ABSTRACT
Moonshot is the redesign of NASA's High School Aerospace Scholars (HAS), which traditionally engaged Texas high school juniors in a 16-week online course for credit and an intense week-long onsite experience working in teams with experts at NASA's Johnson Space Center (JSC). Due to the novel coronavirus (COVID-19), our challenge was to design, develop, and deliver an online virtual experience to replace the all-expenses-paid six-day residential summer experience at JSC where HAS participants traditionally work with like-minded peers and NASA experts on authentic design challenges.
ABSTRACT
The 2020 COVID 19 pandemic situation forced our society to consider different ways to accomplish work and education. Many employees and learners personally invested in various technologies in their homes in order to fulfill work and educational commitments. Meanwhile, a considerable number of organizations struggled with assisting associates to adapt to alternative ways of accomplishing meaningful work and educational success within home environments. Education leaders cannot always anticipate the arrival of an emergency, but they can develop a practice-based plan to survive an unforeseen situation. Using a strong, instructionally designed model, we created a process these leaders may follow to consider research-based ideas and best practices to create emergency survival plans for their organizations. This simple, structured plan begins with developing a delivery management system to connect instructors and learners in remote settings. Next, we provide strategies to manage online instructional and learning tools. Once everyone is connected and tools are selected, the plan moves forward to address online course design and development. Next, we provide guidelines to select the appropriate delivery process for the prepared courses. In addition, this section addresses the creation of a professional learning module for instructional designers, including trainers and classroom instructors. Finally, a re-entry process is created by developing a continuum learning plan.
ABSTRACT
This piece offers a reflection on how language learning and multicultural studies during the pandemic have highlighted the potential to help communities draw parallels with, and face wider issues concerning, minorities within a challenged society. Through storytelling, a novel approach to teaching and learning helps students find their voice and become active agents of change. A review of teaching and learning methods may bring about improvements both in academia and individual circumstances to help bridge the gap between loneliness and the need to be part of a wider social community. This article reiterates the importance of language learning, cultural understanding, and identity as useful employability skills for the new global graduates to support, rebuild, and unite communities especially in challenging times. [For the complete volume, "Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19," see ED612070.]
ABSTRACT
This article describes how a complex and large Pre-Sessional (PS) programme at the University of Southampton (UoS) moved online at pace during the COVID-19 pandemic. It outlines the scale of the challenge and the ideas that informed our approach. It gives an overview of the technical and learning design used to deliver the programme, and makes observations on how this was achieved using Blackboard, MS Teams, and Padlet. It indicates how a mix of whole-cohort content and smaller, online group spaces within one site were used to recreate a personalised, small-group teaching experience. It closes with some comments on lessons learned from the experience. [For the complete volume, "Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19," see ED612070.]
ABSTRACT
This reflective practice contribution presents the lessons learned from teaching plant design using an online flipped format to a small cohort of students in the first COVID-19 semester. These lessons were applied to the online teaching of the capstone design course to a full-sized cohort. The impact of the implemented recommendations on the students' academic outcomes is assessed, focusing on the importance of tracking student engagement in formative learning and encouraging the low-engagers to keep up.
ABSTRACT
COVID-19 pandemic has had a hard impact on all educational sectors where access to schools, educational institutions, and university campuses is forcibly halted. In this context, the Ministry of Higher Education and Scientific Research urged teachers to move from face-to-face to online learning to mitigate the spread of the virus, keep up the regular schedule and save the academic year. This paper highlights the issues, perspectives, and pedagogical practices of the instructors' overnight change, switching pre-existing face-to-face learning to the online environment. It also refers to the challenge of those learners lacking intercultural communication skills needed to participate virtually. The researchers used the documentary research method to develop their leading research question and analyse existing research documents and other e-sources of information such as university and government reports, newspapers, PDF books, papers, and YouTube channels to collect relevant data for this study. As a result, we could illustrate the Algerian universities' response and analyse government and university sources such as newspaper articles and ministry decrees. Therefore, we believe that the emergency to digitalize teaching in our higher institutions is a significant opportunity to keep engaged in the online environment now and after the pandemic and take advantage of the universities' best pedagogical practices. Thus, prepare for the online shift to better address the digital divide by promoting equal opportunities for all students to access the Internet, possess and effectively use Information and Communication Technology (ICTs) to fully participate in the modern educational system.
