scholarly journals Analysis of Online Learning Behaviour from a Tutor Perspective: Reflections on Interactive Teaching and Learning in the Big Data Era1

2015 ◽  
Vol 10 (2) ◽  
pp. 29-48 ◽  
Author(s):  
Yanhui Han* ◽  
Shunping Wei ◽  
Shaogang Zhang
Keyword(s):  
Big Data ◽  
Learning Process ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Process Data ◽  
Accurate Analysis ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Education In China

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have been stored. How can one make use of these data? How can one transform the data into information and knowledge that inform decision-making in teaching and optimize learning? These questions have become a matter of concern for educators and learners. Learning analytics helps to unlock the value of the learning process data, so that the data can become an important basis for prudent decisions and process optimization. 'Learning analytics' was listed in the 2013 NMC Horizon Report as one of the emerging technologies that will have a great impact on learning, teaching and innovative research in higher education in two to three years. The report notes that learning analytics aims to decipher trends and patterns in the teaching and learning process from educational big data. In this paper, an online course on the Moodle platform is used for the research. The study examines reflection on online teaching and learning based on massive records of the learning process from the perspective of a tutor employing learning analytics. It is a brand new form of reflection on teaching and learning. The analysis of interactive course forums can help tutors to focus on key teaching and learning activities, and achieve more accurate analysis than with conventional face-to-face teaching activities. The research indicates that learning analytics is effective in supporting tutor reflection on interactive online teaching and learning.

scholarly journals In Search of Meaning about Digital Teaching and Learning: A Collective Reflections

2021 ◽  
Vol 11 (10) ◽  
pp. 461-473
Author(s):  
Yazilmiwati Yaacob ◽  
Malissa Maria Mahmud ◽  
Nur Izzati Mustamam ◽  
Rozaini Ahmad ◽  
Noor Syazwani Ishak ◽  
...  
Keyword(s):  
Learning Process ◽  
Information Structure ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Qualitative Research Design ◽  
Short Period ◽  
General Studies ◽  
User Friendly

The Covid-19 pandemic has affected various sectors particularly the education sector. The decision by the Malaysian government to close down higher learning institutes and schools has forced educators and teachers to switch their teaching and learning techniques from face-to-face to completely online. This situation has pushed the lecturers from the General Studies Department, Sunway University, Malaysia to master not only the technological tools, but also the pedagogic aspect that drive the entire process, to ensure the teaching and learning process can be carried out properly. Within a short period of time, different methods and modalities were designed and experimented, yet little is known on how such abrupt and rapid modifications affect the overall quality. Considering the value of experiences and reflections, this study probes on the mediated experiences of GSD academics on online teaching and learning, whereby a qualitative-research design was leveraged in a plethora of collective reflections in using E-Learn. The findings revealed that E-Learn has a huge potential to be effectively employed for synchronous and asynchronous modalities due to its user-friendly features and tools within the capacity to disseminate information, structure virtual lessons, record students’ involvement, monitor reports and deploy both formative and summative assessments. This study concluded that the various features of E-Learn had tremendously assisted the GSD lecturers during the online teaching and learning process, and is deemed suitable be used as a platform or Learning Management System (LMS) for online teaching and learning activities.

scholarly journals Lecturers’ Attitudes towards Online Teaching in the Learning Process

2020 ◽  
Vol 13 (1) ◽  
pp. 77-98
Author(s):  
Harisa Mardiana
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
City Area ◽  
E Learning ◽  
Face To Face Learning

The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Collaboration in Online Communications

2011 ◽  
pp. 314-318 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Accurate Solution ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately. In addition, we must distinguish between groups in which people act independently from those who act collaboratively. As Surowiecki (2004) has pointed out, when all the results are aggregated, a large number of people acting independently may give a more accurate solution to a problem than an expert. Interdependent groups may often produce results inferior to the results obtained by their best-performing members or may be affected by a “groupthink” mentality.

Facilitation of Online Teaching and Learning

2010 ◽  
pp. 626-642 ◽  
Author(s):  
Geraint Lang
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Full Time ◽  
Student Body ◽  
Online Teaching And Learning ◽  
High Expectations ◽  
Face To Face ◽  
Course Work ◽  
Full Time Employment

Twenty First Century Education is undergoing change not only to keep in step with the emerging technological innovations, but also to address the needs and meet the high expectations of a technically sophisticated student body. Physical manifestations of these changes may be seen in new institutional building work. Technologically, the Facebook Generation of students in our universities expect online access across the campus, not only to all manner of information and social networks, but to their course work. A growing body of the student population now remain in full time employment, enrolled via online courses. Their virtual access to teaching and learning requires a different form of tuition to that generally experienced in face to face lectures. Online teaching and learning is a facilitated process, which this chapter seeks to explain. The role of the facilitator is explained, along with the process of online learning, with reference to an established online degree course, Ultraversity.

scholarly journals PENGGUNAAN APLIKASI ZOOM MEETING UNTUK EFEKTIFITAS PEMBELAJARAN DARING PADA MADRASAH IBTIDAIYAH MUHAMMADIYAH 01 PEKANBARU

2021 ◽  
Vol 5 (1) ◽  
pp. 21-29
Author(s):  
Yuli Fitrisia ◽  
Kartina Diah Kusuma Wardhani ◽  
Mardhiah Fadhli ◽  
Wenda Novayani ◽  
Dini Nurmalasari ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Effectiveness ◽  
Online Teaching And Learning ◽  
Hands On ◽  
The World ◽  
The Media ◽  
Video Calling

The pandemic that has hit the world has forced us to do learning indirectly or is often referred to as online (Daring). Online teaching and learning process requires some adjustments both on the teacher's side and the student's side. One of the adjustments is the need to seek technology and adaptation using technology. The currently widely used technology is online meeting services, such as the Zoom Meeting application, Google Meet, Video Calling via the Massager application, or other similar applications. To adapt to the technology, teachers at Madrasah Ibtidaiyah Muhammadiyah 01 Pekanbaru strongly desire to deepen ownership of the Zoom application as one of the media used for online learning. This training aims to provide an understanding and hands-on practice of using Zoom Meeting technology to increase learning effectiveness.

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