scholarly journals When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic

2021 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Luluk Iswati
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Authentic Materials ◽  
English Departments ◽  
Class Participation ◽  
Online Mode ◽  
Learning Platforms ◽  
Effective Lessons ◽  
Teaching Learning

Abstract. Online classes have been rampant since the global spread of COVID-19. ESP teaching in higher education institutions is no exception, following the national government’s call to employ an online mode of teaching. Although technology has been long used to facilitate the teaching-learning process, the practice of online teaching is not without problems. Thus, this study was aimed at investigating ESP teachers’ strategies to make effective lessons delivery, optimize students class participation, and what challenges were emergent during their online teaching. The participants of this study were six ESP teachers in five private and one state universities who teach in various non-English departments. Data were gathered through interviews via WhatsApp. The findings showed that the strategies employed by ESP teachers were among others: ensuring instruction clarity, employing various learning platforms, virtual grouping, using authentic materials, etc. To optimize students’ online class participation was done by scoring students’ active participation, not giving non-doable tasks, using more asynchronous than synchronous method, etc. The challenges are having inconsistent internet connection, teaching while taking care for children, difficulty in monitoring students’ progress, etc. The findings imply the need of serious attention from higher education institutions in conducting ESP online teaching during this pandemic as it requires not only technical preparedness, but also most importantly the human aspect involved in it. Keywords: strategies, challenges, online teaching, ESP, pandemic

Exploring Datafication for Teaching and Learning Development

2021 ◽  
pp. 79-92
Author(s):  
Mark Schofield
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Traditional Classroom ◽  
Digital Data ◽  
Education Literature ◽  
Learning Development ◽  
Teaching Learning

The scale, magnitude, and diversity of higher education teaching/learning and higher education institutions (HEIs) have resulted in corresponding diverse datafication representations. Contrary to conventional datafication, where the objective is profitability (e.g., adopting facial recognition for improved policing), the datafication of HEIs should be analysed, understood, and interpreted for its unique diversity, practice, and consequences. The result of the COVID-19 pandemic has forced a paradigm shift from conventional/traditional classroom-based teaching to online teaching, which has resulted in enhanced data collection. Taking a post-digital perspective on modern practices in higher education literature, this chapter argues for an organic view, in which the datafication must consider the aspects of teaching, learning, and educational context that are absent in digital data. The findings from the discussion lead to the conclusion that datafication can complement expert judgement in HEIs when informed by the unification of pedagogy and technology.

scholarly journals Teachers’ Perception in Selecting Virtual Learning Platforms: A Case of Mexican Higher Education during the COVID-19 Crisis

2021 ◽  
Vol 14 (1) ◽  
pp. 195
Author(s):  
Marco Antonio Zamora-Antuñano ◽  
Juvenal Rodríguez-Reséndiz ◽  
Miguel Angel Cruz-Pérez ◽  
Hugo Rodríguez Reséndíz ◽  
Wilfrido J. Paredes-García ◽  
...  
Keyword(s):  
Higher Education ◽  
Transition Period ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Student Attendance ◽  
Public And Private ◽  
Face To Face ◽  
Learning Platforms ◽  
Teaching Learning ◽  
The Relationship

In this project, an analysis is made of the perception of teachers of Higher Education Institutions (HEI) regarding the use of Virtual Learning Platforms (VLP) in the transition from the Traditional Educational Model (face-to-face) to Emergency Remote Teaching (ERT). A statistical analysis of teachers’ views on the academic environment caused by the COVID-19 crisis is carried out for the change of educational scenarios from school to home through VLP, the support for teaching–learning knowledge of VLPs and the received training, and the main problems during the transition period. Through convenience sampling, data was collected for a statistical study using a developed instrument (Data collection was designed through the Google Forms application and distributed to public and private HEI teachers). The results of the study showed that more than 60% of respondents had experience using Moodle, Google Classroom, and Blackboard; 80% of teachers had training from their institution for the use of virtual platforms; and in 60% of cases, higher education institutions allowed them to choose the VLP. In addition, the main issues they faced were connectivity, student attitude, and student attendance at class sessions. Fisher’s test was conducted to determine the relationship in the variables analyzed by identifying that there are differences of teachers in perception depending on age.

