Performance Analysis of Learner Behavior Through Online Learning Using Learning Management System

This paper discusses the performance analysis of learner behavior through online learning using Learning Management System (LMS). The analysis is performed based on the survey of lecturers and students activities. The parameters of survey consist of the problems discussion which arise in the online learning, the level of student absorption of lecture material, the level of student attendance, and the feedback on lecturer performance carried out by students. Problems that arise in the online learning include lecturers are not being able to control as much as 37%, network disturbances are as much as 22%, students having difficulty understanding lecture material are as much as 19% which are indicated by students with D score of 10%, C score of 60%, and B score of 30%. Meanwhile 17% of students use LMS and the remaining 5% have no problems with the online learning. On the other hand, students have difficulty obtaining connection for online learning of 45%, do not have a quota of 28%, and lazy of 17%. Lecturer performance feedback carried out by students based on competency parameters of pedagogic, personality, professionalism, and social shows very good score. © 2023 IEEE.

Multimedia Pedagogy among Literature Lecturers in Two Universities in Uganda post COVID-19

Multimedia pedagogy embodies the use of text materials, photography and other still images, audio files, video presentations and forms of animation, which are all excellent vehicles for Literature teaching. Prior to COVID-19, most lecturers in the selected universities had used multimedia to watch literature films but not to conduct entire lectures. After that pandemic, when schools reopened, the ODEL (Online Distance Education Learning) department's pleas to lecturers to continue with some online courses fell on deaf ears. This study undertook ethnographic research to establish the reasons for the apparent reluctance by both lecturers and students to interface using multimedia during creative writing classes. The observations and interview findings revealed that subject specifications and psychological factors influenced the lecturer and student more than the economic factors against the use of multimedia during lectures. The study recommended retooling teacher trainers in multimedia pedagogy because a person cannot effectively conduct online lectures unless taught how to. The study concluded that human beings are social beings drawn to learning using methods that involve close interaction between the teacher and the taught, and the elaborateness of literature with its genres consists of the teaching of intangible interactions between words and listener, demand for physical interface between teacher and teacher trainee to chisel and polish the genre specifications.

Managing the shift to online: lecturers' strategies during and beyond lockdown

The coronavirus pandemic has caused a shift in how many teaching, learning and research activities are conducted internationally. Lockdowns compelled all education sectors, including higher education (HE), to adopt a variety of online learning practices at short notice. As these changes in practice have implications beyond the pandemic, more needs to be understood about settings across the globe where the move to online may pose particular challenges. This study brings a focus to how lecturers in a college of education in Nigeria responded to the professional demands of lockdowns and developed strategies for managing educational activities that have relevance during and beyond the pandemic itself. The aim of the study reported in this paper was to examine lecturers' perceptions of the management of teaching, learning and research activities during a lockdown, drawing out longer term implications. Data were collected through in-depth, one-to-one interviews with six lecturers from a college of education in Nigeria. Interview data were analysed qualitatively. Detailed analysis indicated that lecturers' strategies included encouraging students to engage in self-directed learning, as they uploaded learning materials on messaging groups and the college's e-learning platform. However, lecturers felt that the quality of teaching and assessment was compromised by factors including: irregular power supply, poor internet connection, high data costs and some students' limited digital skills. A particular concern was students' lack of interaction on the online platforms, which lecturers perceived to result in a more passive teaching and learning process. Lecturers also experienced difficulties undertaking research activities. A range of strategies and implications for the ongoing management of educational activities was discussed. The study offers insights into how some of the challenges encountered could be addressed to support sustainable online and blended teaching and learning in the longer term, in settings internationally where there are barriers to accessing online teaching and learning. Crucial aspects include strengthening educational technology training for lecturers and students, enhancing e-learning platforms for teaching practical courses, and enabling lecturers to develop beneficial and valuable online resources. [ABSTRACT FROM AUTHOR] Copyright of Educational Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning Materials and Their Prototypes for Academic Writing Skills: The Needs of Indonesian Lecturers in the Post-COVID-19 Era

This study aims to investigate lecturers' needs for academic writing learning materials and determine their prototypes. This study is qualitative research in the form of an exploratory case study. The research instruments were semi-open-ended questionnaires and unstructured and open-ended interview guides. The data were analyzed using content analysis. The results show that the developed learning material for academic writing skills contains seven needs for lecturers in the Department of Indonesian Language and Literature. Four of them have not been found by previous researchers. The results from this study provide new knowledge and contribution to the literature about the need to prototype the learning materials. The lecturers or other researchers can use these seven needs in prototyping learning materials for academic writing skills, such as the needs of learning materials, their forms, presentation system, language use, evaluation form, main menu design, and the way of creating learning materials. © 2023 The Author(s).