ABSTRACT
Like all other sectors, higher education in the agriculture sector has been affected by the COVID-19. Both teachers and students have faced problems in communication, learning and motivation during online education. The major issues include the limited internet access coupled with poor supply of electricity especially in rural areas, in most of the developing countries. In this article, we have discussed various challenges faced by agricultural students and teachers during online teaching and learning after the COVID-19 pandemic. The article also discusses prospects and strategies to improve online teaching and learning in the higher education of the agriculture sector of developing countries.
ABSTRACT
In this research paper we focus on the problems concerning inmates' access to education through Second Chance Schools operating within penitentiaries due to the COVID-19 pandemic. A specially encrypted platform has been created through open-source software that can provide distance learning and does not allow access to any part of the internet other than the learning process.
ABSTRACT
This article aims at analyzing the problems of distance learning in terms of didactic emergencies. It focuses on bringing ideas on the remodelling of didactic programming, by making use of technological tools, on identifying the novelties of didactic strategies and on evaluating the internal and external cooperation between the system and the extra system. Online studying is gaining more and more space in teaching and learning, favouring opportunities and abilities to adapt the studying to digitized spaces. It has now become an indispensable tool, given that to combat pandemics such as COVID-19, physical distancing has become a necessity. Meanwhile, after a year of learning on digital platforms, the problems have crystallized and education systems are looking for ways and means to avoid them. Our study can be considered as an effort for information and orientation on distance learning, creating opportunities for implementation in schools and emphasizing its importance in teaching and learning. It uses a qualitative method approach. We have used an extensive literature review relevant for the topic. The authors also observed 1503 online teaching hours, including the Zoom and Moodle platforms. Surveys and interviews with 205 students from two private high schools in two cities in Albania, were conducted. Based on their data we identified the advantages and disadvantages of the new teaching process (on line). From the observations made, we have reached some data and suggestions regarding the instrumentalization of the new didactics that is already a reality.
ABSTRACT
The COVID-19 pandemic gives a big impact on various aspects of human life, including higher education institutions. Institut Agama Islam Negeri (State Institute for Islamic Studies) Surakarta (IAIN Surakarta) as one of the Islamic higher education institutions in Indonesia has developed online learning management using Moodle platform. This study tries to measure the level of implementation of learning management in three dimensions of Moodle-based online learning, planning of learning, implementation of learning and evaluation. This study used a quantitative approach with a sample of 718 students from five faculties based on the descriptive analysis, report showed that planning of learning was in the high category with an average of 4.06 (in scale 5), the implementation of learning was in the medium category with an average of 3.35 and evaluation of learning was also in the medium category with an average of 3.14. It meant that it was necessary to optimize the implementation and evaluation of learning. While the results of CFA showed that the three manifest variables were below 0.4, namely the use of Zoom, Google Meet or others (outside Moodle) for synchronous ([lambda] = 0.01, mean = 3.86), the use of Google Classroom, WhatsApp or others for asynchronous ([lambda] = 0.04, mean = 4.31), and the examination in the form of assignments ([lambda] = 0.11, mean = 3.86). So, it can be concluded that the use of e-learning based Moodle has less optimal in implementation and evaluation of learning. Therefore, it is necessary to improve the quality of applications, supporting facilities and user capabilities.
ABSTRACT
This descriptive study determined the level of expectations, experiences, and satisfaction of the graduate students with distance online learning environment in Occidental Mindoro State College Graduate School during the COVID-19 pandemic. The study was conducted from January 2021 until August 2021 at OMSC Labangan Campus, San Jose, Occidental Mindoro, Philippines. A total of 58 respondents selected through a simple random sampling technique participated in the study. The questionnaire was the main instrument used in gathering data for the study. Data gathered were analyzed using frequency and percentage, weighted mean, Pearson-r moment correlation, and Regression analysis. It was found that the level of expectation, the extent of the learning experience, and the level of satisfaction with the online learning environment of the graduate school are very high. There is a high positive correlation between expectations, experience, and satisfaction. Experience has a high positive correlation with satisfaction. None of the indicators of expectation influenced satisfaction. The social and cognitive presence influence the satisfaction of the graduate students with the distance online learning environment of the OMSC Graduate School. It was suggested to improve internet connectivity, use asynchronous and modular delivery modes of instruction, give feedback and return students' output, and the faculty must keep up their good work to improve the distance online learning environment. It was concluded that graduate student's expectation and experience greatly influence their level of satisfaction with the online distance learning environment. Concrete actions are needed to improve and optimize the processes in the distance learning environment to enhance students' experiences and increase satisfaction.
