Perception of E-Learning among Physiotherapy Students

The COVID-19 pandemic has brought about a sudden drastic change in the teaching learning patterns globally. Educational institutes have shifted from the traditional classroom teaching to virtual classrooms. This transition is the need of the hour. It requires technical up gradation as well as better communication skills because the teacher and student are only interacting through a virtual platform. There are many difficulties that both teacher and students face during online teaching learning process. In this study we have tried to understand the perception of physiotherapy students towards E Learning. From the data received and analysed it was concluded that the physiotherapy students prefer traditional classroom teaching as it helps develop better hands on skills. Keywords: E-Learning, Physiotherapy Students, COVID-19 pandemic.

Effect of Digital Technology on Adolescents

Digital technology has become more advanced, and it is transforming human life rapidly. Not long ago, digital technology was only meant for adults in the working environment. Nowadays, the assimilation of technology has transformed our lives into a new digital culture across all ages. The adolescent has to keep up with the current trend in digital technology as they use it as a platform for education, entertainment, social, as well as sport. Technology use among adolescents has so many positive sides such as virtual classrooms, widening social circles, and increasing visual reasoning. Apart from that, it also increases creativity and improves technical skills and self-esteem.

Examining Virtual Classroom Platforms in Hospitality Education

Though hospitality education relies strongly on experiential learning, the COVID-19 pandemic has compelled all the higher educational institutions including the institute of hotel managements (IHMs) to restrict on-campus learning. As the only possible solution to deliver uninterrupted knowledge and skills to the students under these adverse circumstances, the management of these IHMs has quickly retorted to virtual classrooms. Many virtual platforms such as Google Meet, Microsoft Teams, Zoom, Cisco Webex, etc. emerged as the elixir for the institutions with customized features to fulfil the learning needs of the students. This necessitates the need to not only examine and compare the perceptions of these platforms based on virtual classroom service quality, perceived ease of use, and perceived usefulness but also to understand the impact of these perceptions on the future scope in terms of satisfaction and behavioral intentions of the hospitality students in IHMs.

“What Is It Like to Suddenly Shift From Traditional Face-to-Face to Exclusively Online Training?”

Sars-CoV-2 suddenly spread in late December 2019, forever changing people's lives all over the world. Consistent advancements have been done, especially at the medical level, to face the virus and slow it down. At the same time, schools, universities, and educational institutions have been facing hard times since the beginning of the pandemic. Teachers had to shift from face-to-face to exclusively online classes overcoming daily challenges and helping students with their subjects. This chapter aims to present the results of a study conducted during the first wave of COVID-19 concerning language teachers' perceptions of ERT in secondary schools, high schools, and universities. QUAN and QUAL data were collected and analyzed through descriptive statistics and CAQCAS. The results showed that, despite the difficulties encountered and teachers and students' frequent inability to use digital technologies, instructors at all levels believed virtual classrooms to be useful as additional support to teaching and learning.

Analyzing Diversity and Equity in Virtual Classrooms

Around the country, school systems are trying to navigate through the ever-changing impact COVID-19 has caused. School districts scramble to equip teachers and students with technology as the world transitions to a mostly virtual setting. This document gives an overview of challenges educators encountered shifting from traditional face-to-face learning to virtual learning. This chapter also analyzes how differentiation and the use of multiple communication platforms help to address equity and diversity in the virtual setting.

Virtual teaching: Teachers' perspectives on online virtual classroom effectiveness during and beyond Covid-19

The purpose was to investigate the Arabic language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Participants were 340 teachers. This study employed cross-sectional descriptive method, with the main focus on Arabic Language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Findings from descriptive analysis of the teachers’ responses on the importance of using virtual classrooms in distance education program shoed that the rank agree comes first, where teachers responded with agree in 17 items, 2 with strongly agree and only one item for disagree. Using one-way analysis of variance (ANOVA), findings showed that there were no statistically significant differences between the responses of the study sample towards the use of virtual classrooms by gender, while academic qualification and years of experience contributed significantly, where those with higher qualification, and who are experts had positive perspectives on online VCs effectiveness during and beyond COVID-19. KEYWORDS. Virtual Teaching, Online Virtual Classroom, Covid-19

Chinese University Students’ Perceptions of Facilitation Strategies, Learning Motivation, and Satisfaction in Cloud-Based Virtual Classrooms

This study investigated university students’ perceptions of facilitation strategies, learning motivation, and satisfaction, and the relationships between them in a cloud-based virtual classroom in mainland China. The results of an online questionnaire survey from a sample of 7,210 university students showed that students perceived high levels of facilitation strategies, learning motivation, and satisfaction. Students’ demographic characteristics, such as discipline, university type, gender, and grade, did not significantly affect their perceptions of facilitation strategies and learning outcomes. Instructor-student interaction and instructor innovation were positively related to student learning motivation and satisfaction whereas the relationships between student interaction and learning motivation and satisfaction were weak and had no practical meaning. The findings of this study have implications for creating more effective synchronous online learning environments and achieving desirable learning outcomes.

