scholarly journals Mobile in learning: Enhancement of information and communication technologies

2018 ◽  
Vol 7 (2.6) ◽  
pp. 98 ◽  
Author(s):  
Jossy P George ◽  
Vinay M
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Advancement ◽  
Central System ◽  
Higher Education System ◽  
Digital Book ◽  
Teaching Learning ◽  
The University

The technological advancement in the world has changed the people’s life. The people view point towards the usage of technologies in different fields like business, tourism, communication, education etc. has changed. Mobile learning can give flexible learning environment for the user. It can also increase the participant number in the online teaching learning process. This paper discusses about the effectiveness of the current technologies used in higher education system. It profiles the advantages of using mobile in accessing the university central system for teaching and learning. It also discusses about mobile digital book with augmentation, which can be used to improve the teaching and learning process of the different departments in the university

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

Learning Analytics as a Tool for Planning, Evaluating, and Improving a SMOOC for Teacher Professional Development

2021 ◽  
pp. 170-189
Author(s):  
Cristine Martins Gomes de Gusmão ◽  
Josiane Lemos Machiavelli ◽  
Patricia Smith Cavalcante
Keyword(s):  
Teacher Professional Development ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Educational Culture ◽  
Learning Contexts ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

This chapter describes how a public university has met the challenge of changing inside the educational culture and preparing its teachers to manage online teaching-learning processes using learning analytics to contribute to the design, evaluation, and improvement of SMOOC. From the results obtained with a survey answered by the teachers, a twenty-hour class SMOOC was developed that focuses on instrumental aspects of digital technological resources in the teaching and learning contexts, as well as in the pedagogical issues, which concern the appropriate use of digital technologies. The findings of this research demonstrate that the SMOOC has been able to meet the teacher training needs, which are changing the way they work since remote education has been the viable alternative to guarantee the functioning of the university in the coronavirus pandemic period. However, it is believed that the knowledge that teachers are acquiring will contribute to changes in professional practice even post-pandemic.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals My.monash: Supporting students and staff in teaching, learning and administration

2002 ◽  
Vol 18 (1) ◽  
Author(s):  
David M. Kennedy ◽  
Len Webster ◽  
Robyn Benson ◽  
Di James ◽  
Nathan Bailey
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Extreme Programming ◽  
Future Directions ◽  
Learning Programs ◽  
Innovative Learning ◽  
Teaching Learning ◽  
Collaborative Activities ◽  
Key Resources ◽  
The University

The my.monash Portal (Portal) provides a virtual gateway to support student centred flexible learning by coordinating many of the university’s key resources to meet the needs of students and staff. The Portal is intended to help deliver innovative learning programs, foster opportunities to undertake research, increase flexibility of access to resources and services, support asynchronous approaches to teaching and learning, and allow online teaching and learning environments to be more responsive to changing student needs. In essence, it is part of a recent movement in higher education towards providing more complete, holistic online environments for students and staff by converging a number of technologies. The project has been developed with an innovative software design model (extreme programming) that involves rapid prototyping, in which iterative and continuous evaluation by staff and students is used to inform all aspects of the project’s design and development. This has resulted in significant collaborative activities across a wide cross section of the university community. The paper will address each of these aspects in turn, concluding with the results of the evaluation processes and future directions for the development of the Portal.

scholarly journals The Challenges and Opportunities; CIPP Model for Evaluation for TEFL Following the COVID-19 Pandemic

2020 ◽  
Vol 2 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Muhammad Mustangin ◽  
Beny Riswanto
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Program ◽  
Cipp Model ◽  
The Government ◽  
Teaching Learning

This study are focused in : (1) how the context of the Online teaching learning process program on Covid-19 outbreak. (2) how the input of the Online teaching learning process program on Covid-19 to the success program, (3) how far the challenge and the opportunities of the Online teaching learning process program on Covid-19 pandemic. The objects of this study were: the English teacher in government’ schools and private school of junior high school and senior high school, and the students. The data were obtained from interview, classroom observation, and document analysis. Those data were analyzed by using Context, Input, Process, Product (CIPP) Model by Kellaghan and Stufflebeam (2003). The findings revealed some facts. First, in the context evaluation, it can be concluded that the online teaching and learning program are relevant and formulated in order to meet the students’ needs on this pandemic. Second, in term of input evaluation, the teacher did not fulfill the requirements of a qualified teacher yet. Therefore, this pandemic has become a challenge for educators especially for English teachers and students in higher education level. It impacted classrooms to be hardly. Here, the researcher advice the government to conduct a training and workshop in order to improve the quality and the professionalism.