Self-Perceived Efficacy of an Online Teaching Workshop on the Confidence Skills in a Sample of Pakistani University Lecturers

The COVID-19 pandemic, in Pakistan, impacted the educational system leading to the abandonment of face-to-face learning. This led to the reshaping of teaching and learning methodologies shifting from on-campus to virtual education. Most teachers were not only lacking in digital literacy but also experience a lack of self-confidence. In this context, a quantitative study based on ABA Experimental design was conducted to investigate the self-perceived efficacy of an online teaching workshop on the confidence skills of a sample of Pakistani university lecturers. A total of 70 participants (Mage= 33.14, SD=7.02) were recruited via a non-probability purposive sampling strategy. Twenty four males and forty six females attended a workshop and completed pre and post-assessment questionnaires which comprised a demographic questionnaire and Teaching Online Confidence Scale. Paired sample t-test was undertaken to compare pre-and-post means of confidence levels in online teaching which showed significant differences in confidence level (p<.05). This study implies that such online training programs need to be nationally recognized and further research is required in Pakistan to investigate the relative and differential effectiveness of online teaching workshops.

Sustaining the Integration of Technology Pedagogies in Higher Education after the COVID-19 Pandemic

This study sought to determine the support provided to lecturers from selected universities in Southern Africa in sustaining the integration of technology pedagogies to train in-service teachers after the COVID-19 pandemic era. The study used a multiple case study design and a qualitative research approach as part of an interpretive research paradigm. The study was carried out at two Southern African universities that were conveniently chosen by the researchers as their places of work. A purposive sample of lecturers in the faculties of education that train in-service teachers was selected. Data were gathered through the analysis of documents considered relevant to the study from the studied universities. A focus group discussion was held with 12 lecturers, an open-ended questionnaire was completed by 9 lecturers and open-ended interviews with 6 HODs in the faculties of education were conducted. Data obtained from the participants and the documents examined were analysed using thematic analysis. The study's findings reveal that lecturers from both universities initially had limited knowledge as they were still transforming from face-to-face teaching pedagogies and needed to be knowledgeable about integrating technological pedagogies in training in-service teachers. Findings also show that the universities provided some internet connectivity for lecturers to use especially when they were on campus, but internet access was limited when they moved off campus premises. Institution A failed to give lecturers data for off campus usage, while institution B gave lecturers data for off campus usage, but load-shedding (regulated power outages) took a toll in the country where institution B is situated. The study concludes that lecturers received support from the universities where they work to enable appropriate technology pedagogy integration in the preparation of in-service teachers. © Authors.

"Thinking about drinking tea but not drinking tea”: Pre-service English teacher education during the COVID-19 pandemic in Turkish EFL context

This phenomenological research aimed to investigate the reflections of 34 pre-service English teachers and 31 lecturers on distance education during the COVID-19 pandemic in Turkey. An online interview form was employed as data collection tool. The participants were sent the online form to collect their reflections on their online learning/teaching experiences during the pandemic. These reflections were analysed using phenomenological research steps. At the end of the analyses, distance education was found to be useful for improving the participants' technological literacy skills and delivering theoretical courses. However, it was found to be inappropriate for practical courses such as teaching practicum and community service practices. Furthermore, the participants used various metaphors to define their online teaching/learning experiences like emergency exit, one-sided mirror, frozen lake, growing in a cage, driving a car, and sky. The participants mostly did not receive any training before using the online platform. In light of the findings, it can be claimed that necessary arrangements should be made to improve the quality of online learning platforms and both pre-service English teachers and their lecturers should receive training to benefit from distance education more effectively. In this way, pre-service English teachers can be better prepared for their future teaching in case of distance education. © The Author(s) 2023.

