scholarly journals Difficulties Faced by Special Education Teachers during COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 1245-1251
Author(s):  
Dr.E. Raghul ◽  
B.R. Aravind ◽  
K. Rajesh
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Online Teaching ◽  
Descriptive Analysis ◽  
Sampling Procedure ◽  
Online Classes ◽  
Web Based ◽  
Learning Impairments ◽  
E Learning ◽  
Giving Feedback

The purpose of this research is to find out what difficulties special education instructors’ face when it comes to educating children with special needs during the COVID-19 pandemic. Participants in this research were 30 special education instructors who were chosen through a purposive sampling procedure to serve as respondents. In order to identify the difficulties and challenges faced by special education instructors, both quantitative and qualitative techniques were used. In an attempt to comprehend the data, a descriptive analysis was performed. During the COVID-19 pandemic, special education instructors who worked with students who had learning impairments did not get any technology assistance in order to educate the students. According to the findings of the research, the instructional method for special learners has a suboptimal learning environment as a result of the absence of web-based instructional teaching. The survey's major findings identified 15 difficulties, with the most significant of these being 'insufficient e-learning resources', 'lack of training for online teaching', 'giving feedback to students', and 'making the students to attend online classes', as per survey respondents. According to the results, practitioners and curriculum designers may use the information to build and improve the special education system, teaching techniques, and technologically imbibed instructional learning among special education instructors.

Developing an Appropriate Design for E-Learning with Web-Mediated Teaching Methods to Enhance Low-Achieving Students’ Computing Skills

2012 ◽  
Vol 10 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Tsang-Hsiung Lee
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Course Design ◽  
Online Classes ◽  
Web Based ◽  
Self Regulated Learning ◽  
Multiple Phase ◽  
Low Achieving Students ◽  
Computing Skills ◽  
E Learning

Vocational education in Taiwan is highly competitive in that it must attract sufficient student enrollment in the environment with a rapidly increasing number of schools. Many students in this context tend to have lower levels of academic achievement, and do not adequately get involved in their schoolwork. Under such constraints but moving toward more practical orientation, the authors conducted five experiments, applying web-mediated problem-based learning (PBL), self-regulated learning (SRL), blended learning (BL), or their combinations to help low-achieving students improve their computing skills. This study further develops appropriate course design and online teaching methods for both teachers and schools. Each of the five studies addressed a different project whose goal was to develop students’ computing skills in online classes. The five studies: (a) provide demonstrations of the effects of web-based PBL and SRL, (b) illustrate how to design and implement web-based PBL and SRL for low-achieving students, (c) provide refined interventions of web-based PBL and SRL based on multiple-phase experiences of real practices and reflections, and (d) demonstrate the effects of BL and the relevant technologies to provide more channels and opportunities for students to review and practice their computing skills.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

scholarly journals Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
Author(s):  
Egija Laganovska ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Social Life ◽  
Online Teaching ◽  
Students With Learning Disabilities ◽  
School Year ◽  
Remote Learning

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

scholarly journals COVID-19 and Online Education in Iran’s Universities of Medical Sciences: A Narrative Review

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Meisam Dastani
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Clinical Training ◽  
Narrative Review ◽  
Online Classes ◽  
Medical Sciences ◽  
Teachers And Students ◽  
E Learning ◽  
Education Support ◽  
Simulation Systems

Context: With the outbreak of COVID-19 pandemic and the rapid growth of online education, Iranian universities of medical sciences began to hold online classes for students. Accordingly, the present study aimed to examine different aspects of online education in medical universities during the COVID-19 pandemic. Methods: This narrative review study was to review studies on online education during the COVID-19 pandemic in Iran’s universities of medical sciences. To this end, the PubMed and Sciencedirect databases as well as the Google Scholar scientific search engine were searched on April 20, 2021 using the following keywords: ‘online education,’ ‘virtual education,’ ‘virtual learning,’ ‘e-learning,’ ‘COVID-19,’ and ‘Iran’. Results: The present findings revealed Navid, Adobe Connect, and SkyRoom platforms as the most popular online teaching tools in Iran’s universities of medical sciences during the COVID-19 pandemic. The main challenges in online education in Iranian universities of medical sciences was students’ non-equal accessibility to appropriate hardware, software, and communication tools, students and professors’ insufficient knowledge and unfamiliarity with information technology tools and e-learning, lack of proper interactions between professors and students, and the lack of a suitable platform for practical clinical training and internships. Conclusions: Educational simulation systems and online education support systems are useful in teaching clinical, practical, and internship courses to students and promoting interactions between teachers and students.

scholarly journals A Structural Approach to E-learning During COVID–19 Pandemic

2021 ◽  
pp. 252-258
Author(s):  
Zeb Fatima
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Life Experiences ◽  
Educational Institution ◽  
Research Work ◽  
Real Life ◽  
Three Dimensions ◽  
Online Classes ◽  
E Learning ◽  
The Impact

This research work explores the impact of the COVID-19 pandemic on classrooms teaching in school and colleges and on finding e-learning solution to ensure the continuity of the teaching process. The physical presence of the student in the classroom has been hampered by the COVID-19 pandemic. The only way in which the classes can continue is through online teaching programmes. This research tries to examine how effective is online teaching in a higher educational institution in Oman and worldwide. Here we will see the three dimensions of online education, namely (a) preparation, (b) execution, and (c) verification. Verification leads to negative and positive results. These results reflect real-life experiences and ideas shared by the stakeholders, the instructors, and the students who participate in online classes. We will also explain and examine various challenges and solutions involved in making this system more effective. This study gives us an insight into the mechanism, dimensions, and strategies of E-learning.

