scholarly journals E-Learning as a Teaching Strategy Actively Used in FATIH Project

2015 ◽  
Vol 4 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Selami Eryilmaz
Keyword(s):  
Teaching Strategy ◽  
E Learning

scholarly journals E-learning for smart-universities: pandemic challenges and opportunities in Morocco

2021 ◽  
Vol 297 ◽  
pp. 01066
Author(s):  
Mohamed Anigri
Keyword(s):  
Higher Education ◽  
Teaching Strategy ◽  
Empirical Studies ◽  
Educational Institutions ◽  
Daily Lives ◽  
Innovative Teaching ◽  
Technological Readiness ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Innovative Teaching Strategy

Both ICT and internet have become a vital part of citizens’ daily lives. In fact, many aspects of cities, including culture, economy, education have become closely linked to ICT. Accordingly, the concept of the smart city has emerged to attract the interest of governments, companies, educational institutions and Universities [1]. In Morocco, most universities or higher education institutions have always been interested in keeping up with the fast-paced world of technology and integrate ICT in mainstream education. However, most attempts to initiate smart universities is always faced with a series of challenges and constraints. Most of which are related to lack of infrastructure, students’ and professors’ lack of technological readiness, and socio-economic inequality among students. Most recently, due to COVID-19, universities are forced to resort to emergency remote learning and scramble different options of e-learning as a dire need to tackle the current educational crisis which creates a certain chaos due to lack of readiness to an advanced technological application. This paper is an attempt to discuss the challenges posed and opportunities offered using e-learning to deal with the new normal (Covid-19) in different educational levels in general and higher education in particular. Significantly, this paper reviews most of that has been said about online learning, describes some of the conducted empirical studies, and calls for implementing e-learning as an innovative teaching strategy for smart universities.

Geography

2018 ◽  
pp. 261-264
Keyword(s):  
High School ◽  
University Students ◽  
Web 2.0 ◽  
Adaptive Learning ◽  
Teaching Strategy ◽  
Mathematical Methods ◽  
Web 2.0 Tools ◽  
Internet Users ◽  
E Learning ◽  
4G Wireless

The primary goal of myGeoffice© is to empower Internet users with some geographical quantitative power in a direct and goal oriented way (particularly high-school and university students whose curriculum covers spatial topics). With the spread of smartphones, apps, laptops, tablets, e-learning, m-learning, 4G wireless connectivity, free wi-fi hot spots, apps, Web 2.0 tools and adaptive learning/progress tracking, it is hoped that myGeoffice© can be associated with a teaching strategy and incorporate these trends. This would assist with the basic understanding of spatial inferential and mathematical methods in the classroom and encourage geography as a career path.

Attitudes, Barriers, and Experiences Regarding E-Learning and Dental Education during COVID-19 Pandemic

2021 ◽  
Vol 15 (1) ◽  
pp. 464-472
Author(s):  
Ehab Azab ◽  
Khalid Aboalshamat
Keyword(s):  
Academic Staff ◽  
Teaching Strategy ◽  
Opportunity To Learn ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Learning System ◽  
Cross Sectional ◽  
Significance Level ◽  
E Learning ◽  
Dental Schools

Background: Dental schools used e-learning systems to continue teaching during the COVID-19 pandemic. Objective: This study aimed to determine attitudes, experiences, and barriers to e-learning during the pandemic among dental students in Saudi Arabia. Methods: A cross-sectional study (descriptive) was performed at the Faculty of Dentistry, Umm Al-Qura University. There were 245 responses to the study questionnaire, having a response rate of 90.74%. The questionnaire was validated through a pilot study. A t-test analysis showed a significance level of 0.05. Results: Participants had moderate levels of attitudes, with the mean and standard deviation (SD) being 2.99 (SD = 1.21) to 3.41 (SD = 1.19). Clinical year students had significantly (p < 0.05) better attitudes than non-clinical year students. The most prevalent personal barrier was “lack of interaction with colleagues” (55.92%), the technical barrier was “the slowness of network” (67.35%), infrastructure/technological barrier was “low bandwidth” (67.76%), the content barrier was “impracticality of some courses” (50.61%), and the barrier related to the instructor was “difficulty contacting academic staff from home” (43.67%). About 83.27% stated that recorded lectures allowed participants to revisit the course, improving learning during the pandemic. However, only 44.08% believed e-learning provided a better opportunity to learn dental clinical procedures because of the zoom function on cameras. Conclusion: The overall attitude toward e-learning was moderate, with several barriers highlighted. Nevertheless, the e-learning system seems to have helped during the pandemic, and it might be essential for dental schools to build a hybrid teaching strategy into their curricula for consistent use.

scholarly journals Blended teaching practices for active learning in higher pharmacy education

