scholarly journals A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

2021 ◽  
Vol 13 (6) ◽  
pp. 3317
Author(s):  
Carlos Peñarrubia-Lozano ◽  
Manuel Segura-Berges ◽  
Manuel Lizalde-Gil ◽  
Juan Carlos Bustamante
Keyword(s):  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Traditional Teaching ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Management Board ◽  
Semistructured Interviews ◽  
Information And Communication ◽  
E Learning

The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged.

Collaboration Among Multicultural Virtual Teams

2011 ◽  
pp. 306-313
Author(s):  
Kursat Cagiltay ◽  
Barbara A. Bichelmeyer ◽  
Michael A. Evans ◽  
Trena M. Paulus ◽  
Jae Soon An
Keyword(s):  
Information And Communication Technologies ◽  
Virtual Teams ◽  
Ad Hoc ◽  
Geographical Location ◽  
Communication Technologies ◽  
Face To Face ◽  
Information And Communication ◽  
Problem Solve ◽  
Virtual Setting ◽  
E Mail

Due to the increasingly widespread use of various information and communication technologies (ICT), individuals from different countries and cultures are able to learn and work collaboratively in virtual environments (Mowshowitz, 1997). Electronic communication tools, such as chat, e-mail, and the World Wide Web, now make it possible for students and employees to communicate and problem solve with colleagues irrespective of geographical location (Scott, 2000). One of the major downsides of this form of collaboration, though, is that members of a virtual team do not have the advantage of face-to-face interaction and communication. Instead they must rely solely upon an assortment of computer-supported cooperative-learning and class-work tools and strategies—some planned, some ad hoc—to coordinate resources (Bichelmeyer, Cagiltay, Evans, Paulus, & An, 2004). Unfortunately, little research has been conducted to systematically investigate the dialectic between culture and computermediated communication (CMC). There is currently an insufficient understanding of how individual learning and work, cultural features, and CMC mutually influence one another in a purposeful, virtual setting.

scholarly journals Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

2021 ◽  
Vol 10 (6) ◽  
pp. 135
Author(s):  
Obert Matarirano ◽  
Abor Yeboah ◽  
Onke Gqokonqana
Keyword(s):  
Higher Education ◽  
South African ◽  
Information And Communication Technologies ◽  
Education Institution ◽  
Communication Technologies ◽  
Technology Readiness ◽  
Face To Face ◽  
Information And Communication ◽  
E Learning ◽  
South African Higher Education

The closures of Higher Education Institutions (HEIs) due to the Covid-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former’s collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects.

DIGITAL AGE DIDACTICS: FROM TEACHING TO ENGINEERING OF LEARNING (Part 2)

2018 ◽  
pp. 52-60
Author(s):  
М. A. Tchoshanov
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Traditional Teaching ◽  
Design Development ◽  
Face To Face ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Information And Communication

The digital age demands re-thinking of traditional teaching and learning. Rapidly growing technological innovations in education force a paradigm shift from traditional teaching to engineering of learning. Thus, the main focus of the article is on the design, development, and implementation of effective learning environments through the use of Information and Communication Technologies in various formats: face-to-face, blended, and distance education. Engineering of learning requires new understanding and reconceptualization of traditional didactics toward e-Didactics in order to effectively design and skillfully align learning objectives, content, and assessment in the digital age classroom.

scholarly journals Using the Lingua Latina e-learning course in organizing students' independent work

2021 ◽  
Author(s):  
Т.И. Полищук ◽  
С.Г. Лесик
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Face To Face ◽  
Latin Language ◽  
Information And Communication ◽  
E Learning ◽  
Level Of Motivation ◽  
Independent Work ◽  
To Receive

В статье рассматривается дидактический потенциал электронного учебного курса Lingua Latina как образовательного ресурса для организации самостоятельной работы по латинскому языку. Научная новизна исследования заключается в разработке электронного учебного курса по латинскому языку на платформе Moodle с целью интенсификации учебного процесса. При решении задач исследования были поведены анкетирование студентов 1 курса с целью выявления уровня мотивации к самостоятельной работе с использованиеминформационно-коммуникационных технологий и тестирование остаточных знаний по изучаемой дисциплине. В анкете студенты обосновали выбор смешанной модели обучения: они предпочитают получать теоретические знания в онлайн-режиме, а отрабатывать навыки при непосредственном контакте с преподавателем. Результаты исследования показали, у 75,7% студентов, выполняющих задания для самостоятельной (внеаудиторной) работы в электронной информационно-образовательной среде (ЭИОС) в сочетании с очными консультациями преподавателя, сформированны общепрофессиональные компетенции. The article examines the didactic potential of the Lingua Latina e-learning course as an educational resource for organizing independent work on the Latin language. The scientific novelty of the research lies in the development of an electronic training course in Latin on the Moodle platform in order to intensify the educational process. When solving the research tasks, a survey of 1st-year students was conducted in order to identify the level of motivation for independent work using information and communication technologies and testing of residual knowledge in the discipline under study. In the questionnaire, students justified the choice of a mixed learning model: they prefer to receive theoretical knowledge online, and to practice skills in direct contact with the teacher. The results of the study showed that 75.7% of students who perform tasks for independent (extracurricular) work in an electronic information and educational environment (EIOS) in combination with face-to-face consultations.

