ABSTRACT
The 2019 Covid pandemic has changed the interaction of human life in the education sector. The teaching-learning process in higher education uses online communication techniques more, both synchronous and synchronous. Various information technology-based applications are used for students learning to obtain learning resources and to conduct teaching-learning interactions. This is useful, but there are also many problems faced by students. This study aims to explore online communication techniques and the problems that arise in using these techniques. The research object included 80 students of the master's program. The research design used mixing methods, supported by google form as a data collection technique. Descriptive statistics were used for qualitative data analysis. The results showed that widely used online techniques by students were Google Meet, WhatsApp, Google Search, Google Scholar, Zoom Meeting, Sipejar, YouTube, and Scopus.Com. Meanwhile. Problems were related to the use of Zoom Meeting, Sipejar, Google Meet, WhatsApp, Scopus.Com, YouTube, Google Scholar, and Google Search. The source of these problems included network problems, mastery of applications, ease of use, costs, the amount of data, the troubles in the using process, and so on. Based on these problems, effective strategies for using online communication techniques are suggested. © 2023 Author(s).
ABSTRACT
In face of the COVID-19 pandemic, over 1.5 billion students were affected by the closure of school institutions in 191 countries worldwide (UNESCO, COVID-19), forcing educational institutions to migrate quickly to online and virtual teaching formats. This article aims to analyze the importance of Digital Information and Communication Technologies (DICT) in the teaching-learning process during the COVID-19 pandemic. This paper uses an analytical-interpretive method to provoke reflections that may help researchers, educators, tutors, and administrators to understand the challenges and technological innovations that were developed and experienced during this crisis, as well as implications for the future of remote synchronous delivery. In our analyses, it was observed that it is not enough to have access to the latest technological resources in order to have an effective online learning experience. It is necessary to provide opportunities to students and professors to develop a new learning path, using information and communication technologies that are gradually shifting from corporate environments to an educational context. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
Many countries are implementing distance learning in response to the Covid19 pandemic. Distance learning helped learners continue their studies as schools and universities were closed due to the pandemic. The purpose of this study is to analyze the impact of Covid-19 lockdown on learners' academic performance. This research focuses on the challenges faced by distance learning learners. The purpose of this study is to identify barriers to distance learning. This study applies the DEMATEL (Decision Making Test and Evaluation Institute) approach to assess the barriers faced by learners in distance learning. The DEMATEL strategy is being used to identify the key factors by identifying the interrelationships between the various factors. A quantitative survey method using a structured questionnaire was carried out. The questionnaire was administered to a cohort of 54 undergraduate engineering students of third semester (2nd year) pursuing Bachelor of Technology (Information Technology) in India. This study found that motivation, social interaction, and resource costs were assessed in causal groups with RiCi scores of 0.332, 0.1774, and 0.113, respectively. Technical concerns and administrative issues are categorized in the effect group with Ri-Ci values of-0.333 and-0.287 respectively and are the most important criteria based on first and second highest Ri+Ci values of 0.646524 and 0.59817, respectively. Our findings reveal that motivation is the most important barrier in remote teaching learning. A sense of self-motivation can be induced by organizing workshops, practical sessions and grooming sessions. The study would benefit academic institutions and learners as it would help them to enrich the remote teaching learning process. © 2022 by the authors.
ABSTRACT
This chapter describes the professional development experience implemented at a Colombian university at the onset of COVID-19 to help alleviate concerns resulting from transforming face-to-face to emergency remote courses. After a review of the literature, we implemented a program for faculty that focused on three key points: (1) exploring the types of technology available for each modality and how to successfully integrate them into the teachers' practice;(2) clarifying the concepts around each modality and how they are implemented;and (3) supporting educational and emotional needs to help faculty and their students during this time. Feedback from faculty was positive although some professors felt overwhelmed at the beginning of the process. In addition, many professors took active roles to help their colleagues promoting emergent learning communities. Future implications show that despite having institutional professional development to meet immediate needs in crisis situations, it also could be useful to tap into the knowledge and experiences of the institution's faculty. Furthermore, continuing professional development for online teaching and learning is essential, thus allowing sufficient time for faculty to learn, adopt, and adapt to new technological tools. © Springer Nature Switzerland AG 2021. All rights reserved.
