ABSTRACT
Due to the Covid-19 pandemic, lecturers of higher learning institutions had to pivot quickly from face-to-face classes to online classes. The new normal of online teaching and learning challenged lecturers in keeping their students engaged, especially when teaching a language course that heavily focuses on the writing component. The purpose of this study was to examine students' perception of using Padlet as a learning space to simulate real-life business communication. At the end of a 14-week semester language course, a cohort of 38 diploma students responded to a self-administered online survey with a 79% response rate. Findings from the descriptive analysis indicated high mean values for most survey items measured, implying that the students were generally favourable towards the use of Padlet and the simulation approach in learning business communication. Curriculum designers and lecturers of other courses could consider the potential of using Padlet as a learning space for simulation. Recommendations, limitations, and future research directions are also discussed in this paper. © 2022 Editorial Board TESL - EJ. All rights reserved.
ABSTRACT
The COVID-19 pandemic, experienced since the beginning of 2020, forced us to live a physical distance and suspend face-to-face classes. This situation aggravated problems experienced by schools and universities. Showing the fragility of institutions not only in a structure that follows the advances of the 21st century, but also in teacher training. In this article we aim to discuss the pedagogical practices adopted in the pandemic period and present practices developed in the Mathematics Degree Course and in the Mathematics Pibid of the Federal University of Campina Grande (UFCG), in Cajazeiras, Paraiba. We present the use of the Padlet application as a teaching methodology in different contexts, encouraging student interaction and authorship. We can observe that many practices implemented for the continuity of classes bring a confusion of concepts and reproduction of traditional and content teaching practices. Interfaces like Padlet can boost creativity, authorship and co-authorship and interaction, principles of online education.
ABSTRACT
Enormous digital tools can assist teachers or students in the teaching and learning process in face-to-face meetings and virtual environments. During Pandemic Covid-19, government policy forced educators to decide and design online learning for all education levels from kindergarten, elementary, junior high school, senior high school, and university. Nevertheless, many free digital tools intended free access for educators that could be utilized as synchronous or asynchronous learning. This article explores utilizing five digital tools for online learning such as Padlet, Kahoot, YouTube, Essaybot, and Grammarly due to teaching Essay Writing course. It is descriptively explained how the researchers used a learning collaboration tool, a content creation tool, a content sharing tool to engage students’ interaction in the Essay Writing course. This article was considered sharing information and recommendation for other teachers to implement free digital tools to increase their learning process and achieve learning outcomes. The teachers and instructional designers may explore these digital tools, adopt relevant tools to their discipline, and do further research © 2022. International Journal of Interactive Mobile Technologies.All Rights Reserved.
ABSTRACT
While living in a digital era, both teachers and students of Engineering Courses were not ready for the drastic change associated with the Covid-19 first confinement (March 2020). This forced change from a presential mode to a fully online mode provided teaching/leaning difficulties as well as new opportunities. Moreover, as most engineering courses require laboratory practice, on-line teaching raised additional challenges. This paper reports two different experiences in two different Control Engineering university courses in the North of Portugal. The goal is to share some learning tools that are particularly relevant in the pandemic time we are living: pocket-sized laboratory kits that students can easily take home and experience real-world control contents;an open Mural that can serve as an exchange of knowledge. Perceptions received both from students and lecturers regarding these two experiments are presented. © 2021 IEEE.
ABSTRACT
The current conditions of the pandemic, as a result of Covid-19, have led university teachers to look for ways to improve the learning process and the generation of knowledge, taking advantage of the use of information technologies. This research paper proposes a model to support the learning process and knowledge generation using collaborative tools considering two aspects of importance: the management of the learning activity and the implementation using specifically the collaborative wall Padlet to facilitate student participation, team collaboration and the corresponding feedback, reinforcing the generation of knowledge. The results obtained are quite encouraging, identifying based on a satisfaction survey that students build their knowledge based on collaborative learning. © 2021 IEEE.