scholarly journals Mobile Phone Educational Applications: Their Importance in Academic Learning During Covid 19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 1013-1020
Author(s):  
Dr. Sudhir Sudam Kaware ◽  
Manoj Kumar Gupta ◽  
Akhilesh Kumar Gupta
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Global Economy ◽  
Academic Learning ◽  
Learning Potential ◽  
Profound Impact ◽  
Face To Face ◽  
The Earth ◽  
Education Community ◽  
Educational Applications

The deadly infectious disease Coronavirus, also known as Covid19, has had a profound impact on the global economy. This tragedy is also being staged in the education community, and this concern is likely to resonate in the global education community. The outbreak of the Covid19 pandemic forced several schools and universities to close quickly. Various elements on the earth are affected, and there are issues that may surface for a full semester, or other issues that will be lost in the future. Flexibility is another attractive aspect of online learning; students can arrange their own or arrange time to apply for courses online. Face-to-face meetings combine with technology to form a combined learning and recovery classroom; this learning environment will increase the learning potential of students. Students can learn anytime, anywhere, and develop new skills in the way they ultimately learn from the grave. Government also recognizes that online learning is increasingly essential in this dynamic world. The severe emergence of the new crown virus could create another argument for upgrading, as this altitude can be a problem in times of crisis.

scholarly journals PENDAMPINGAN DAN SOSIALISASI SITUS BELAJAR SEBAGAI PENUNJANG PEMBELAJARAN ONLINE

2021 ◽  
Vol 3 (2) ◽  
pp. 149-166
Author(s):  
Nurul Fatehah ◽  
Teddy Dyatmika
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Education System ◽  
Ministry Of Education ◽  
Profound Impact ◽  
Face To Face ◽  
At Home

The COVID-19 pandemic has had a profound impact on all areas of life, including education. The education system, which was originally face-to-face, had to be replaced with online learning. Various problems arise related to the implementation of the Distance Learning or PJJ system. This system makes parents have to participate more in supervising as well as being a substitute for teachers at home in the learning process of their children. In addition, homeschooling also raises problems where students find it difficult to understand the material given by the teacher. The decrease in enthusiasm for learning becomes a problem when the PJJ system seems monotonous and boring. To support the government's program in breaking the chain of the spread of COVID-19 without reducing the effectiveness of online learning implemented by the Ministry of Education and Culture, this activity was carried out. This activity is expected to help reduce the anxiety of parents who are afraid that their children are not serious and have difficulty in learning. In addition, it is hoped that this activity will help participants to easily understand the material that has not been mastered. The methods of socialization, demonstration, and mentoring are carried out directly. The success of this activity can be seen from the assistance of the participants in solving the problems faced and the enthusiasm of the participants during the activity.

scholarly journals Transforming Criminal Justice Internships into Capstone Courses: A Response to the Challenges of the COVID-19 Crisis

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Beau Shine ◽  
Kelly Brown
Keyword(s):  
Online Learning ◽  
Criminal Justice ◽  
Learning Outcomes ◽  
Learning Experiences ◽  
Lessons Learned ◽  
Academic Learning ◽  
Criminal Justice Students ◽  
Face To Face ◽  
Capstone Courses ◽  
National Emergency

The COVID-19 pandemic in March 2020 resulted in the declaration of a national emergency that closed universities across the nation. With no warning, faculty were required to move classes from face-to-face to completely online instruction. This situation posed many difficulties, but particularly for faculty who were teaching and supervising students completing internships. Interns were removed from their internships abruptly as agencies and departments moved to essential personnel only. Faculty scrambled to create online learning experiences that met academic learning outcomes and the goals of criminal justice students enrolled in these courses. This paper details our experiences with these challenges, particularly as we revised criminal justice internship courses and developed capstone courses to replace face-to-face internship experiences. While the challenges we faced involved criminal justice internships, they were not unique to the major, and the approaches taken and lessons learned are likely applicable to a host of disciplines.

scholarly journals An Evaluation of E-Learning Sources used in Higher Education in Covid Pandemic Period

2021 ◽  
pp. 20-25
Author(s):  
Amrita Prakash ◽  
Dr. Kishan Lal
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational System ◽  
Education System ◽  
Global Economy ◽  
Traditional Learning ◽  
Face To Face ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

Schools, colleges and universities in India is based on traditional learning that is face to face learning through offline classes. Many institute have started mix learning (offline and online) while some institute still lack this facilities. The sudden boom of the coronavirus also called Covid-19 change the educational system. The WHO declared this as a pandemic. This lead to the changes in educational system from the traditional to the online. Everything got changed in an-overnight. Covid-19 affected the person as well as the global economy of a country. It has shaken the learning of the students as it affected the education system. It forced many schools, colleges, institution, etc. to temporarily shut down. Many teachers were discontinuous in taking the classes in online learning. Now, this research paper is based on different e-learning applications that were used in Covid-19 pandemic. How many students were able to improve their skills while using e-learning platforms.