Learning Online Sustainable Education Projects and Students Behavioral Intentions during Covid-19

2021 ◽  
Vol 7 (5) ◽  
pp. 3543-3558
Author(s):  
Zhao Jing ◽  
Song Lu ◽  
Jamshid Ali Turi ◽  
Andalib Tarnima Warda
Keyword(s):  
Higher Education ◽  
Information System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Asian Countries ◽  
Business Services ◽  
Cross Sectional ◽  
Online Mode ◽  
Teaching Learning

COVID-19 changed working and learning mechanism around the globe. Most of the business, services sectors including education started their functions in online mode. This study investigated the intentions and use behaviors of the students to accept information and mobile technology for the learning processes in Higher Education Institutions (HEIs) in Asian Countries Pakistan, Bangladesh and China. Multi-method was applied to get the objectives of the model using Unified Theory of Acceptance and Use of Technology (UTAUT) model and theory of planned behaviors. Focus Group Discussion from Bangladesh and the case study of China and the cross-sectional data result shows that university student’s acceptance of information system based learning is reasonably well. However, students were feeling anxiety due to load shedding and change in routine, therefore, the result showed negative relation with the intentions to use information system and mobile for online learning. Moreover, the learners also demanded for the implementation IR4.0 in Pakistan and Bangladesh has got full support for online teaching-learning and services like research. Keywords: COVID-19; online Teaching and learning; South Asian Countries, Higher Education; Social and Psychological Safety during COVID-19

scholarly journals phenomenological inquiry of higher education institutions' (HEIs ) online experiences

2021 ◽  
Vol 5 (S2) ◽  
Author(s):  
Eduardo A. Carag
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Self Directed Learning ◽  
Phenomenological Inquiry ◽  
Learning Modalities ◽  
Learning Capabilities ◽  
Study Process ◽  
Effective Lessons

The capability of Higher Education Institutions (HEIs) presents instructional  innovations to assist educational institutions in the cause of the paradigm shift in education brought on by pandemic crises. The impetus of this study is to listen to the voices of the stakeholders   and points the phenomenological inquiry of the higher educational institutions on online experiences of faculty, administration and students. The indicators that need to focus are online teaching programs, self-learning direction and design are provided through online teaching problems. With this, students are encouraged to engage in self-directed learning using the resources and content of their classes, as well as provide online instructor transformation to provide information and data for motivation, engagement, interest, and effective lessons during the study process. The obstacles on educational curriculum may impede the learning capabilities of students and the quality and standard of learning is being sacrificed. Hence, the investigation of this paper's findings, there is a great hindrance between the COVID-19 epidemic's barriers and its impact on the educational system in Higher Education Institutions (HEIs). Therefore, HEIs may adapt blended learning and create learning modalities for future use.

Perceived outcomes of e-learning: identifying key attributes affecting user satisfaction in higher education institutes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yash Daultani ◽  
Mohit Goswami ◽  
Ajay Kumar ◽  
Saurabh Pratap
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
User Satisfaction ◽  
Structural Equation ◽  
Higher Education Institutions ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms ◽  
Teaching Learning ◽  
Perceived Outcomes

Purpose The purpose of this paper was to examine the perceived outcomes of e-learning by identifying key attributes affecting user (learner) satisfaction in higher education institutes. Design/methodology/approach A conceptual model considering user satisfaction as a key construct was developed through critical literature review and expert opinion. The model is empirically validated using confirmatory factor analysis and structural equation model in the context of higher education institutions. A sample of 802 users comprising of engineering and management students has been used for the analysis. Findings Course attributes, system attributes, interactive attributes and instructor attributes were found to have an influence significantly on user satisfaction. Instructor attributes were the topmost significant contributor followed by the course attributes. Social implications Delivery of educational programs through e-learning platforms has increasingly gained traction throughout the world owing to its locational, time and convenience-related facets. Further, the ongoing global pandemic has catalysed acceptance of e-learning platforms thus attracting large number of learners and teachers for facilitating the teaching-learning process. This paper is a novel attempt to identify the existing gaps in teaching-learning process in the context of e-learning. Originality/value This study is original and provides new insights into how e-learning platforms and higher education institutions can ensure higher user satisfaction and learning in current challenging times. This paper will also be of interest to policymakers.

scholarly journals After COVID-19 Future Planning Regarding Higher Education System in India: A Phenomenological Study in Higher Education Institutes of West Bengal

2021 ◽  
Author(s):  
MAHUA PATRA
Keyword(s):  
Higher Education ◽  
Education System ◽  
Online Teaching ◽  
West Bengal ◽  
Future Planning ◽  
Higher Education System ◽  
Online Mode ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Education Process