The effect of teaching English using virtual classrooms on developing creative thinking skills for primary school students in Makkah: أثر تدريس اللغة الإنجليزية باستخدام الفصول الافتراضية في تنمية مهارات التفكير الإبداعي لدى طالبات المرحلة الابتدائية بمكة المكرمة

The study aimed to identify the effect of teaching English using virtual classrooms on developing creative thinking skills among primary school students in Makkah. To achieve the objectives of the study, the researcher used the semi-experimental approach in the experimental and control group system, and the study was applied to a sample of (50) students. An experimental group (25) students is divided into two groups, for whom he is taught using the virtual classroom strategy, and a control group (25) students is taught for them in the traditional way, and the study showed the presence of statistical significance at the level of significance (a = 0.05). The difference between the mean scores of the two groups' students in the post application of the creative thinking test for the skill (fluency- originality- flexibility) and for the benefit of the experimental group, which was studied using virtual classes. Based on the results of the study, the researcher recommended encouraging English language teachers to use virtual classrooms in teaching, and conducting other studies on the effect of using virtual classrooms on other variables.

Teacher evaluation during virtual education in the higher education system

This study was developed with the objective of determining the evaluation of teaching performance and its influence on the use of virtual classrooms in the higher education system, as an important relationship that encompasses social change, highlighting the health crisis and the impact on the teaching performance of the Lay University "Eloy Alfaro" of Manabí. A quantitative study was carried out, with a descriptive approach, applied to higher education students and teachers through surveys. The evaluation of teaching performance is used as a tool to manage the quality of teaching, being necessary to establish institutional improvement policies in terms of strengthening and training in the use of new technologies focused on the virtual classroom, being necessary the creation of an evaluation system of the teaching performance through virtual platforms, with a wide choice of common problems that may generate not so much determining the teaching action but the limitations that may arise. Keywords: Teaching performance, technologies, teaching-learning, virtual classrooms. References [1]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor., Chile: Sebastian Navarro Rojas, 2016. [2]E. C. Inclán, B. Á. Díaz and R. A. Galaz, Evaluación del desempeño docente en américa latina: experiencias Chile y México, San Luís Potosí; Chile: Congreso Nacional de Investgación Educativa, COMIE, 2017. [3]D. Vaillant, Desarrollo profesional, evaluación y poiticas docentes en Latinoamerica, Uruaguay: Universidad ORT, 2016. [4]B. S. B. Ronquillo, R. R. X. Castro and V. P. A. Ortega, «Antecedentes de la evaluación del desempeño docente en el Ecuador,» Revista Publicando, 4 N°12(1), pp. pp.468-488, 2017. [5]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor, Chile: Sevastián Navarro Rojo, 2016. [6]E. Rodríguez, Evaluación de centros y profesores, Madrid: Universidad Nacional a Distancia, 2017. [7]M. Román and J. Murillo, «La evaluación del desempeño docente:objeto de disputa y fuente de oportunidades en el campo educativo,» Revista Iberoamericana de Evaluación Educativa, v1 n 2, pp. pp. 96-114, 2013. [8]M. R. Ambrocio, Liderazgo del director y desempeño pedagógico docente, Quetzaltenango, Guatemala: Universidad Rafael Landívar, Campus de Quetzaltenango, 2014. [9]Ministerio de Educación, «Desempeño del Docente,» 2021. [Online]. Available: https://educacion.gob.ec/desempeno-del-docente-sne/. [10]E. Rodríguez, Evaluación de centros y profesores, Madrid, España: Universidad Nacional a Distancia, 2018. [11]Ministerio de Educación, «Marco de Buen Desempeño Docente; para mejorar tu práctica como maestro y guiar el aprendizaje de tus estudiantes,» 2012. [Online]. Available: http://www.minedu.gob.pe/pdf/ed/marco-de-buen-desempeno-docente.pdf. [12]W. Horton, Designing web based training Wiley Computer Publisher, New York: NY, 2015. [13]P. K. F. Cáceres, Educación Virtual: creando espacios afectivos de convivencia y aprendizaje en tiempos de Covid-19, Quito, Ecuador: Nivelación de Carrera. Universidad Central del Ecuador, 2020. [14]M. Domingo and P. Marqués, «Aulas 2.0 y uso de las TIC en la práctica docente,» Comunicar, vol. 19, núm. 37, pp. 169-175, 2011. [15]T. D. Neira, Educación a Distancia y salas de clases virtuales, Chile: Universidad de Concepción, 2014. [16]J. M. Duart, «Evaluación de la calidad docente en entornos virtuales de aprendizaje,» 2018. [Online]. Available: http://reddigital.cnice.mec.es/6/Documentos/docs/articulo12_material.pdf. [17]M. I. Salinas, «Gestión de la evaluación del desempeño docente en aulas virtuales de un proyecto de blended-learning,» Rev. Ciencia, Docencia y Tecnología Vol. 28 No. 54 , pp. pp. 100-129, 2017. [18]L. U. e. I. UNIR, «Importancia de evaluar al profesorado,» 2019. [Online]. Available: https://www.unir.net/educacion/revista/evaluacion-practica-docente/. [19]CNN, «De la educación presencial a la virtual: los desafíos para los estudiantes debido a la pandemia,» 2020. [Online]. Available: https://cnnespanol.cnn.com/2020/12/23/de-la-educacion-presencial-a-la-virtual-los-desafios-para-los-estudiantes-debido-a-la-pandemia/. [20]S. U. d. M. E. SUME, Problemas más comunes que enfrentan los estudiantes en el aprendizaje en línea, México: Universidad de Guanajuato, 2017.