2020 ◽  
Author(s):  
wenyuan liu ◽  
Xinzhu Gao ◽  
Lingfei Han ◽  
Jing Liu ◽  
Feng Feng
Keyword(s):  
Student Achievement ◽  
Active Learning ◽  
Formative Evaluation ◽  
Teaching Strategy ◽  
Pharmacy Education ◽  
Tertiary Level ◽  
Positive Contribution ◽  
Learning Platform ◽  
E Learning ◽  
Blended Teaching

Abstract Background : Active learning practices improve student achievement on average in college. Blended adoption of some form of research-based teaching methods for active learning at the tertiary level is rapidly expanding. Nevertheless, there have been few studies to date on the effects of detailed factors such as the blending ratio of the teaching components, impacts of learning resources and formative evaluation methods. The aim of this study was to develop a blended teaching strategy by incorporating methods of team-based learning (TBL) and e-learning into a Pharmaceutical Analysis course for student active learning, and to explore how the practice impacts student learning outcomes. Methods: Two blended teaching programs with different blending ratios of TBL and e-learning methods were developed and compared in this study. Students from four experimental classes enrolled in different majors were recruited. Student outcomes related to active learning goals, such as achievement, logic development or sense of accountability at the tertiary level, were analyzed and evaluated using a formative evaluation method. A survey administered after the study was completed by each student. Results: Student e-learning performance was positively correlated with the final scores, suggesting that exercises and tests provided by the e-learning platform made a positive contribution to student knowledge achievement. On surveys a large majority of students reported that working on instructor-posed questions in a TBL setting improved their higher-order cognitive skills, social cohesion and, through that, feelings of accountability. Final scores showed significant differences among students from different majors, which implied that the effectiveness of active learning depends on the characteristics of students and their activities outside of class. Conclusions: The blended teaching strategy developed in this study was effective in improving student achievement in either formative or summative assessments, which provides an accessible and informative entry point for im­plementing active learning in higher pharmacy education.

Blogging as a Supportive E-Pedagogical Strategy in the Teaching Methodology of Economics

2019 ◽  
pp. 149-168
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Distance Learning ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Teaching Methodology ◽  
Learning Context ◽  
Postgraduate Students ◽  
Pedagogical Strategy ◽  
Online Tools ◽  
E Learning

In the past decade, Web 2.0 technologies, such as blogs, Twitter, Facebook, and WhatsApp, emerged as online tools for teaching and learning. One particular Web 2.0 e-learning tool, blogging, has emerged as a technology-integrated teaching strategy to engage and support students learning in contact, blended, and open distance learning spaces. The purpose of this chapter is to determine to what extent does blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics. A pragmatic approach, an exploratory mixed methods design and purposively sampled postgraduate students (n=209) in Teaching Methodology for Economics were selected. Results have shown that students do visit the blog platform for support daily. Furthermore, blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics showed statistically significant differences using blogging as a supportive e-pedagogical strategy in an open distance-learning context.

scholarly journals Institutional Teaching Innovation under the Demand of Internet + PE

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Dongxia Na
Keyword(s):  
Teaching Strategy ◽  
Interpersonal Relationship ◽  
Personal Communication ◽  
The Body ◽  
Traditional Teaching ◽  
Teaching Innovation ◽  
Different Types ◽  
E Learning ◽  
Communication Ability

In order to study the effectiveness of student-based teaching methods, this study uses open-ended and closed-ended questionnaires to collect qualitative results and studies by collecting different types of data, including quantitative data of the body mass index. The results show that the biggest difference from the traditional teaching strategy is that the internet teaching model can help to improve personal communication ability and better develop interpersonal relationship. At the same time, through social interaction in e-learning, learners can cultivate their ability to find and solve problems, collect, analyze, and use information, and learn to share and cooperate. The research of the project can provide some reference ideas and theoretical basis for follow-up research.

Research on Teaching Strategy Based on Individual Requirements under E-Learning Environment

2012 ◽  
Vol 476-478 ◽  
pp. 2137-2140
Author(s):  
Hua Wang
Keyword(s):  
Learning Environment ◽  
Teaching Strategy ◽  
Teaching Process ◽  
Model Based ◽  
Strategy Model ◽  
Research On Teaching ◽  
E Learning ◽  
Practice Of Teaching

Research on e-Learning in recent years has made great achievements in the exploration and practice of teaching. However, it is urgent that the special characteristics of e-Learning calls for revisiting to the current teaching strategy under e-Learning environment. A novel teaching strategy model based on individual requirements is proposed to improve the efficiency and adaptability in the teaching process under e-Learning environment. The architecture of the proposed teaching strategy is presented by employing relevant middleware model.

scholarly journals PELATIHAN E-LEARNING UNTUK MENGUATKAN PERAN DOSEN DALAM MENINGKATKAN MOTIVASI BELAJAR MAHASISWA KEPERAWATAN

2020 ◽  
Vol 4 (1) ◽  
pp. 241
Author(s):  
Kristina Lisum ◽  
Sondang Ratnauli Sianturi
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Face To Face ◽  
Technological Developments ◽  
E Learning