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This study demonstrates how significantly the COVID-19 pandemic has affected Bangladesh's formal education system. Despite the fact that Bangladesh introduced Information and Communication Technology (ICT) in educational practices before the pandemic, effective ICT deployment could not be integrated at all levels. Even though online classes and other print- and electronic media-based approaches evolved into the "new normal" in an effort to address the difficulties brought on by the pandemic, both teachers and students have faced and continue to encounter many challenges. A convergent parallel mixed method design was followed for this study. Data were collected from 205 Bangladeshi students and 50 Bangladeshi teachers through semi-structured questionnaires. In addition, 11 parent interviews and 12 Key Informant Interviews were conducted. According to the findings, the lack of proper training for teachers, poor socio-economic conditions, lack of internet availability and speed, the shortage of ICT equipment, students not being technologically exposed, and the disruption of electricity are major issues hindering the fruitful implementation of online education. Creating an ICT framework, providing subsidised internet for students and instructors for instructive purposes, promoting alternative means to carry on formal education, dedicating instruction hours in TV and radio channels, ensuring proper IT infrastructure and tools, and taking initiatives to promote the learning management system can play a significant role in creating the ideal environment to promote online education. In summary, this study suggests a holistic framework to continue formal teaching-learning in different levels of education to achieve sustainable development goals (SDG) without any disruption in emergency contexts such as the COVID-19 pandemic.
ABSTRACT
COVID-19 school closure has disrupted education systems globally raising concerns over learning time loss. At the same time, social isolation at home has seen a decline in happiness level among young learners. Understanding the link between cognitive effort and emotional wellbeing is important for post-pandemic learning recovery interventions particularly if there is a feedback loop from happiness to learning. In this context, we use primary survey data collected during the first school closure in urban Malaysia to study the complex association between learning loss and student happiness. Machine learning methods are used to accommodate the multi-dimensional and interaction effects between the covariates that influence this association. Empirically, we find that the most important covariates are student gender, social economic status (SES) proxied by the number of books ownership, time spent on play and religious activity. Based on the results, we develop a conceptual framework of learning continuity by formalizing the importance of investment in emotional wellbeing.
ABSTRACT
Pakistan is going through a period of transition after Covid-19 pandemic situation which created a dire need to use computer as a tool and other online resources in the classrooms. To contribute to this situation, the present study investigated the effects of using computer as a tool and Penzu software as online source for language instructions. The study used experimental design and conducted a classroom experiment of 40 higher secondary school students ( 20 experimental & 20 in control group) through pre/post-tests over different period of time to examine development in students' writing skills. On post-test-I, it was observed that students in the control group showed sudden rise in the development of writing skills compared to experimental group. But, on post-test-II and III, students in the experimental group showed consistency in the development in writing skills while control group could not maintain their consistency of development in writings. Hence, findings of the study revealed that using computer as a tool for instructions and Penzu as online resource to conduct writing activities proved more useful in improving students' writing skills compared to the students in the control group. Finally, findings also revealed that students became more independent in self-corrections in the experimental group and continued to expand their learning outside the classroom while control group was dependent on teacher and could only find time in the classroom for corrective feedback which limited students' learning to their classroom. In addition to this, the study recommends that further computer applications and other online resources can be more useful in language instructions apart from teaching writing skills. Besides, findings of this study have significant theoretical and practical implications pertaining to EFL teachers' professional development, teaching skills and students' learning environment.
ABSTRACT
The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.' Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students' learning and the design of online programming courses are discussed.
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The terrifying and rigorous effects of COVID-19 have stunned India and in fact the whole world to its core. Like other countries, the government of India has also closed all its schools, colleges and universities to contain the further spread of this highly contagious virus. An attempt has been made to shift the traditional teaching to online teaching ignoring the fact that in India, only 47% of the households are getting electricity for more than 12 h a day and only 24% of Indians have smart phones, which are the basic requirements for online classes. In this chapter, a survey-based analysis has been done among the students and teachers of the Punjab state of India to highlight the difficulties faced by them in online classes amid COVID-19. Recommendations from the chapter will certainly help the state government in further drafting educational policies for online teaching. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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Results of a longitudinal research carried out within the Faculty of Electrical Engineering (University POLITEHNICA of Bucharest) to identify the dynamics of student preferences regarding the teaching-learning-assessment process are presented in this paper. The research was carried out throughout one full generation (four academic years) of students. The results showed that the academic maturity of the students (defined as the transition to a higher academic year) majorly impacts only the students' preferences regarding some aspects like the way of conducting the laboratory and project applications, the subject's final evaluation procedure, the fining of academic deception and the mandatory evaluation of professors' activity by students. The studied generation (2016-2019) is the last one before the COVID-19 pandemic, before the paradigm shifts through the sudden transition to fully online activities highlighting the relevance of this research. © 2023 IEEE.
