E-Pedagogical Support Strategies to Teaching Methodology of Economics Students at an Open Distance Learning University

2020 ◽  
Vol 10 (3) ◽  
pp. 1-18
Author(s):  
Micheal M. van Wyk
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Teaching Methodology ◽  
Learning Context ◽  
Online Questionnaire ◽  
Pedagogical Strategies ◽  
Support Strategies

A systematic review of the literature of e-pedagogical support strategies for an open distance learning context was done to explore the knowledge “gap” on existing scholarly works. This paper investigates the use of pedagogical support strategies employed to support student learning in an online Teaching Methodology of Economics course. The research followed a pragmatic approach—an explanatory mixed-methods design—to conduct the research. An online questionnaire and eDiscussion forum entries were employed to collect data. Convenient and purposive sampling of postgraduate students (n=179) in Teaching Methodology of Economics were selected. Students voluntarily completed the online survey. Findings and practical implications were formulated to advance online pedagogical strategies to support student learning and thus promote essential competencies for the course in the college of education at an open distance learning university. The current study has only examined a small sampling of student views regarding pedagogical strategies employed in a teacher education online course. More research is needed to establish whether a larger sample, comparing similar courses in the teacher education programme, will yield different results.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals Use of Application Variations on Online Teaching in the Covid-19 Pandemic Era

2021 ◽  
Vol 04 (01) ◽  
Author(s):  
Sitti Patima H ◽  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Descriptive Study ◽  
Survey Method ◽  
Online Questionnaire ◽  
Research Results ◽  
Main Application ◽  
First Choice ◽  
Problems And Solutions

This study aims to find out the problems and solutions experienced by teachers during the Covid-19 pandemic where teachers have to do online learning. This research is a descriptive study using an online survey method. The data was collected using an online questionnaire to 25 respondents to the teachers of SMAN 2 Tanjung Jabung Timur. It was found that 100% of the respondents of SMAN 2 Tanjung Jabung Timur had conducted online learning during the Covid-19 pandemic. Based on the research results, it was found that 100% of the teachers were learning the online model (online). Also, in the implementation of online learning teachers use various applications including WhatsApp Web, Google Classroom, Zoom Meeting and Webinar, Youtube. The main application choice for teachers is WhatsApps, which is 100% of teachers claiming to be the first choice.

scholarly journals Use of online interactive tools in an open distance learning context: Health studies students' perspective*

2017 ◽  
Vol 22 ◽  
Author(s):  
Kefiloe A. Maboe
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Discussion Forum ◽  
Specific Reference ◽  
Learning Context ◽  
Online Questionnaire ◽  
Online Discussion Forum ◽  
Educational Challenges ◽  
Management Students

Background: Open distance learning (ODL) institutions provide educational challenges with specific reference to the training of nurses. They have adopted online technologies to facilitate teaching and learning. However it is observed that most nurses do not use or minimally use tools such as a discussion forum for online interaction to facilitate teaching and learning.Objective: The purpose of this study was to determine how the discussion forum as an online interactive tool be used in an ODL institution to enhance student-to-student and student-to-lecturer online interactions.Design: Quantitative and descriptive in nature.Method: No sampling was done. An online questionnaire was sent to all 410 second and third years Health Services Management students around the world registered with a specific ODL institution during the second semester. Eighty seven students responded to the questionnaire. Data analysis was done quantitatively and descriptively in the form of diagrams.Results: The findings indicated that 84.9% of students own computers, and 100% own cellular phones, but only 3.8% participated in online discussion forum. Some students indicated that they were technologically challenged. Some lecturers interact minimally online and are not supportive to them. The institution does not give them the support they need to acquire the necessary skills to utilise these technologies.Conclusion: The article suggests that lecturers, active interaction in an online discussion forum as a way of supporting students, are fundamental to effective teaching and learning.The university should consider providing intensive mentoring to students to enable them to utilise the available technologies optimally.

scholarly journals Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects?

2021 ◽  
Vol 11 (3) ◽  
pp. 726-735
Author(s):  
Elena Commodari ◽  
Valentina Lucia La Rosa
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Online Teaching ◽  
Online Survey ◽  
Well Being ◽  
Future Studies ◽  
School Career ◽  
Upper Secondary ◽  
E Learning ◽  
The Impact

Background: This study aimed to analyze the experiences related to distance learning in a large sample of students in upper secondary school during the first wave of the COVID-19 pandemic in Italy and to explore the potentialities of distance learning for students’ well-being. Methods: Between 22 April and 1 May 2020, 1017 students completed an online survey about the characteristics of online didactic, the availability of devices for distance learning, and the psychological experiences related to e-learning. Results: All Italian schools have adopted distance learning, even if each teacher employs different approaches to e-learning. Students are aware of the importance of distance learning for the containment of the pandemic and of the need to continue with online teaching to avoid the resumption of the infections. However, distance learning is associated with a significant increase in student workload and a consequent psychological distress related to homework. Specifically, students are more distracted in studying, have difficulty organizing study and are concerned that their school career may be adversely affected by the lockdown. Furthermore, a significant percentage does not perceive adequate support from teachers. Conclusions: Future studies will have to explore the impact of distance learning even in the subsequent waves of contagion, taking into account the persistence of the stress from the pandemic.

