scholarly journals A Survey of Teachers’ and Students’ Perspective On E-Learning During Covid-19 in Delhi

2021 ◽  
pp. 200-222
Author(s):  
Nikita Malik ◽  
Menal Dahiya
Keyword(s):  
Learning Environment ◽  
The Other ◽  
Learning Methods ◽  
Web Based ◽  
Classroom Activities ◽  
Online Mode ◽  
Learner Centered ◽  
Teachers And Students ◽  
E Learning ◽  
Teaching Learning

In the unprecedented times today, brought about by the outbreak of the COVID-19 pandemic globally, the education sector has been affected, just like the other industries. Many educational institutes have shut down and suspended traditional physical classroom activities. There has been a shift to the online mode of teaching-learning or ‘e-learning’, which is a web-based digital system that incorporates innovative ICT for facilitating interactive and learner-centered learning environment. In this work, the strengths, drawbacks, and opportunities offered by various popular online educational platforms are explored and compared. Furthermore, data is collected from teachers and students across different courses from various colleges in Delhi through surveys, with questions pertaining to their perspectives and experiences with respect to online educational platforms. Their responses were analyzed statistically and based on the analysis, suggestions, and recommendations have been made, which can contribute implementation and growth of e-learning methods in the future.      

scholarly journals A digitális kor kihívásai és a vizuális média jelenléte a köznevelésben

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Mária Jaskóné dr. Gácsi
Keyword(s):  
Public Education ◽  
Learning Environment ◽  
Digital Natives ◽  
Visual Media ◽  
Financial Situation ◽  
Digital Education ◽  
Digital Devices ◽  
Teachers And Students ◽  
E Learning ◽  
Teaching Learning

Absztrakt Ismeretes tény, hogy napjainkban elterjedtek a különféle digitális eszközök, egy okostelefon általában a szerényebb anyagi helyzetben élő családokban is megtalálható. Hallhatjuk, hogy a mai gyermekek digitális bennszülöttek, ez a környezet természetes számukra.Ennek ellenére nem terjedt el a köznevelésben az e-learning, a digitális oktatás vagy a multimédián alapuló tanítás. Mit jelent a digitális oktatás és az elektronikus eszközök használata a tanulás szempontjából? Jelen írásomban igyekszem feltárni ennek okait. Elsőként a tanítási-tanulási folyamatról szóló néhány fontos elméletet tekintek át, majd az elektronikus tanulási környezet jellemzőit veszem sorra. Foglalkozom a pedagógusok és a diákok kompetenciáival, felkészültségével. Megítélésem szerint, a hiányosságok forrásainak megnevezése erről való gondolkodás elengedhetetlen a fejlesztés szempontjából. Kulcsszavak: digitális oktatás, média, elektronikus tanulási környezet THE CHALLENGES OF THE DIGITAL AGE AND THE PRESENCE OF VISUAL MEDIA IN PUBLIC EDUCATION Abstract It is a known fact that various digital devices are prevalent nowadays, a smartphone is usually found in families living in a more modest financial situation. We can hear that today’s children are digital natives, this environment is natural to them.Nevertheless, e-learning, digital education, or multimedia-based education are not widespread in public education. What does digital education and the use of electronic tools for learning mean? In this writing, I try to explore the reasons for this. I first review some important theories about the teaching-learning process and then list the characteristics of an e-learning environment. I deal with the competencies and readiness of teachers and students. In my view, naming the sources of deficiencies and thinking about it is essential for development. Keywords: e-learning, digital education, media, e-learning environment 

scholarly journals Perceptions of Students and Teachers towards the Semester System of Tribhuvan University

2019 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Abatar Subedi
Keyword(s):  
Learning Environment ◽  
Positive Direction ◽  
University Teachers ◽  
Perceptions Of Students ◽  
Extra Curricular Activities ◽  
Teachers And Students ◽  
Ict Tools ◽  
Master Level ◽  
Teaching Learning ◽  
Academic Resources

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

scholarly journals نظام تعليم اللغة العربية عن بعد عبر الإنترنت في جائحة الوباء كوفيد-١٩ بالمدرسة المتوسطة الإسلامية الحكومة ١ بسوراكرتا

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliana Prativi ◽  
Muhammad Zaenuri
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Approach ◽  
Learning System ◽  
The Other ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Evaluation Stage ◽  
The Subject

Online learning is a learning via internet without meeting face-to-face between teachers and students. This online learning system is relatively new, therefore teachers and students should adapt quickly. This study aims to determine the online Arabic learning system during the COVID-19 pandemic at Madrasah Tsanawiyah Negeri (MTsN) 1 Surakarta. Researcher used a qualitative approach and observation, interview, and documentation as data collection techniques. The results described that e-learning madrasah was used as the main media for online Arabic learning at MTsN 1 Surakarta during the covid-19 pandemic, then assisted by Whatsapp and Youtube channel. The subject matter was presented in video, powerpoint, and pdf. The learning stages were divided into three: preparation, implementation (pre-activities, whilst-activities and post-activities), and evaluation stage. This online learning helps teachers to coordinate with and supervise students easily, on the other hand, it is difficult for them to monitor the students’ understanding and bad internet network make some students could not follow the learning process in time. 

scholarly journals Digital learning on the basis of 21st century higher education

2016 ◽  
Vol 3 (6) ◽  
Author(s):  
György Molnár
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
21St Century ◽  
Education System ◽  
Rapid Development ◽  
Digital Learning ◽  
Way Of Life ◽  
Learning Methods ◽  
Teaching Learning

The rapid development of ICT is constantly calling for society and economics, as well as our way of life. This tendency is being intensified these days by the transformation of the basic lifestyles, tasks and roles besides the changes of the education system and its components. The major shifts in technical and technological advancements have resulted in the development of the learning environment and the spread of digital learning therefore required the adjustment of learning forms and fundamental principles). Its signs are primarily visible in the changes of the classical teaching-learning methods, the redefining of the learning environment and the shifts of different roles.

IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

2021 ◽  
pp. 11-12
Author(s):  
Arijit Majumdar ◽  
Soumali Biswas ◽  
Tanushree Mondal
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Traditional Teaching ◽  
Classroom Learning ◽  
Learning Methods ◽  
Cross Sectional ◽  
E Learning ◽  
Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

Ideas on the Future of Intelligent Web-Based E-Learning

2018 ◽  
pp. 2274-2287
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

Some Experiences of E-Learning in the Moodle E-Learning Environment

2011 ◽  
pp. 307-312
Author(s):  
Virve Siirak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Constructivist Learning Theory ◽  
Web Based ◽  
University Of Technology ◽  
E Learning ◽  
Methods Of Learning ◽  
Social Constructivist Learning

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

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