COVID-19 Vaccine Acceptance among University Students and Lecturers in Different Provinces of Indonesia: A Cross-Sectional Study.

The coronavirus disease 2019 (COVID-19) pandemic imposed a pressing global threat. Vaccines against COVID-19 are a key tool to control the ongoing pandemic. The success of COVID-19 vaccination programs will largely depend on public willingness to receive the vaccine. This study aimed to evaluate the acceptability of COVID-19 vaccines among university students and lecturers in four different provinces of Indonesia. An anonymous, cross-sectional study was conducted online among university students and lecturers in Indonesia between 23 December 2020 and 15 February 2021. Of 3433 respondents, 50.3% stated that they would accept COVID-19 vaccination, while 10.7% expressed unwillingness and 39% were not sure about receiving the vaccine. Concern regarding the side effects after COVID-19 vaccination was the main reason among the participants for not willing to receive the vaccine. Being male, associated with the health sector, having a higher monthly expenditure and having health insurance could increase the acceptability of the COVID-19 vaccine. Low trust in the government and low confidence towards vaccine safety and efficacy could hinder participants' decision to be vaccinated. Simple, clear and fact-based information from trusted sources on a regular basis will be important for building confidence towards the COVID-19 vaccination program in Indonesia.

Nursing lecturers' perception toward E-learning approaches used in nursing colleges: Scoping review.

BACKGROUND: Nursing colleges have traditionally taught students in hospitals and laboratories. COVID-19 compelled most nursing colleges to embrace e-learning without prior experience or preparation after 2020, which may influence nursing educators' views and attitudes toward its use. OBJECTIVE: This scoping review explores the nursing educators' perception of the e-learning approaches used in nursing colleges. DESIGN: A comprehensive review of five databases, Cochrane, Ebsco (Medline), PubMed, Science Direct, and Scopus, was conducted, adhering to the Joanna Brings Institute (JBI) standards full theme, utilizing preset eligibility criteria and adhering to the PRISMA Extension for Scoping review (PRISMA-ScR) recommendations. METHODS: This scoping review examined studies published in English from January 1st, 2017-2022. Three reviewers evaluated the eligibility of the literature and retrieved data to address the research question from prior literature. A content analysis was done. RESULTS: Thirteen articles with various hypotheses and models were reviewed. The review reveals that nursing educators are novices at using e-learning approaches in their classes due to their novelty in most nursing colleges. Nursing educators have a modest positive perception, with an optimistic perspective on e-learning effectiveness in theoretical course teaching, emphasizing that it is inappropriate in teaching clinical courses. The review demonstrates that e-learning faces numerous challenges that negatively impact educators' perceptions. CONCLUSION: Institutional preparedness in terms of personnel through educator training, provision of necessary infrastructure, administrative support, and incentives are critical to improving the perception of the e-learning method and increasing its adoption in nursing colleges.

Lecturers' and Students' Viewpoints of Distance Education During the COVID-19 Pandemic

Education is an essential component in maximizing the world's long-term competitiveness and social stability capacity. COVID-19 is now a major international public health crisis for our people, communities, and economies. It has infections and deaths reported worldwide. Learning through distance education is no longer optional;it is now a requirement. The goal of this study is to figure out the lecturers' and learners' perspectives on distance education, including their views on the benefits, drawbacks, and ways to strengthen the programs used throughout the Covid-19 pandemic. The study was carried out in a qualitative manner. To obtain in-depth information, data was obtained from open-ended questions, interview google forms. In Northern Cyprus, this google form was distributed to students and lecturers. The results obtained show that the advantages of distance education learning outnumbered the disadvantages during this pandemic. Proposals were also made by the participants on how distance education learning can be enhanced. © 2022,Pegem Egitim ve Ogretim Dergisi. All Rights Reserved.