S(t)imulating learning: pedagogy, subjectivity and teacher education in online environments

2010 ◽  
Author(s):  
Sue Saltmarsh ◽  
Wendy Sutherland-Smith
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Peer Relationships ◽  
Global Education ◽  
Teacher Educators ◽  
Tertiary Education ◽  
Learning And Teaching ◽  
Face To Face ◽  
Education Market ◽  
Online Environments

Australian higher education increasingly relies on flexible modes of delivery as a means of attracting and retaining students in a highly competitive global education market. While education is among those disciplines that have been most actively involved in the shift from face-to-face to online learning and teaching, the transition for many teacher educators is fraught with tensions and contradictions. For some, teaching online is seen as primarily a cost-cutting exercise on the part of universities, and has little to do with improving the quality of student learning. For others, the online environment offers multiple pedagogic possibilities that have yet to be fully explored. Yet others consider online environments as problematic, posing challenges to pedagogic and peer relationships that are generally seen as integral to 'good' teaching. This paper draws on an empirical study of teacher education faculties in five Australian universities, and analyses excerpts from interviews about learning and teaching with teacher educators, educational designers and faculty management. We argue that understanding how teacher educators constitute learner and teacher subjectivities through their beliefs about and approaches to pedagogy is crucial to the future of online tertiary education. In particular, we consider how teacher educators' attitudes toward and approaches to online learning and teaching are predicated on their perceived subject positions as either 'stimulating' or 'simulating' particular kinds of learning interactions.

scholarly journals Implementation And Factors That Affect Online Learning In Biology Lessons

BIOEDUSCIENCE ◽  
2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Wulandari Wulandari ◽  
Sri Wardhani ◽  
Indawan Indawan
Keyword(s):  
High School ◽  
Online Learning ◽  
Research Subjects ◽  
Biology Teachers ◽  
Face To Face ◽  
Inhibiting Factors ◽  
Planning Implementation ◽  
Face To Face Learning ◽  
Educational Applications ◽  
Distance Education System

Background: Online learning changes the learning pattern that is usually done face-to-face into a distance education system, so there will be factors that influence it.  This also has an impact on biology lessons at Xaverius High School Lubuklinggau.  This study aims to determine the perception of the implementation of online learning in biology lessons and determine the factors that influence it.  Methods: this research uses descriptive qualitative with data collection techniques using observation, interviews, questionnaires, and documentation which are then analyzed by technical analysis of Miles & Huberman.  The research subjects were biology teachers and all students of grades X, XI, and XII science at Xaverius High School Lubuklinggau.  Results: the implementation of learning in biology lessons that have been carried out at Xaverius Lubuklinggau High School there are planning, implementation and evaluation activities as well as face-to-face learning, but in the implementation there are factors that influence, namely the material cannot be explained, the response of class X students is less active,  supervision of the assessment, the ability of teachers to use various educational applications, difficulty in assessing the character of students, some students do not understand the material provided, and the learning environment.  Conclusion.  The implementation of online learning that is applied there are still planning, implementation and evaluation activities, but in the implementation there are several factors that influence both supporting and inhibiting factors.

scholarly journals Strategi Menaikan Kinerja Guru dalam Online Learning di Era Social Distancing

2020 ◽  
Vol 7 (1) ◽  
pp. 47-55
Author(s):  
Andi Sulistiadi ◽  
Otto Berman Sihite ◽  
Virza Utama Alamsyah
Keyword(s):  
Online Learning ◽  
Work Environment ◽  
Digital Tools ◽  
Profound Impact ◽  
Face To Face ◽  
Positive Effects ◽  
The World ◽  
The Face ◽  
Role Of Teachers

The Covid-19 pandemic has a profound impact on the world of education. Online learning (KBM) is a process that must be done. This study aimed to prove a number of HR variables that affects the teachers’ performance in the online learning era. In this era, it is believed that the role of teachers as a children educator even the face-to-face is irreplaceable by these digital tools. It turns out that the teacher who performs well is not merely motivated by payroll and bonuses, but there are other aspects that determine the good performance. This study was conducted at Pelita Harapan Bangsa Tegal. The population was 57 teachers and data collection techniques used in this study by distributing questionnaire, and the data were analyze with Smart PLS version 3.0. The result showed that HR variable consisting of Work discipline, Organization commitment and the Work Environment that positively influences teacher performance. HR Strategies have positive effects such as: disciplining in all levels, expressed and fulfilled organizational commitment, as well as work environment that is designed as comfortable as possible for teachers to improve their performance.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

scholarly journals A guide for evaluation of online learning in medical education: a qualitative reflective analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nourhan F. Wasfy ◽  
Enjy Abouzeid ◽  
Asmaa Abdel Nasser ◽  
Samar A. Ahmed ◽  
Ilham Youssry ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Best Practice ◽  
Online Courses ◽  
Learning Experience ◽  
Organizational Capacity ◽  
Expert Consensus ◽  
Educational Effectiveness ◽  
Education Community ◽  
Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

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