ABSTRACT
Pragmatism is an important resource that has helped higher education institutions (HEIs) in Lesotho and South Africa to complete the 2020 academic year even when they were affected by COVID-19. Pragmatism is a philosophy of human actions combined with experiences in order to produce outcomes or consequences, where the reality is about what works according to individual needs based on a specific situation. During the COVID-19 era, pragmatism has been represented by the use of learning management systems (LMSs) and social media sites (SMSs). The representation of pragmatism, based on ten sampled publications of this study was divided into performance- (driven by LMSs) and competence-based (driven by SMSs) curricula. The purpose and objective of this study was to explore and understand the representation of pragmatism in ten scholarly publications purposively sampled for this study on education during the COVID-19 era. Document analysis framed by pragmatic paradigm, critical discourse analysis (CDA), and community of inquiry (CoI), was used to generate data for this study. The findings concluded that pragmatism was the reason for HEIs saving the 2020 academic year: pragmatism harmonised the tension between LMSs and SMSs which existed even before the COVID-19 era. Consequently, this study recommends the application of pragmatism in any uncertainty/novelty situation in education, in order to address individual needs before professional and societal needs.
ABSTRACT
This study adopted a discursive approach to review the use of the Learning Management System (LMS) popularly known as "Moodle" in most South African universities. Moodle as fondly called is one of the online tools that can be effectively used to deliver learning activities as well as online learning assessments to implement curriculum delivery without borders or disruptions during the COVID-19 lockdown across the globe. The author highlights various extant studies on the usage and adoption of LMS into teaching and learning for effective implementation in higher institutions of learning. LMS is a global online tool that has been in use for decades in various higher institutions of learning across the developed countries. It has proved to be an efficient learning platform that has impacted significantly the education sector in these developed countries, as learning experiences are provided to diverse students at their comfort zones. With the break of the COVID-19 pandemic that affects the global world, teaching and learning in most parts of the developed countries continue to be facilitated through various online approaches that include LMS in the developed countries. Unfortunately, the pandemic lockdown in many developing countries like South Africa grossly impacted the delivery of curriculum and educational activities in various learning institutions for several months. The continuous presence of COVID-19 led the South African Department of Higher Education and Training to review approaches to curriculum delivery to salvage academic activities. Thus, declared online learning as an alternative to face-to-face curriculum delivery in higher institutions. The adoption of LMS results as the best approach to engage students in full teaching and learning activities.
ABSTRACT
The objective of this article is developing an online learning management model for vocational students in Thailand based on the New Normal lifestyle under the COVID-19 situation. The sample consisted of 400 teachers and students. The results obtained from the research found that the according to the 17 online instructional design experts who assessed the appropriateness of the online learning management framework based on the New Normal lifestyles under the COVID-19 situation for vocational students in Thailand (OLA Framework), the overall assessment results were excellent due to the conceptual framework being consistent with the objectives, processes, and sequential thinking methods. And Comparison of the mean scores of mathematics learning achievement between the experimental group and the control group had mean scores of 75.13 and 75.47, respectively. The students in both groups demonstrated no significant difference in learning achievement at the 0.05 level, indicating that regarding the experiment, students in the online learning group and the traditional classroom learning group demonstrated no difference in learning achievement because the teacher's learning management was consistent with the concept of online learning management in the New Normal lifestyle. The results of the assessment of satisfaction with online learning management were at the highest level because teachers organized learning system according to the conceptual framework, As a result, online learning management meets the learning objectives. The assessment of satisfaction with online learning based on the New Normal lifestyle under the COVID-19 situation among vocational students in Thailand was at the highest level overall.
ABSTRACT
Education sector is heavily affected by COVID-19 pandemic, leading to reduced learning motivation among students. Factors including dismal learning environment, stress, and anxiety are believed to be the reasons of students' lower motivation among students. This study investigated the use of Nearpod in an elementary school to improve student learning motivation during online learning. In this qualitative experimental research with thematic analysis, three classes with a total of 51 students and three teachers were participating for one week. The results of the study showed that gamification and interactivity of Nearpod help build up and develop students' learning interests, leading to greater attention, engagement, and improvement of student attendance rates. Some suggestions on how to effectively integrate gamification in learning are postulated.