Emergency Remote Teaching: Perceptions of College Vocational Lecturers Towards Constraints and Pedagogical Competencies

This study aims to identify the perceptions of vocational college lecturers on the constraints and pedagogical competencies that need to be possessed in delivering the curriculum when the COVID-19 pandemic hits the country. The curriculum delivery method implemented in this study is online with emergency remote teaching (ERT) method. This study was a quantitative study that used a set of questionnaire as a research instrument. The respondents of this study consisted of 364 lecturers of KV throughout Malaysia. The data collected were analysed using the SPSS software. Multivariate analysis of variance was used to analyse the data. The results of the study found that enabling conditions factor and technological factor are the main constraints for KV lecturers in implementing ERT teaching. Overall, the level of lecturers' constraints is at a moderate level. Meanwhile, from the aspect of pedagogical competence of lecturers in implementing ERT is also at a moderate level. The one-way ANOVA test conducted showed that there was a significant difference between the gender factors on the constraints and the pedagogical competence of the lecturers in implementing ERT. The study is significant to Malaysian Vocational College in identifying lecturers' perceptions of the constraints faced in implementing teaching during the COVID-19 pandemic. Besides, this study is important to identify the pedagogical competencies possessed by lecturers when implementing teaching and learning at home using ERT. © Universiti Tun Hussein Onn Malaysia Publisher's Office.

Managing the shift to online: lecturers' strategies during and beyond lockdown

Background Purpose Methods Findings Conclusions The coronavirus pandemic has caused a shift in how many teaching, learning and research activities are conducted internationally. Lockdowns compelled all education sectors, including higher education (HE), to adopt a variety of online learning practices at short notice. As these changes in practice have implications beyond the pandemic, more needs to be understood about settings across the globe where the move to online may pose particular challenges. This study brings a focus to how lecturers in a college of education in Nigeria responded to the professional demands of lockdowns and developed strategies for managing educational activities that have relevance during and beyond the pandemic itself.The aim of the study reported in this paper was to examine lecturers' perceptions of the management of teaching, learning and research activities during a lockdown, drawing out longer term implications.Data were collected through in-depth, one-to-one interviews with six lecturers from a college of education in Nigeria. Interview data were analysed qualitatively.Detailed analysis indicated that lecturers' strategies included encouraging students to engage in self-directed learning, as they uploaded learning materials on messaging groups and the college's e-learning platform. However, lecturers felt that the quality of teaching and assessment was compromised by factors including: irregular power supply, poor internet connection, high data costs and some students' limited digital skills. A particular concern was students' lack of interaction on the online platforms, which lecturers perceived to result in a more passive teaching and learning process. Lecturers also experienced difficulties undertaking research activities. A range of strategies and implications for the ongoing management of educational activities was discussed. The study offers insights into how some of the challenges encountered could be addressed to support sustainable online and blended teaching and learning in the longer term, in settings internationally where there are barriers to accessing online teaching and learning. Crucial aspects include strengthening educational technology training for lecturers and students, enhancing e-learning platforms for teaching practical courses, and enabling lecturers to develop beneficial and valuable online resources. [ FROM AUTHOR]

The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic

Little is known about lecturers’ use of electronic learning (eLearning) when facilitating teaching and learning. This is exacerbated by a slow adoption of eLearning by South African universities. This chapter sought to explore the use of eLearning by South African lecturers during the COVID-19 pandemic. A qualitative research methodology was used. Propositions by constructivists on learning were used to explore the extent of pedagogy awareness by lecturers’ use of eLearning. The focus is on establishing how engagement is stimulated in eLearning use. Furthermore, this chapter investigates participants’ perceptions on the future use of eLearning. Findings in this chapter can play a key role in informing the future implementation and use of eLearning. This is important to South Africa who is undergoing transformation processes as she seeks to benefit from the 4th Industrial Revolution. © 2022 Elsevier Ltd. All rights reserved.

