
Vol 3 (9) ◽  
pp. 203-208
Author(s):  
Gracia M. N. Otta

The phenomenon of Coronavirus Disease 2019 forced the education system in Indonesia to be run online. The descriptive qualitative method was usedin this research to investigate some cases faced by the Fourth Semester Students of the English Department, Nusa Cendana University toward online learning in Cross-Cultural Communication Lecture. It was conducted to answer students’ perceptions, solutions, and expectations in joining online lectures for the last three months in the Even Semester of Academic Year 2019-2020. To collect the data, and a non-facial interview technique was applied through some online Learning Management System; e-learning by Nusa Cendana University and Google Classroom. The data were analyzed by categorizing the students’ answers. The result of this study showed that11.43% were ready for online lectures, while those who prefer regular classes were 82.86%.Only 27.14% could meet the needs of online lectures since they had available mobile data, while 47.14% frankly stated having mobile data problem. It can be concluded that there were some changes in learning culture that forced students to deal with online teaching-learning activities. Undeniable, it was not easy to organize except well prepared from the very first beginning of class by having Course Contract which only needed to be changed into an online form. Yet, their expectations for universities and government to increase Learning Management System and subsidies for the needs of mobile data bundle (for teachers, lecturers, and students).


Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.


2010 ◽  
pp. 474-489 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.


Author(s):  
Ramesh Chander Sharma

Motivation is an important parameter for successful completion of the course by the student. There are many factors that can mar such motivation like digital fatigue, poor instructional design, facilitator competency, course design, assessment practices, and student support. For online teaching learning, the authors spend a lot of time in front of computer monitors, keep typing on computer keyboard, listen to audio using headsets, etc. The students may be sitting in live meeting of their class and not understand what is expected of them. They may have a sense of being lost and demotivated. The students may not want to ask questions for fear of appearing foolish. This chapter looks into the factors related to motivation in online teaching and learning settings. It examines the factors related to motivation like deepening connections, dealing with diversity, managing conflict, teacher capabilities for online facilitation, providing feedback, providing educational resources to students, digital fatigue, assessment and evaluation practices for online learning, and conversing.


Author(s):  
Chao Lee

In Chapter I, a brief introduction to open source tools is presented. The discussion indicates that open source tools are necessary for an online teaching/learning system. As mentioned in Chapter I, this book will use the ADDIE model as a guideline for the development of an online teaching/learning system and online course materials. Along with the development process, the open source tools will be introduced to accomplish the tasks in each phase of the development. Chapter I points out that it is possible to use open source tools to develop an entire online teaching/learning system. However, the development process is complicated and involves various technologies. Therefore, before an online teaching/ learning system can be implemented, it is necessary to carefully design such a system and the development process should be thoroughly planned. The theory of instructional technology provides a guideline for developing a successful online teaching/learning system. It will be beneficial for the development of an online teaching/learning system if the developers of the system know how to apply the instructional technology theory to the development process.


2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>


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