scholarly journals Learning Remotely during a Pandemic: Are Students in a Developing Country Fully Equipped with Tools for Swift Changes?

2021 ◽  
Vol 13 (15) ◽  
pp. 8635
Author(s):  
Eranda Perera ◽  
Kelum A. A. Gamage
Keyword(s):  
Online Learning ◽  
Developing Country ◽  
Rural Areas ◽  
Learning Experience ◽  
Battery Life ◽  
Face To Face ◽  
Resource Limitations ◽  
Online Mode ◽  
Higher Educational ◽  
Remote Learning

Many higher educational institutes are forced to the online mode of lecture delivery without fully understanding students’ perspectives of remote study during COVID-19, and the resource limitations of students to engage successfully in remote learning. The present study aimed to understand this gap and the students’ perspective. We collected and analysed the devices, which used by the students to connect to remote learning in a developing country. It was found that the majority of students are dependent on the laptop-smartphone combination to engage in remote learning, particularly the students in rural areas. The results highlighted the importance of smartphones in the online learning experience, considering their affordability, relatively long battery life, inbuilt internet capabilities, and portability. Although students indicated their willingness for remote learning, they clearly recognised the need for face-to-face teaching return to avoid some of the challenges and disadvantages they face as a part of remote learning.

scholarly journals Something Old, Something New:  Initial Teacher Education in the Online Mode

2021 ◽  
Author(s):  
◽  
Anne Yates
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Beginning Teachers ◽  
Learning Experience ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Online Study ◽  
Online Mode ◽  
Multiple Case

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>

scholarly journals Online Learning in the Quran Reading Class during Covid-19 Pandemic

2021 ◽  
Vol 20 (5) ◽  
pp. 142-158
Author(s):  
Muhammad Wildan Bin H. M Yahya ◽  
Taqia Rahman ◽  
Asep Ahmad Siddiq ◽  
Parihat Parihat
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Rapid Change ◽  
Comfort Level ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
And Performance ◽  
Muslim Communities

The COVID-19 pandemic has forced higher-education institutions to switch to emergency online learning. This situation has also challenged the Muslim communities and institutions across the world to shift to the online mode of teaching Quran and Islamic studies. This research explored undergraduate students’ and instructors’ perceptions of the emergency online learning of Quran reading in Indonesia. Several aspects were analysed to compare the students’ perspective towards face-to-face class versus online learning, including class interaction, learning experience, motivation, satisfaction and comfort level. The study also compared students’ Quran reading performance in the online-learning setting with the records from a traditional face-to-face class during the previous year. The survey and performance data were obtained from 923 students. The findings indicated no significant difference in students’ performance between Quran reading classes in face-to-face and online classroom settings. Furthermore, although students and instructors felt that some aspects had changed, they generally tended to accept the Quran class in online mode. This is likely because, amidst the pandemic, students and instructors have no other options except to adapt to the rapid change and embrace the transition. Nevertheless, the study indicated signs of fatigue and reduction in the students’ acceptance of the Quran online learning over time.

scholarly journals Something Old, Something New:  Initial Teacher Education in the Online Mode

2021 ◽  
Author(s):  
◽  
Anne Yates
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Beginning Teachers ◽  
Learning Experience ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Face To Face ◽  
Online Study ◽  
Online Mode ◽  
Multiple Case

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

2020 ◽  
Vol 10 (1) ◽  
pp. 38-46
Author(s):  
Ommi Alfina ◽  
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Student Activities ◽  
Face To Face ◽  
Technological Efficiency ◽  
Student Questionnaire ◽  
Face To Face Learning ◽  
And Control

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

scholarly journals Migración hacia la enseñanza virtual: Adaptación por COVID-19

2020 ◽  
pp. 33-44
Author(s):  
Lizbeth Habib-Mireles ◽  
Mónica Zambrano-Garza ◽  
Neydi Gabriela Alfaro-Cázares
Keyword(s):  
Online Learning ◽  
Young People ◽  
Learning Experience ◽  
Educational Institutions ◽  
Virtual Classrooms ◽  
Children And Young People ◽  
Face To Face ◽  
Virtual Courses ◽  
The World ◽  
Random Probability

The COVID-19 crisis quickly led to the closure of educational institutions at all levels around the world, from one moment to another, millions of children and young people around the world were left without receiving their face-to-face classes, and many of them went through virtual classrooms framed in a phenomenon known as emergency remote teaching (ERT). This research sought to determine that well-designed and planned online learning experiences are significantly different from virtual courses offered online in response to this crisis, in order to identify what were the main areas of opportunity that learning in this emergency brought to teachers, students and educational institutions. A 12-item instrument was applied that was analyzed under a systematic random probability sampling, obtaining a sample of 49% of the population. The results made it possible to show the difficulties that arose, as well as the tools and platforms most used during the crisis in the institution of study in order to take advantage of knowledge to improve the learning experience of students.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

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