University Lecturers' Views on Distance Education during the Covid-19 Pandemic: Ukrainian-Latvian Comparative Studies

The main purpose of the study was to compare and contrast Ukrainian and Latvian university lecturers' views on distance education (teaching and learning) caused by the sudden interruption of the face-to face instruction due to the COVID-19 pandemic. The study was also targeted at investigating university lecturers' readiness to respond to the educational challenges during the pandemic. The international team of researchers set up a web-based questionnaire aimed at self-assessing Ukrainian and Latvian university lecturers' digital literacy knowledge and skills and finding out their attitudes towards current educational changes. Having absolutely identical content the web-based questionnaire was presented in the Ukrainian, Latvian and English languages. The research sample which was selected with the use of a voluntary response sampling technique consisted of 60 university lecturers from Kyiv National University of Technologies and Design (Kyiv, Ukraine), Taras Shevchenko National University of Kyiv (Kyiv, Ukraine), National Aviation University (Kyiv, Ukraine), Rezekne Academy of Technologies (Rezekne, Latvia). Qualitative data analysis covered a conscientious summing-up of the information received, displaying the processed data in the form of tables and pie charts, comparing and generalizing the data received in Ukraine and Latvia, discussing the obtained findings and making logical conclusions how to cope with educational challenges.

Iraqi EFL teachers’ perception towards Google Classroom

Nowadays, information technology (IT) based educational applications (Moodle, Google Classroom, and Zoom) are available for both teachers and students. This study aimed to identify Iraqi English as a foreign language (EFL) teachers’ perception towards using Google Classroom at the university level. A qualitative research design (case study) was employed in this study. The researcher asked six Iraqi EFL teachers as volunteers to participate in this study. Those participants are working at different Iraqi universities. A semi-structured interview was used to get the data from those participants. Six phases of analysis were adopted to analyze the elicited data. The results revealed that Google Classroom is very important in EFL teaching and learning at tertiary level. This application has many advantages in teaching EFL students such as it enables students to find the lectures whenever they need them, encourages students to participate, speak, and comment freely and effectively without hesitations especially those who have some psychological problems like shyness. On the other hand, it has many disadvantages too such as it focuses on listening, writing, and watching skills and ignores the direct interaction between teachers and students, which could take place in the normal classes. © 2022, Institute of Advanced Engineering and Science. All rights reserved.

TEACHERS' PERSPECTIVE ON EMERGENCY REMOTE TEACHING DURING COVID-19 AT TERTIARY LEVEL

Revising the way we organize the teaching activities is never an easy task even under normal circumstances, and when the state of emergency and the use of digital technology are added to the mix, the situation becomes even more complicated. During this process, it is easy to forget that although the content of teaching remains the same, the ways of delivering that content will change. Accustomed to synchronous, direct communication in a traditional classroom, we are now faced with asynchronous channels and a modular approach to teaching with the help of digital tools that are (un)known to us and which, despite their apparent value, present barriers to teaching and learning for various reasons such as Internet access, digital skills, adequate equipment, and economic and social status. Despite the development of digital technology and the exponential growth of digital applications and tools that have paved the way for online education worldwide in recent years, our emergency response to the pandemic indicates the lack of readiness of educational institutions for this type of change. Therefore, the paper examines how university teachers perceive the emergency remote teaching imposed on them from March to September 2020 due to the COVID-19 pandemic. The research problem of this study concerns the affective attitudes of the lecturers at the University of Pristina in Kosovska Mitrovica towards emergency remote teaching. Namely, the authors are set with the task of investigating how teachers perceive the new reality and how they have managed to acclimate to emergency remote teaching. For the purposes of this study, three major schools at the University were selected: the Faculty of Philosophy, the Faculty of Arts, and the Faculty of Medicine. The three schools represent the bulk of the University academic offer: sciences, humanities, and arts. The data is compiled by means of a survey, while the respondents are selected by the convenience sampling technique. The aim of the study is to present the analysis of the data obtained in order to develop a future training programme for university lecturers in principles and practices of the distance education and to improve the emergency response of the higher education institutions as a whole.

The Professional Identity of Academic Lecturers in Higher Education Post-COVID-19 in Israel

Professional identity development in higher education and its implications is a growing interest in the literature. Research indicates that the professional identity of academic lecturers has been unstable and influenced by a variety of personal and contextual factors. With a lack of a clear definition of professional identity in literature, we composed The Professional Identity COVID Scale (PI-COVID) specifically designed to measure lecturers' professional identity in dealing with the COVID-19 pandemic. The items focused on three components: occupational security, academic skills, and combining teaching and research. The purpose of the present study was to examine the associations between lecturers' age, years of seniority, academic rank, and work permanence on the professional identity of academic lecturers post-COVID-19 in Israel. Participants were 95 academic lecturers teaching in universities and colleges. Using self-report questionnaires, participants filled the PI-COVID scale. Results showed that age is negatively and significantly associated with PI-COVID. Moreover, seniority years, academic rank, and work permanence are associated with more COVID-19 challenges. Findings showed that lecturers without work permanence and with lower academic rank reported higher occupational insecurity during the pandemic, which emphasizes the vulnerability of younger lecturers and their need for confidence and stability, especially during a crisis event. Thus, our study contributes to the existing literature by better understanding the post-COVID-19 professional identity of academic lecturers. Implications and limitations for future research are discussed.