ABSTRACT
In 2020, video conferencing went from a novelty to a necessity, and its usage skyrocketed due to shelter-in-place throughout the world. However, there is a scarcity of academic research on the psychological effects and mechanisms of video conferencing, and scholars need tools to understand this drastically scaled usage. Therefore, the purpose of this study is to understand EFL teachers' expectations and needs for video conferencing tools. Five hundred seventy-eight English as a foreign language education teachers who live in Turkey participated in this study. Mixed-methods research was used to analyze the survey results. The findings of this study can be used to guide the selection of appropriate videoconferencing systems for educational purposes. They also provide information on how to investigate teaching methods and pedagogies for online education. This study also includes a series of suggestions for how to improve videoconferencing tools.
ABSTRACT
This study focuses on the step-to-step procedure in creating Facebook Social Learning Group (FBSLG) and the perception of students on using FBSLG as learning management tool. Descriptive method was employed in this study participated by two hundred eighty (280) teacher education students in Nueva Ecija University of Science and Technology--College of Education during the academic year 2020-2021 who were purposively selected based on the criteria set by the researcher. Five simple steps on creating FBSLG were discussed by the researcher. Using the adapted survey questionnaire, the data revealed that the students strongly agreed on the four aspects of perception about FBSLG namely: pedagogical affordance, social affordance, technological affordance, and their overall perception on the platform. Some worries of the students on the platform were addressed like the safety of sharing ideas in the FBSLG and some technical difficulties were encountered. It is concluded that the FBSLG is a good platform of conducting classes during this time of pandemic, so the use of this platform to other subjects is highly recommended.
ABSTRACT
Problem-solving skills are essential to help students in expressing their ideas. However, problem posing is a method that can empower problem-solving skills. This study aims to determine the effectiveness of mind mapping assisted with a problem-posing method in online Schoology-based learning. This experimental research used the posttest-only control group. The subject of this study were students of the Department of Biology Education, 2020/2021 academic year, Universitas Sembilanbelas November Kolaka. The sample was divided into an experimental class and a control class. The research instrument was post-test questions that were made based on the indicators of problem-solving skills. The result showed that the experimental class has the highest score on each indicator of problem-solving skills. In addition, the hypothesis testing result with a significance p-value was 0.025 (<0.05). It can be concluded that there is a significant difference between the experimental class and the control class. The average value of problem-solving skills in the experimental class is also higher than in the control class. These results indicated that the mind mapping assisted with a problem-posing method in online Schoology-based learning is effective in improving students' problem-solving skills.
ABSTRACT
Technology has been rapidly implemented in the learning process during the COVID-19 pandemic. It gives rise to new challenges, especially in higher learning institutions, in planning and mobilizing a sustainable learning environment. Initiatives have been taken to introduce different learning methods using the Learning Management System (LMS), that provide students with a more convenient and flexible way of learning. Thus, this study aims to determine the effects of learning accessibility as a mediator between learning styles and blended learning among students of higher education during the COVID-19 pandemic. A quantitative method using instruments from the Visual, Aural, Read and Kinaesthetic sensory (VARK) model has been selected. A total of 208 students from Universiti Putra Malaysia (UPM) have been randomly chosen as respondents who have fully utilized the LMS during the pandemic. Findings reveal that learning accessibility poses a partial mediation effect between learning styles and blended learning among students of higher education. This finding is significant and has achieved the Goodness-of-fit index (GFI). Therefore, it is proven that there are positive effects among students of higher learning institutions in Malaysia with a learning accessibility lean toward the LMS platform that increases blended learning and adaptability, prompted by the changes in the learning environment during the COVID-19 pandemic.
ABSTRACT
Time management is an important self-regulation strategy that can improve student learning and lead to higher performance. Students who can manage their time effectively are more likely to exhibit consistent engagement in learning activities and to complete course assignments in a timely manner. Well planning of the study time is an essential part of online learning and has been particularly critical in remote education during the COVID-19 pandemic. During this period of crisis, programming courses have been exceptionally challenging since students needed to devote sufficient time in the practice of code-writing besides studying the theoretical foundations, while, at the same time, working on the learning tasks for other online courses. Therefore, students' time management skills have been a determining factor in how they engaged in programming courses during the emergency remote education. In this regard, this study explores the association between students' time management skills and their course engagement (extracted from the LMS log data) in an undergraduate-level programming course taught fully online during the pandemic. Results show varying levels of participation and different temporal patterns of engagement depending on the students' ability to manage their time. Additionally, students with strong time management skills performed slightly better than those with poor time management skills. Implications for future research and practice are shared.