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The COVID-19 pandemic has made a prominent impact of social contexts on teachers' professional development in remote classroom teaching. To explore how the change has altered human-environment relationships in university language classes, this qualitative case study investigated three teachers' progressive reflection on their use of affordances for teaching Chinese as a second language (L2) during COVID-19. Under the framework of human ecological language pedagogy, three themes of emergency remote teaching emerged from monthly semi-structured interviews about the three teachers' reflective practice in remote classrooms: computer-dominant teaching conditions, flexible classroom interaction, and rational social empathy in L2 education. The findings suggest the importance of a growth mindset for L2 teachers to leverage their teaching abilities and environmental resources for continuing professional development during COVID-19 and post-pandemic periods.
ABSTRACT
The urgent shift to online distance teaching and learning during the Covid-19 pandemic presented teachers with unique pedagogical, technological, and psychological challenges. The aim of this study was to map the main positive and negative experiences of teachers during this transition, as well as to examine intra- and interpersonal factors that affected teachers' ability to cope effectively with the challenges of online distance teaching. We used a mixed-method approach that combined qualitative (interviews) and quantitative (questionnaires) analyses. The interviews were analyzed using a grounded theory approach, specifically a bottom-up analysis, which led to the identification of five primary categories reflecting teachers' main concerns in online distance teaching (i.e., social, emotional, cognitive, pedagogical, and system support. The two most prominent categories were pedagogy and emotions, illustrating their centrality in teachers' experiences. A regression analysis of the questionnaires' data revealed that the two main variables which predicted both positive and negative experiences in online distance teaching were self-efficacy and teachers' attitudes towards technology integration in teaching. Findings of this study allow formulation of guidelines to promote factors related to positive experiences in online distance teaching.
ABSTRACT
Purpose: Due to the COVID-19 pandemic, the Higher Education Institutes (HEIs) was closed temporarily. During this historical lockdown, the face-to-face mode classroom was temporarily got replaced by a virtual classroom. The objective of this study was to analyze the impact of nationwide lockdown on the benefits of the virtual classroom for the teaching-learning process for teachers and students due to change in the teaching-learning process in higher education during the COVID-19 pandemic. Design: A total of 893 responses have been used for this study. We have collected data through a structured questionnaire on a Likert scale from 305 teachers and 588 students of Higher Education Institutes (HEIs) from all India levels. Descriptive and frequency statistics, t-test was used in SPSS software to analyze the data collected through the primary source. Findings: The mean difference between expected benefits from the virtual classroom and actual benefits from the classroom is positive for students as well as faculty members. That indicates the overall mean of expected benefits is higher than the overall mean of actual benefits, and that difference value is 0.250055, with a Sig.(2-tailed) value of 0.036 which is less than 0.05 for teachers and 0.3872827, with a Sig. (2-tailed) value of 0.000 which is less than 0.05 for students. That indicates the significant difference between means of actual benefits and expected. The mean value of the expected benefit is higher than the mean value of actual benefits for 11 pairs and 08 pairs in the case of teachers and students respectively. Discussion: Technical barriers are the reasons for not being able to attend the expected benefits from virtual classrooms in full capacity by students as well as by faculty members. Poor digital skills of teachers and students, lack of electricity facilities, less availability and accessibility of internet, connection issues, inadequate facilities, training, funding, and unacceptability of technology, etc. were the barriers to online education at the time of closure of colleges due to COVID-19 pandemic Onyema et al. (2020). Students can also have a casual attitude, less attendance, feeling of isolation and less interaction can lead to mental distress, spending more time in front of a computer could be hazardous for health too Surkhali and Garbuja (2020). Higher Education Institutes (HEIs) faculty members, as well as students, were not able to perceive actual benefits in full in comparison to expected benefits due to the presence of challenges in the virtual classroom as moderators. The higher education authorities, colleges/institutes/universities need to fix the above issues to enhance the quality of the teaching-learning process. The higher education authorities, institutes/colleges/universities must work together to resolve the issues and challenges of virtual classrooms to improve their effectiveness of the virtual classroom. Higher Education Institutes (HEIs) may provide technical support, and training to the faculty members as well as students for a better experience in the virtual classroom. Students who are lacking technical infrastructures such as computers/laptops and internet connectivity may be provided by Higher Education Institutes (HEIs) with financial and technical support to these students.
ABSTRACT
Introduction: In recent years, the teaching-learning process has been changing from face-to-face to virtual mode progressively worldwide, this was significantly accelerated due to the COVID-19 pandemic, where the classroom went from face-to-face to virtual format, af- fecting all levels of education, many countries had to make a leap to digital knowledge more out of necessity than technological growth, which leads to seeking solutions to new problems from the virtual environment. Today in the new normal from now on, the virtual environment will be developed in parallel with the face-to-face environment. The objective of this research was to identify the emotional state that students have in the virtual class- room, to allow the teacher to evaluate the perception that students have during their class session and thus improve their teaching-learning strategies in real time. Method: An application in artificial intelligence with neural networks was proposed to cap- ture the emotional state of students in the virtual classroom in real time to show the teacher the perception of their students during the virtual class session. Results: The results obtained allow to show the states of the group of students so that the teacher can perceive the sensation within their students at the time of the class and thus improve their teaching-learning strategies in real time. Conclusions: It is concluded that it is an efficient form of continuous improvement for active learning processes within the classroom in real time.