Technological Challenges and Strategies in Implementing e-Learning in Higher Education

During the current COVID-19 pandemic, e-learning was the only option for continuing education at various levels. As a result, all education stakeholders should turn to online or virtual learning notwithstanding their different readiness levels. This study examines the technological challenges that lecturers confront when teaching e-learning at the university and the working strategies used in e-learning classrooms. The data were gathered through an online poll of 100 university lecturers at a private university in West Jakarta. The responses were then evaluated numerically and qualitatively to determine the respondents' perceptions of the difficulty of virtual learning activities. The findings show that the technical issues faced by lecturers can be separated into three categories: connectivity, teaching technology and inter activity. To increase efficiency, they require better internet connection, boosting engagement with certain technologies, as well as technical and pedagogical training. © 2022 IEEE.

HOW the tourism & hospitality lecturers coped with the transition to online teaching due to COVID-19: An assessment of stressors, negative sentiments & coping strategies.

This study identified stressors and relevant coping strategies used by the hospitality & tourism lectures (N = 369) during Covid-19 around the globe. It also intended to reveal how intensely the coping strategies of Brief-COPE scale contribute to forecasting the significant positive and negative result constructs. Stressors and coping strategies were measured by grouping them into -avoidant and approach coping. Results of correlations found that significant positive emotional results (well-being, resilience, post-traumatic growth, happiness, and health) linked negatively with avoidant coping and positively with approach coping. However, avoidant coping was found to be constantly associated with negative results (stress, frustration, anxiety, etc.).

UNIVERSITY LECTURERS' PREPAREDNESS TO USE TECHNOLOGY IN TEACHER TRAINING OF MATHEMATICS DURING COVID-19: THE CASE OF ETHIOPIA

The study aimed to investigate Ethiopian university lecturers' readiness to use technology for teaching mathematics at the tertiary level during the COVID-19 pandemic when they were compelled to adapt to distant education. Using Google Forms, online questionnaires were distributed to 41 lecturers in three Ethiopian universities, of whom eighteen participated. Before the research, the questionnaire was piloted with eight lecturer participants to categorise questions and validate the instrument using the Rasch measurement model. The questionnaire was locally developed based on guidelines from the literature. It purposed to investigate university lecturers' individual preparedness for technological instruction in terms of their knowledge, beliefs and current, and historical exposure to this mode of instruction. As a counterbalance, some circumstantial factors influencing their readiness were investigated too. Lecturers' optimistic beliefs about using educational technologies have been found to contrast with some disabling circumstantial factors. This study revealed that the lecturers were generally able and interested in integrating technology into the teaching process but that barriers, primarily at the institutional level, hindered them from doing so. In addition to the technologies suggested in the questionnaire, participants enriched the research findings by adding more possible technologies that lecturers may use for educational purposes. The data was analysed using WINSTEPS (Student Version of WINSTEPS 4.7.0.0) and SPSS version 20. The results showed the reliability of using the instrument was 0.77 based on Cronbach's alpha. The PT-measure correlation value determined the construct validity (PMC), ranging from 0.23 to 0.71 except item PUT15's infit and outfit MNSQ between 0.1 to 1.86 and ZSTD range -1.05 to 1.61, which was acceptable. The fit statistics showed that the person separation index, 1.97, was considered good and that the item separation index, 0.63 was within an acceptable range. Person and item reliability were at 0.8 and 0.28, respectively. The result indicated that the new instrument with five items after eliminating unfit items (such as items FAT19, PTT10, KDT1, PTT8 and PTT 12) was reliable and valid to measure the use of technology in the teaching and learning process of the university lecturers.