ABSTRAKPengabdian masyarakat ini bertujuan untuk meningkatkan pengetahuan  dan kemampuan seorang dosen, khususnya dosen keperawatan dalam memberikan suatu strategi mengajar yang disesuaikan dengan era digital, yaitu dengan penggunaan e-learning. Proses pembelajaran di institusi pendidikan tinggi, saat ini tidak hanya terbatas pada pertemuan atau tatap muka saja, tapi terus berkembang seiring dengan perkembangan teknologi. Dengan menggunakan strategi  pembelajaran e-learning, belajar dapat menembus ruang dan waktu sehingga diharapkan dapat meningkatkan motivasi belajar mahasiswa, khususnya mahasiwa keperawatan. Untuk itu solusi yang diberikan adalah memberikan suatu pelatihan kepada sekelompok dosen yang ada di salah satu institusi pendidikan keperawatan swasta di Jakarta Pusat. Pelatihan ini diberikan kepada dosen supaya dosen dapat menggunakan strategi mengajar e-learning  ini sehingga dapat memberikan dampak yang positif bagi mahasiswa keperawatan. Rencana tindak lanjut sebagai saran adalah  mengadakan pelatihan penggunaan strategi e-learning ini kepada mahasiswa keperawatan  di institusi tersebut dan adanya komitmen bersama dalam menggunakan e-learning sebagai salah satu strategi pembelajaran. Kata kunci : e-learning; motivasi belajar; strategi pembelajaran. ABSTRACTCommunity Service aims to increase the knowledge and ability of a lecturer, especially nursing lectures in providing a teaching strategy adapted to the digital era, namely the use of e-learning. The learning process in higher education institutions is currently not only limited to meetings or face to face, but continues to grow along with technological developments. By using e-learning learning strategies, learning can penetrate space and time so that it is expected to increase student motivation, especially nursing students. For this reason, the solution provided is to provide training to a group of lecturers in one of the private nursing education institutions in Central Jakarta. This training is given to lecturers so that lecturers can use this e-learning teaching strategy so that it can have a positive impact on nursing students. The follow-up plan as a suggestion is to hold training on the use of e-learning strategy for nursing student at the institution and the existence of a joint commitment to using e-learning as one of the learning strategies. Keywords : e-learning; learning motivation; learning strategy.

scholarly journals Virtual Classrooms during the Covid-19 pandemic

2021 ◽  
Author(s):  
Sana Hasan
Keyword(s):  
Interactive Video ◽  
Teaching Strategy ◽  
Virtual Classroom ◽  
Online Classes ◽  
Multiple Choice Questions ◽  
Short Answer Question ◽  
E Learning ◽  
On Line ◽  
Education Delivery ◽  
Integrated Or

In order to contain the virus, lockdown was imposed and as a consequence, education delivery methods have changed drastically, with e-learning progressively identifiable, and teaching being carried out with the help of digital platforms.Teachers are struggling with Zoom and Google classrooms to teach students. The conventional style of lectures is deemed incompetent and has been criticized for its inadequacy in involving students, now the focus has been diverted on more innovative pedagogical methods, such as group training, peer interaction and integrated or 'flipped' learning. These practices can continue on-line and can help to develop and expand the interest of students. Multiple IT tools can now be incorporated as a teaching strategy so that Professors and teachers, rather than emphasizing on the classical lecture format, can bring innovation and interactivity to their teaching.One of a very basic and interesting tool is Interactive Video. It allows teachers to enable students to practice questions and discussions while watching videos, by marking signs at specific moments during that video. Mostly the topics are previously taught so it`s easy for a student to understand the lesson. Students can even return back and watch the same video again, in order to develop thorough understanding of a topic. The performance of each student can be evaluated and this approach keeps track of their problems and the topics which are harder to understand. The students stay motivated as the feedback is instant and timely. May educators take Quizzes as standard in classrooms, This learning format develops variety of discussion and suggestions.Apps like Kahoot, Socrative, Quizlet can result in effective classroom engagement. These apps when assigned, allow teachers to test understanding of students simultaneously. Quizzes may be in the form of open-ended short questionnaires, short answer question, true-false, or multiple choice questions. When the quiz is created by the educator and displayed, students can either use their laptops, computers or phones to respond. This is a synchronous type of interaction, where the teachers screen is displaying the questions, and students have to reply through their own devices.It is difficult to engage students during online classes and this issue need to be resolved. If such an approach is adopted which highlight students perspective into consideration rather than trying to accomplish a fake on-campus experience online. Novel methods to teach using digital technology compliments the teaching system and adds creativity. The concept of virtual classroom is potentially off-putting and unfamiliar for new students, studying online for the first time. There are multiple factors influencing the engagement and involvement of students in online system of teaching: it includes family of students due to which students are distracted and focus less during online sessions, additionally, there may be lack of proper technical facilities i.e they may either have no digital facility or older and slower versions which make it difficult for students to understand during the online classes.

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