E-Learning Implementation in Developing Countries

2014 ◽  
pp. 97-118
Author(s):  
Jovana Zoroja ◽  
Marjana Merkač Skok ◽  
Mirjana Pejić Bach
Keyword(s):  
Developing Countries ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Everyday ◽  
Information And Communication ◽  
E Learning ◽  
Depth Interviews

E-learning nowadays plays an important role in teaching because it is oriented toward the use of information and communication technologies that have become a part of the everyday life and day-to-day business. E-learning contributes to traditional teaching methods and provides many advantages to society and citizens. The main goal of the chapter is to explore e-learning use in developing countries, using Croatia as an example. This chapter identifies perspectives and obstacles defined by users and non-users of e-learning. Four in-depth interviews were conducted to get a more extensive picture of educational institutions that use e-learning in the teaching process. The results of this research indicate that the potential implementation of e-learning in developing countries faces a number of obstacles, mainly due to the restricted resources of professors and institutions measured both in time and financial terms.

E-Learning Implementation in Developing Countries

2016 ◽  
pp. 1296-1317
Author(s):  
Jovana Zoroja ◽  
Marjana Merkač Skok ◽  
Mirjana Pejić Bach
Keyword(s):  
Developing Countries ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Everyday ◽  
Information And Communication ◽  
E Learning ◽  
Depth Interviews

E-learning nowadays plays an important role in teaching because it is oriented toward the use of information and communication technologies that have become a part of the everyday life and day-to-day business. E-learning contributes to traditional teaching methods and provides many advantages to society and citizens. The main goal of the chapter is to explore e-learning use in developing countries, using Croatia as an example. This chapter identifies perspectives and obstacles defined by users and non-users of e-learning. Four in-depth interviews were conducted to get a more extensive picture of educational institutions that use e-learning in the teaching process. The results of this research indicate that the potential implementation of e-learning in developing countries faces a number of obstacles, mainly due to the restricted resources of professors and institutions measured both in time and financial terms.

DIGITAL AGE DIDACTICS: FROM TEACHING TO ENGINEERING OF LEARNING. PART 1

2018 ◽  
pp. 53-62 ◽  
Author(s):  
M. A. Tchoshanov
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Traditional Teaching ◽  
Design Development ◽  
Face To Face ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Information And Communication

The digital age demands re-thinking of traditional teaching and learning. Rapidly growing technological innovations in education force a paradigm shift from traditional teaching to engineering of learning. Thus, the main focus of the article is on the design, development, and implementation of effective learning environments through the use of Information and Communication Technologies in various formats: face-to-face, blended, and distance education. Engineering of learning requires new understanding and reconceptualization of traditional didactics toward e-Didactics in order to effectively design and skillfully align learning objectives, content, and assessment in the digital age classroom.

scholarly journals Docencia presencial, on-line o mixta: ¿Qué herramientas pedagógicas son mejor valoradas por el alumnado?

2020 ◽  
Author(s):  
María Isabel López Rodríguez ◽  
Daniel G. Palací López ◽  
Jesús Palací López
Keyword(s):  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Bologna Process ◽  
Average Score ◽  
Audience Response ◽  
Pedagogical Tools ◽  
Teaching Methodologies ◽  
Face To Face ◽  
E Learning ◽  
The Impact

The implementation of the Bologna process in Spanish universities, which has been active for a decade as of this academic year, facilitated the implementation of multiple teaching methodologies where numerous Information and Communication Technologies (ICTs) and e-learning tools have had a place. Thus, at this point, an analysis ought to be carried out of the impact that their use may have had on the teaching-learning process for the students. The results from such study will allow selecting the tools that could potentially optimize the results of the aforementioned process. Once the best ones among them have been identified, and taking into account their face-to-face or online nature, it will be posible to make a proposal of which teaching methodologies will lead to the best results in three possible scenarios: face-to-face, online or mixed teaching. While most reaserach in this field focuses on the academic performance as the main output to optimize, measured through the student's qualification, the present work aims at taking the student’s opinion into consideration. Therefore, the perception of the students with regards to some pedagogical tools is assessed in this work. Specifically, two tools have been selected: one face-to-face tool (an Audience Response Tool, H.R.A.) and another e-learning one (a hypermedia container) that, logically, does not require attendance. The data collection required for its posterior analysis was carried out through an ad-hoc questionnaire presented to the students of a degree offered by the University of Valencia,. The first results reflect a better reception to H.R.A., with a higher average score (higher than 8), although e-learning is postulated useful for self-evaluation. 

Lecturers’ Role in Design and Implementation of E-Learning Processes

2020 ◽  
pp. 287-298
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
The State ◽  
Ict In Education ◽  
Policy Documents ◽  
Strategic Approach ◽  
Information And Communication ◽  
E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

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