Peer text interaction in online classes during COVID-19 pandemic

2021 ◽  
pp. 28-34
Author(s):  
Magfirah Thayyib
Keyword(s):  
Online Classes ◽  
Text Interaction

Does Community of Inquiry Predict Self-Regulation for Undergraduates in Online Classes?

2019 ◽  
Author(s):  
Jati Ariati ◽  
Mike Yough ◽  
Jane Vogler ◽  
William James ◽  
Jun Fu ◽  
...  
Keyword(s):  
Community Of Inquiry ◽  
Self Regulation ◽  
Online Classes

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

Internet-based Online Higher Education in Nepal Amidst COVID-19

2020 ◽  
Author(s):  
Ashis Acharya ◽  
Nabaraj Poudyal ◽  
Ganesh Lamichhane ◽  
Babita Aryal ◽  
Bibek Raj Bhattarai ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Life ◽  
The Internet ◽  
Online Classes ◽  
Traditional Concept ◽  
Digital Platforms ◽  
Factors Affecting ◽  
Online Higher Education ◽  
Alternative Means ◽  
The Government

The COVID-19 global pandemic has affected all aspects of human life, with education, not an exception. In an attempt to stop the SARS-CoV-2 spreading like wildfire, the Government of Nepal has implemented nationwide lockdowns since March 24, 2020, that have enforced schools and universities to shut down. As a consequence, more than four hundred thousand students of various levels in higher education institutions (HEIs) are in a dilemma about restoring the situation. Several HEIs, nationwide, have leaped forward from the traditional concept of learning—limited within the boundary of the classroom—to choosing digital platforms as an alternative means of teaching because of the pandemic. For this research, the descriptive and inferential analysis was carried out to investigate the effects and challenges of learning via digital platforms during this pandemic. Data were collected from students and faculty at various levels of higher education and analyzed statistically with different factors using t-test and ANOVA, and variables were found to be approximately normally distributed. The study revealed that 70% of the respondents had access to the Internet, but 36% of the Internet accessed did not continue online classes due to unexpected disturbance in Internet and electrical connectivity. Likewise, 65% of students did not feel comfortable with online classes, and among attendees of online classes, 78% of students want to meet the instructor for a better understanding of course matters. According to the analytic hierarchy process (AHP) model, three factors, such as institutional policy, internet access, and poverty, are found to be significant factors affecting the online higher education systems in Nepal. On the brighter side, this outbreak has brought ample opportunities to reform the conventional teaching-learning paradigm in Nepal.

Home Learning in Times of COVID: Experiences of Parents

2020 ◽  
Vol 7 (1) ◽  
pp. 9 ◽  
Author(s):  
Shelina Bhamani ◽  
Areeba Zainab Makhdoom ◽  
Vardah Bharuchi ◽  
Nasreen Ali ◽  
Sidra Kaleem ◽  
...  
Keyword(s):  
Real Life ◽  
Sampling Technique ◽  
Online Classes ◽  
Google Docs ◽  
Learning Gap ◽  
Wide Range ◽  
Home Learning ◽  
Collection Data ◽  
Learning At Home ◽  
At Home

<p align="center"><em>The widespread prevalence of COVID-19 pandemic has affected academia and parents alike. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning and grooming while most schools have started online classes. This has become a tough routine for the parents working online at home since they have to ensure their children’s education. The study presented was designed to explore the experiences of home learning in times of COVID-19. A descriptive qualitative study was planned to explore the experiences of parents about home learning and management during COVID-19 to get an insight into real-life experiences.  Purposive sampling technique was used for data collection.  Data were collected from 19 parents falling in the inclusion criteria. Considering the lockdown problem, the data were collected via Google docs form with open-ended questions related to COVID-19 and home learning. Three major themes emerged after the data analysis: impact of COVID on children learning; support given by schools; and strategies used by caregivers at home to support learning. It was analyzed that the entire nation and academicians around the world have come forward to support learning at home offering a wide range of free online avenues to support parents to facilitate home-learning. Furthermore, parents too have adapted quickly to address the learning gap that have emerged in their children’s learning in these challenging times. Measures should be adopted to provide essential learning skills to children at home. Centralized data dashboards and educational technology may be used to keep the students, parents and schools updated.</em></p>

scholarly journals Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

2021 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Victoria Abou-Khalil ◽  
Samar Helou ◽  
Eliane Khalifé ◽  
MeiRong Alice Chen ◽  
Rwitajit Majumdar ◽  
...  
Keyword(s):  
Online Learning ◽  
Collaborative Work ◽  
Instructional Designers ◽  
Online Classes ◽  
Education Students ◽  
Low Resource Settings ◽  
Low Resource ◽  
Engagement Strategies ◽  
Sequential Mixed Methods ◽  
Screen Sharing

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

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