scholarly journals E-learning for introductory Computer Science concept on recursion applying two types of feedback methods in the learning assessment

2017 ◽  
Vol 12 (2) ◽  
pp. 218-229 ◽  
Author(s):  
Lynnard Mondigo ◽  
Demelo Madrazo Lao
Keyword(s):  
Computer Science ◽  
Online Teaching ◽  
Delayed Feedback ◽  
Learning Assessment ◽  
Learning Material ◽  
Immediate Feedback ◽  
Web Based ◽  
Content Type ◽  
Introductory Computer Science ◽  
E Learning

Purpose The purpose of this paper is to develop a web-based interactive learning object (ILO) of introductory Computer Science (CS) concept on recursion and compare two feedback methods in the learning assessment part. Design/methodology/approach Test driven development (TDD) approach was used to develop ILO. The authors adapted Multimedia Educational Resource for Learning and Online Teaching (MERLOT) standard instrument to evaluate ILO’s effectiveness as an e-learning tool. Three respondents, from a list of pre-identified prospective evaluators, were randomly chosen and served as raters for MERLOT, while 32 student-respondents coming from first-year Math and CS undergraduate majors were randomly assigned to each ILO version implementing either one of the two feedback methods. Findings ILO obtained mean ratings above 4 (in scale 1-5) in three MERLOT criteria, namely, potential effectiveness as teaching tool, ease of use, and quality of content, which is rated highest (mean=4.40, SD=0.53). The study also revealed that immediate feedback increases retention while delayed feedback improves generating new knowledge. Respondents who viewed the ILO implementing immediate feedback in their first session had statistically significantly higher scores (mean=8.25, SD=0.80) than those who viewed with delayed feedback (mean=7.63, SD=0.89). In their second session, the same observation was noted although with higher mean scores. These results give evidence that the developed ILO met standards in e-learning material and showed evidence of its effectiveness with preferably implementing immediate feedback. Research limitations/implications Although the developed ILO can now be used in school as supplementary learning material in teaching the concept of recursion in an introductory CS subject, a pilot testing of the web-based ILO using a larger sample of respondents to validate its effectiveness for online distance learning educational material can be pursued. Furthermore, in designing and creating an ILO, the provision of feedback during the assessment stage is necessary for effecting learning. Originality/value The study was a first to develop ILO for CS topic on recursion. The paper also compared which of two known feedback methods is best to implement in an ILO.

scholarly journals Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students

2021 ◽  
Vol 3 (2) ◽  
pp. 103-111
Author(s):  
Paola Xhelili ◽  
Eliana Ibrahimi ◽  
Erinda Rruci ◽  
Kristina Sheme
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Life Sciences ◽  
Classroom Learning Environment ◽  
Online Classes ◽  
Online Learning Environments ◽  
Internet Connection ◽  
E Learning

The aim of this study is to evaluate the perceptions and challenges of Albanian students during online learning carried out due to COVID-19 pandemic. The students were invited via email to give their perception of ongoing online learning. Responses were obtained from 627 college students from various study fields, such as natural, medical, and life sciences. The results showed that students had a more positive attitude towards the classroom learning environment. The main challenges that students faced were the unavailability of internet connection and the lack of technology devices. Students enrolled in technology-based programs and also those with high academic performance were more comfortable and satisfied with online classes (p0.001). The % of students who preferred the learning process be continued in the classroom was higher than those who preferred online education or a combination of both on-campus and online learning environments (p0.001). Students firmly state that online learning cannot replace the classroom. The findings suggested that Albanian students are not familiar enough with technology-based education. Online teaching must be integrated gradually into Albanian education depending also on students’ characteristics. The learning process must be effectively organized by professors, taking into account students’ dissatisfactions and difficulties with e-learning and considering the overall limitations of this method.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students’ Computing Skills

2011 ◽  
pp. 76-89
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of web-enabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools. [Article copies are available for purchase from InfoSci-on-Demand.com]

Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

2018 ◽  
Vol 41 (1) ◽  
pp. 28-39
Author(s):  
Anthony J. Plotner ◽  
Valerie L. Mazzotti ◽  
Chad A. Rose ◽  
Kimberly Teasley
Keyword(s):  
High School ◽  
Special Education ◽  
Special Education Teachers ◽  
Future Research ◽  
Direct Service ◽  
Web Based ◽  
Path Analyses ◽  
The Relationship ◽  
Predictive Relationship ◽  
Service Transition

A web-based survey was disseminated to examine the relationship between high school special education teachers and direct-service transition professionals’ understanding of stakeholders’ roles in transition, frequency of communication with transition stakeholders, and level of collaboration among stakeholders. Path analyses were also conducted to determine the predictive relationship between understanding of roles, frequency of communication, and level of collaboration between high school special education and direct-service transition professionals. Results indicated a positive, significant relationship between the identified variables (i.e., role understanding, frequency of communication, and level of collaboration). Limitations, future research, and implications for practice are discussed.

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