scholarly journals STUDENTS READINESS FOR ONLINE LEARNING: CASE STUDY ON COMMERCE DEPARTMENT’S STUDENTS POLITEKNIK KUCHING SARAWAK

2021 ◽  
Vol 4 (15) ◽  
pp. 88-96
Author(s):  
Hartyni Mastor ◽  
Hasimah Salleh ◽  
Khatijah Ibrahim
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Industrial Training ◽  
Commerce Department ◽  
High Level ◽  
Level Of Motivation ◽  
The Relationship

The Covid-19 pandemic has had a profound effect on the country's education system. Regardless of the administrator and the teaching staff, the students are also affected by this situation. The Ministry of Higher Education has decided that the Online Teaching and Learning method (Pengajaran dan Pembelajaran Dalam Talian, PdPDT) will be implemented at the Polytechnic level, especially for the June 2020 session. The main purpose of this study is to identify the level of readiness and motivation of students of the Commerce Department Polytechnic Kuching Sarawak on the implementation of PdPDT. The study also examined the relationship between motivation and the level of readiness of students to follow online learning. Quantitative data is collected through a questionnaire distributed online to all active students of the Commerce Department who will attend lectures in the June 2020 session (excluding students who are undergoing Industrial Training and semester 1 students intake June 2020). A pilot study conducted found that the Cronbach’s alpha value was 0.970 and it showed a high level of reliability for the items tested. The scope of this study leads to the level of readiness and level of motivation of students only. The data obtained were analyzed using Statistical Package for Social Science (SPSS) version 20. Overall, the level of readiness (mean score: 3.40) and level of motivation (mean score: 3.32) of students of the Commerce Department on the implementation of online learning is at a moderate level. Respondents responded positively to PdPDT in assisting the new normal teaching and learning process.

scholarly journals Perceptions of Roles and Responsibilities in Online Learning: A Case Study

10.28945/3205 ◽  
2008 ◽  
Author(s):  
Annemieke Craig ◽  
Annegret Goold ◽  
Jo Coldwell ◽  
Jamie Mustard
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Online Learners ◽  
Online Teachers ◽  
Roles And Responsibilities ◽  
Online Technologies ◽  
Proactive Management ◽  
Extensive Introduction

The extensive introduction of online technologies to support teaching and learning is impacting how teachers teach and students learn. It is also affecting both teaching staff s and students’ perceptions of what each others’ roles are. The research reported here is part of a larger study that explored different aspects of teaching and learning in online environments. This study was undertaken within an Australian university and involved an institution-wide survey of students. The paper reports on students’ perceptions of their roles as online learners and the expectations they have of online teachers. The outcomes of the research suggest that different cohorts of students have different expectations. These expectations are informed by their mode of study and also by their perceptions of how staff engage with online teaching. Recommendations include proactive management of student expectations by staff, as well as a commitment by staff to meet those expectations.

Does Online Learning Meet the Expectation? A Case Study of Short Semester General English Class

2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Online Teaching ◽  
English Class ◽  
Efl Students ◽  
Teaching Learning ◽  
High Level ◽  
Giving Feedback

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>

scholarly journals Students’ participation on speaking online class (a case study)

2021 ◽  
Vol 12 (2) ◽  
pp. 35-45
Author(s):  
Inti - Englishtina ◽  
Novita - Al Ihyak ◽  
Steffie Mega Mahardhika
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Online Class ◽  
Language And Culture ◽  
Technical Issues ◽  
Academic Year

This paper aims to reveal factors that affect the students' participation in a speaking online class. The subjects are the second and fourth semester students of English department, Language and Culture Faculty, UNTAG Semarang. The research was held during the even semester of the academic year 2020/2021. The research method used in this study is a qualitative method. The data was based on the interview and the questionnaires filled by the students. Some technical issues came up in the online class such as internet connection which mostly became the hottest issue and also the device being used which was sometimes not compatible to the program used in the teaching and learning process. Those issues somehow have affected the online teaching and learning process. The other issues affected in online learning are students’ contribution and students’ condition. For those, it is hoped that the research will give a clearer explanation especially for the teachers who are struggling on teaching the online class and face a similar situation. Therefore, they can cope and handle it better. Keywords: online learning, participation, speaking class

Effectiveness of online teaching & learning during COVID19 pandemic: A case study at college of science & technology, Royal University of Bhutan

2021 ◽  
pp. 29-37
Author(s):  
Namgay Tenzin
Keyword(s):  
Online Learning ◽  
Mixed Mode ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Approach ◽  
Online Teaching And Learning ◽  
Online Mode ◽  
Lesson Delivery ◽  
Teaching Learning

A study was carried out to assess the effectiveness of online teaching and learning at the College of Science and Technology, Royal University of Bhutan. As a case study, two modules under the electrical engineering program taught at the sixth and eighth semesters respectively were chosen. A non-statistical purposive sampling method with a mixed-mode research approach was used to assess the effectiveness of online teaching and learning during the COVID 19 pandemic with 73 respondents. Analysis of the data revealed that students were coping up well with the sudden shift of lesson delivery from traditional offline mode to online mode and learning outcomes were achieved with 43% of the respondents agreeing to it. The offline mode of teaching and learning is still the choice of mode of learning followed by mixed-mode learning. Online learning is also able to engage students meaningfully with 44% of the respondents saying they were able to communicate in the online class effectively. Generally, students were not satisfied with the online lesson mainly citing weak internet connectivity, increased distractions at home, and lack of motivation. The case study also revealed that online learning gave more flexibility, it is more convenient, and learning at its own pace is one of the greatest benefits of online learning which shows that CST has a good foundational platform for online teaching and learning. The study also highlighted the importance of changing the instructional strategies to suit the online lesson delivery for learning to be effective.

scholarly journals Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

2020 ◽  
Vol 2 (2_DEC_2020) ◽  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Student ◽  
Sense Of Presence ◽  
Language Students ◽  
The Uk ◽  
The Impact

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacher-student interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning.

scholarly journals A case study on the perspectives of University of Santo Tomas pharmacy professors on the influence of online classes in pharmacy education

2021 ◽  
pp. 759-770
Author(s):  
Heidus Renzo G. Palomares ◽  
Precious Pauline M. Pantoja ◽  
Kristefanie E. Pascua ◽  
Alyanna Lou D. Pfleider ◽  
Andrea Nicole T. Polintan ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Pharmacy Education ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
The University ◽  
Virtual Mode

Objective: The COVID-19 pandemic has shifted the academic environment into distance learning. In the University of Santo Tomas (UST) Faculty of Pharmacy, an Enriched Virtual Mode of Learning was used to deliver the online teaching and learning process. This study aimed to determine the influences that online learning had on the standard of pharmacy education. Methods: A qualitative case study research design was utilised and gathered the perspectives of eight UST pharmacy professors. Results: During thematic analysis, several themes were identified which were rooted in the ten key components of online learning. Conclusions: The study concluded that online learning had more negative influences than positive influences on pharmacy education. Regarding pharmacy courses, the Quality Control, Microbiology, and Public Health clusters were identified as the most difficult to teach online while the Biochemistry and Pharmacognosy clusters were the least. Recommended adjustments to improve learning outcomes focused on enhanced review methods during the course audit.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

Sign in / Sign up

Export Citation Format

Share Document