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Introduction: In recent years, the teaching-learning process has been changing from face-to-face to virtual mode progressively worldwide, this was significantly accelerated due to the COVID-19 pandemic, where the classroom went from face-to-face to virtual format, af- fecting all levels of education, many countries had to make a leap to digital knowledge more out of necessity than technological growth, which leads to seeking solutions to new problems from the virtual environment. Today in the new normal from now on, the virtual environment will be developed in parallel with the face-to-face environment. The objective of this research was to identify the emotional state that students have in the virtual class- room, to allow the teacher to evaluate the perception that students have during their class session and thus improve their teaching-learning strategies in real time. Method: An application in artificial intelligence with neural networks was proposed to cap- ture the emotional state of students in the virtual classroom in real time to show the teacher the perception of their students during the virtual class session. Results: The results obtained allow to show the states of the group of students so that the teacher can perceive the sensation within their students at the time of the class and thus improve their teaching-learning strategies in real time. Conclusions: It is concluded that it is an efficient form of continuous improvement for active learning processes within the classroom in real time.
ABSTRACT
This article presents the development of a virtual platform with the Design Thinking methodology and gamified elements, to strengthen the teaching-learning process in the teachers of the González Suárez Educational Unit. This research arises from the need of a virtual platform with gamified elements that are free, easy to use, interactive and motivational. In this study user stories with the agile POV format, test cases to verify the functionality and abuse cases for robustness and to prevent the vulnerability of the virtual platform are used, as well as a b-Learning approach for testing in the classroom. Obtaining in the end as significant results a high and satisfactory assessment of the use of the virtual platform. © 2022 IEEE.
ABSTRACT
Progress in schooling using competence-based teaching for students is a priority in setting up a quality-centered educational process. Thus, using ICT tools as teaching–learning techniques represents an important objective in reaching scholastic performance and the capacity to offer students various experiences in teaching. Starting with an analysis of research on integrating ICT tools in the educational environment, this study is aimed at presenting teaching opportunities for all students, seeing education through the lens of those instruments specific to a secondary school level, referencing the subject of geography. The applied research design includes mixed methods applied to a total of 674 students, based on results received before and after a written evaluation, to determine the level of knowledge of the students. The present study evaluates the learning environment in which a successful and practical integration of ICT tools is anticipated in the teaching and learning process, from the perspective of the comparative measurement of the impact on the tests, resulting from the formative assessment. The conducted experiment and the Google Forms questionnaires suggest, through the degree of involvement of all students, how technology can facilitate the teaching–learning process. The results showed that there are statistically significant differences between the experimental and the control group, and that information and communication technologies (ICT) represent an important tool for improving performance and developing participatory skills, having the ability to provide students with positive results.
ABSTRACT
Online learning has been present since the 1960s and has risen in popularity over time. World-class universities have been using online teaching-learning methodologies to fulfill the needs of students who reside far away from academic institutions for more than a decade. Many people predicted that online education would be the way of the future, but with the arrival of COVID-19, online education was imposed upon stakeholders far sooner and more suddenly than expected. When the COVID-19 pandemic broke out, educational institutions began to explore digital ways to keep students studying even when they couldn't be together in person as governments enacted legislation prohibiting large groups of people from gathering for any reason, including education. The future of such a transition looks promising. However, transitioning from one mode of education to another is not easy. Historically, when educators adopt new tools, learning still continues in the conventional manner. Based on the responses of 176 students, this paper studies the challenges of Digital transformation in the Education sector. The research is extremely beneficial in evaluating the scope of societal opposition to change. © 2022 IEEE.
ABSTRACT
In this phenomenographic study, we contribute with a critical view on teachers' understanding of the use of digital technology in education is at the core. By analysing engineering teachers in Sweden's qualitative different ways of experiencing teaching-learning in virtual learning environments (VLEs) pre-COVID-19 pandemic, we found three different approaches: (A) increased transmission possibilities, (B) outlined trail and (C) forced compromises. Based on our findings, the tensions between the possibilities in the virtual learning environment and teachers' teaching-learning intentions are discussed, and teachers' decreased room for action to design for learning is problematised. Notably, teachers with an increased breadth of awareness of teaching-learning appear to experience the greatest tensions, forcing them to compromise their student-centred intentions. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ABSTRACT
The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.