Abstract India is facing a big challenge to continue uninterrupted higher education process after COVID-19 situation. Students come from heterogeneous socio-economic strata. Many are susceptible to the contagious disease because of their mal-nutritious condition, co-morbid situation like juvenile diabetes etc. We have elderly (60–65 years age) teachers also who are in vulnerable situation. So, we need specific and extremely cautious future planning to protect the lives of our future generations from this pandemic morbidity along with their progress in education so that they can keep pace with the tide of education process as in some other countries of the world. This study aims to explore the lived experience of the teachers of the higher education institutes of the state of West-Bengal, India to gain a deeper understanding of their individual experiences and future planning regarding higher education system in mind. Phenomenological approach of Moustake with pragmatic world view along with interpretive lens is used here. Through Purposive sampling method 12 study participants are identified. Participants are theteachers of different urban, suburban and rural colleges in West Bengal who had experienced a sudden turmoil in teaching-learning interaction due to prolonged emergency lockdown from March’2020 to combat COVID-19.In-depth interviews with consented call-recorded over telephone were conducted to collect primary dataduring April 2020. Participant observation also used for data collection. Fear of infection, even death and uncertainty haunted both teachers and students lead to the half-hearted motivation to study. Majority of the faculties felt awkward to teach through online method as they are new to it. During teaching there were many problems faced like insufficient data consumption power by many students, lack of required smart phone, frequent network failure. Majority of students are generally spoon fed by their private tutors. Participants supported the physical classes could not give the feasible suggestion to maintain social distance and personal protection in campus and public transport system. Some told about the herd immunity also. Some firmly supported online mode of teaching as the only safe way to teach now. Teaching-learning from home is cost efficient (direct and indirect cost), time efficient, space efficient, surveillance efficient. It has time flexibility. It also has productivity efficiency as less physical movement perhaps increases intellectual productivity. More quality time spending with the family increases happiness index. Even after the pandemic situation this online mode of education will be best suited for the holistic development of society. Single online platform should be used countrywide and teachers and students should adopt slowly to the new system for the sake of safety of majority of people. Government should subsidize data for academic websites, provide cheap smart phones to the students, focus on infrastructure of internet network. Students can be motivated through one to one telephonic conversation also. Only laboratory-based classes can be taken physically fragmenting the entire class into suitable sections. If the online teaching, learning, examination infrastructure cannot be developed in time extension of semester duration can be considered. But no physical classes should be allowed till we feel fully protected from the virus.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Analysis of the Efficiency of China’s Distance Economic Education in Force Majeure Circumstances

2020 ◽  
Vol 19 (9) ◽  
pp. 175-195
Author(s):  
Kseniia V Tsytsiura ◽  
Ganna M Romanova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Economic Education ◽  
Learning Technologies ◽  
Free Access ◽  
Force Majeure ◽  
Learning Platforms ◽  
Efficiency Factors

This article focuses on the latest approaches to the effective delivery of distance education for the students of economic specialties in China’s higher education institutions in force majeure circumstances. Distance education was introduced due to the complex global epidemiological situation, unpredictable for the entire world community. The growing role and importance of distance learning in contemporary higher education overall and the education of economists in particular have been outlined. The need to use and constantly upgrade software and distance learning platforms is emphasized. The current Chinese approaches to the provision of the economists’ distance education in higher education institutions are outlined. The efficiency factors of the economists’ distance education in China’s higher education institutions were determined and substantiated. Namely, the following efficiency factors were considered: importance of approbation and implementation of the new interaction methods among the participants of the teaching and learning process, game approach application aimed at the formation of motivation of students to study, the creation and continuous modernization of the informational and educational environment of the university, the provision of a free access to up-to-date digital technology and information and communication learning technologies, the use and efficient combination of distance learning platforms in teaching disciplines, the formation of digital competence of students and teachers, as well as the openness of the colleges and university management and faculty to change. The effectiveness study of distance education provision for the students of economics was experimentally tested. The results of distance learning and teaching during the semester in force majeure circumstances were analyzed on the basis of empirical data from the students’ survey at the Department of Economics of a state-owned Chinese higher education institution. The research findings emphasize the feasibility of studying and analyzing China’s positive experience in the provision of distance learning economic education in force majeure circumstances. Recommendations for the implementation of China's experience in economists’ training in Eastern European universities were elaborated and presented.

scholarly journals Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

2020 ◽  
Vol 12 (21) ◽  
pp. 9069
Author(s):  
Guillermo Rodríguez-Abitia ◽  
Sandra Martínez-Pérez ◽  
Maria Soledad Ramirez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Three Dimensions ◽  
Diagnostic Study ◽  
Use Of Technology ◽  
Digital Gap ◽  
Teaching Learning

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

Sign in / Sign up

Export Citation Format

Share Document