scholarly journals The Effectiveness of Teaching and Learning Process in Online Education as Perceived by University Faculty and Instructional Technology Professionals

2017 ◽  
Vol 6 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Raghu Naath Singh ◽  
David Hurley
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Academic Integrity ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Reliability And Validity ◽  
Student Empowerment ◽  
A Chain ◽  
Teaching Learning

Objective of the study was to assess selected principles of effective online education. Elements of those principles were identified and ranked in terms of their relative importance through Delphi procedures. Research steps included (1) a review of relevant literature critically reporting challenges and credibility of online course delivery experienced in the higher education, (2) developing a list of major principles for online learning (efficacy, student empowerment, and academic integrity) based on the literature, (3) selecting a sample through a chain-referral technique of faculty members and supporting technology staff involved in online teaching at selected university campuses, (4) interviewing respondents in two rounds to rank goals and means of each of the three evaluative principles, and (5) analyzing data and subjecting them for reliability and validity analyses. The study found strong academic support in the matters of efficacy and student empowerment for online teaching; but also found some concerns respondents had about the issues of maintaining adequate integrity of online courses.    Keywords: online education, teaching-learning process, identifying three effectiveness evaluation principles of efficacy, student empowerment and academic integrity; ranking goals and means for three principles through Delphi method, reliability, validity 

scholarly journals Evaluation Of Arabic Learning Using The Kahoot Application In The Pandemic Era Of Covid-19

2020 ◽  
Vol 4 (2) ◽  
pp. 153-164
Author(s):  
Mira Mira ◽  
Syihabudin Syihabudin ◽  
Yayan Nurbayan
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Development ◽  
Implementation Process ◽  
Arabic Language ◽  
Learning Program ◽  
Additional Information ◽  
Use Of Technology ◽  
The University

This study aims to measure the extent of the benefits of technological development as a means of academic evaluation. On this occasion, the researcher chose the Kahoot program as a model, a game-based smartphone learning program used as a school and educational stream designed by two scientists from the University of Norway. Researchers use the program of using the Kahoot program in the implementation process for students participating in Arabic language training courses at the Language Center of the State Islamic University of Sunan Gunung Djati Bandung, the results of the study show that this program is of great use to teachers when they show tables that are more effective and efficient, because of the program. It is easy to use question setting by teachersand teachers. It is reliable and can predict the results of decisions after students have answered questions. Apart from that, this program also provides students with fun games such as game programs and can also be accessed easily via smartphones. Researchers hope that this study's results can provide additional information and input for teachers to increase the use of technology in the online teaching and learning process, especially during the Covid-19 epidemic, so that the teaching and learning process is more exciting effective.

scholarly journals Student Perception of Learning English Online

2021 ◽  
Vol 3 (2) ◽  
pp. 47-55
Author(s):  
Kinga Tünde Pécsi
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Age Groups ◽  
Learner Autonomy ◽  
Teaching Learning ◽  
The Impact ◽  
Learning English

The aim of this research was to highlight the impact of online education on teaching and learning English as a foreign language among students aged 12-19, and to research the importance of learner autonomy and motivation in the online teaching – learning process. In order to collect data from the 81 subjects, members of five different classes and age groups, a questionnaire created in Google Forms was used. The questionnaire was designed to provide information about the students’ attitude and motivation for studying English in an online context, autonomy and effort invested in the learning process. Student progress was measured using the end of semester grades of the first semester of the 2019/2020 year compared to those of the first 2020/2021 semester. Results reveal the importance of perceived choice as a factor that supports learner autonomy and learner motivation. The limitations of the study are due to the fact that the students’ level of English and their previous knowledge of the subjects studied online had not been tested beforehand as the current pandemic situation was not foreseeable.

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