scholarly journals To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning

2020 ◽  
pp. 97-108
Author(s):  
William H. Robertson
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Traditional Students ◽  
Full Time ◽  
Pedagogical Strategies ◽  
Teaching Online ◽  
Hispanic Serving Institution ◽  
Non Traditional Students ◽  
Hispanic Serving

The use of online course delivery has been promoted at many institutions of higher education as a way to provide greater access to students in a variety of degree programs. The lack of emphasis of online pedagogical strategies has left many faculty members to not consider teaching online, while administrators look for ways to increase revenue through enrollment with limited classroom space on campus. In this paper, the reasons faculty who have taught not online are explored and examined, while providing insight into the motivations of teaching online that could lead to increased participation within distance learning frameworks. Currently, universities across the globe are continuously challenged to provide increased opportunities to non-traditional students without increasing tuition for students or the overall operating budget. As most non-traditional students are not able to attend their classes in a full-time status, many universities are now encouraging and developing a strong distance education program across their institutions. Although distance learning does in fact provide non-traditional students the opportunity of higher education the integrity of university must not be lost, and the following case study of a Hispanic Serving Institution in the Southwest United states is a good example of how universities must consider the consequences and not just the benefits that online teaching has to offer.

scholarly journals The COVID-19 Pandemic: Challenges Faced and Lessons Learned Regarding Distance Learning in Lebanese Higher Education Institutions

2020 ◽  
Vol 10 (10) ◽  
pp. 1259
Author(s):  
Maha Mouchantaf
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Language Teachers ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
The Impact

In the past few months, due to the Covid-19 (Coronavirus) outbreak, most educational establishments in Lebanon, including schools and higher education institutions, made the transition to distance learning. This research sought to explore the impact of the Covid-19 pandemic and the challenges that it currently poses to higher education. More specifically, it aimed to evaluate the views of language teachers with regards to online teaching to better understand both its advantages and disadvantages in comparison to face-to-face education. The study also offered insight on the educator’s feedback and their presented solutions that will lead to a better experience with online learning. A quantitative cross-sectional online survey was implemented for the purpose of this study.

The Use of Pedagogical Support Strategies in an Online Teacher Education Course

2019 ◽  
pp. 192-215
Author(s):  
Micheal M. van Wyk ◽  
Patience Kelebogile Mudau
Keyword(s):  
Student Teachers ◽  
Digital Literacy ◽  
Online Survey ◽  
Small Sample ◽  
Literacy Skills ◽  
Teaching Methodology ◽  
Constructive Feedback ◽  
Support Strategies ◽  
Support Tools ◽  
Bachelor Of Education

This chapter reported student teachers' experiences of using pedagogical support strategies in the Teaching Methodology of Economics course at an open distance learning university. An exploratory mixed methods design and purposive sampling of Bachelor of Education and Postgraduate Certificate in Education students were selected. An online survey and e-digital support tools were used. Results showed that students viewed academic student support as an important part for their success ranging from availability, promptness, approachability, sympathy, clear instructions for the module, and constructive feedback in the course. Several challenges ranging from lacking necessary digital literacy skills to frequent interruption of connectivity of e-digital support tools emerged. Only a small sample was selected for this study, but further research might compare other modules within the postgraduate and undergraduate qualifications respectively, which may yield different results.

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 Digital Fluency and the Construction of Pedagogical Strategies for Distance Learning

2020 ◽  
Vol 8 (12) ◽  
pp. 112-132
Author(s):  
Jacqueline Mayumi Akazaki ◽  
Ester Morsoletto Poegere ◽  
Carla Bueno Sigal ◽  
Leticia Rocha Machado ◽  
Ketia Kellen Araújo da Silva ◽  
...  
Keyword(s):  
Distance Learning ◽  
Data Collection ◽  
Qualitative Methodology ◽  
Production Data ◽  
Technological Changes ◽  
Online Questionnaire ◽  
Pedagogical Strategies ◽  
The Subject ◽  
Interpretative Approach ◽  
Digital Fluency

The objective of the study is to identify Pedagogical Strategies (PS) that can contribute to the construction of Digital Fluency in the Distance Learning (DL) context. Technological changes in society include their own set of knowledge, skills, and attitudes called Digital Competences (DC). Specifically, in distance learning, digital fluency is considered paramount since it is related to the use of technologies where the subject feels digitally active, especially with regard to the production of content/materials for the virtual environment. This can be divided into five specific competences: Content Production, Data Protection, Networking, Virtual Resilience, and Teamwork. Thus, PS were created from the analysis of competences in order to assist the instructors to build them with their students in the DL environment. This study used a qualitative methodology based on an interpretative approach. The instrument used for data collection was an online questionnaire evaluating the Pedagogical Strategies for the Digital Fluency Competence. The target audience of the research was 90 specialists in the area of ​​distance learning who responded and suggested changes to the PS. The results enabled the development of a framework with 46 Pedagogical Strategies divided into the 5 specific competences of Digital Fluency to aid teachers in meeting students’ needs.

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