scholarly journals Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China

2020 ◽  
pp. 400-418
Author(s):  
Min Huang ◽  
Yahui Shi ◽  
Xiaoqiong Yang
Keyword(s):  
Goal Orientation ◽  
Learning Experience ◽  
Mixed Methods Design ◽  
College English ◽  
Face To Face ◽  
Global Pandemic ◽  
Face To Face Learning ◽  
Global Language ◽  
Almost All ◽  
Extrinsic Goal

Given the circumstances of the global pandemic, universities around China and across the globe have suspended face to face (F2F) classes and transitioned to emergency remote teaching (ERT). University students in China have been the first to go through the whole semester’s ERT including College English, a compulsory language course for almost all the first- and second-year students of non-English majors. This article adopted a mixed-methods design, a survey followed by a qualitative visual method, gathered data on students’ experience about ERT of College English and presented an investigation into detailed interactive process of the classes. The data analysis on the learners’ engagement and the feedback from the learners provided a summary of the key threads of ERT classes. This study demonstrated that students held an extrinsic goal orientation, which did not differ from their face-to-face learning experience. ERT granted students more opportunities for interaction with their instructor and peers, while collaboration among students were limited. The research results can be connected to the larger fabric of global language teaching in crisis context, provide empirical lessons to educators, and help instructors with their future decision-making about technology-supported activities. 

scholarly journals Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

2021 ◽  
Vol 26 ◽  
pp. 168-174
Author(s):  
Cherie Chu-Fuluifaga
Keyword(s):  
Online Learning ◽  
Tertiary Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Short Period ◽  
The World ◽  
Face To Face Learning

The importance of maintaining connections and relationships across tertiary education for students is discussed as a way of examining the nature of Pacific education in challenging times, particularly in terms of fractured face-to-face learning. Universities have been thrust into an unpredictable time of remote/distance/online learning in a short period of time. The process has been unsettling and challenging for people across the world. As Pacific students and staff experience the unchartered waters of Covid-19 and global disturbances, they are searching out ways to build purposeful connections, shape-shifting and ways to maintain communities of academic togetherness while harnessing the tools of their knowledge trajectories in research. This article will focus on four key principles: valuing personal and academic connections beyond the textbook; discovering heart-warming methods of connection; and connecting for growth and wellbeing.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Current Trends in Digital Learning and Innovation

2020 ◽  
pp. 1-16
Author(s):  
Nidhish Francis ◽  
Abishek B. Santhakumar
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Learning Activities ◽  
Digital Tools ◽  
Digital Learning ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
Face To Face Learning

Digital learning has gained a lot of attention over the recent years and is increasingly being utilised as a substitute for both distance education and face-to face learning activities. This chapter initially defines and briefly discusses the advantages and disadvantages of digital learning. With the advancement in technology, there are various digital tools that are now available to enhance the effectiveness of digital learning experience, and some of the major innovative digital tools are detailed in the chapter.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

A Pilot Study of Instructor Factors and Student Preferences

2009 ◽  
Vol 38 (1) ◽  
pp. 51-62
Author(s):  
Corey H. Brouse ◽  
Kelly R. McKnight ◽  
Charles E. Basch ◽  
Michael LeBlanc
Keyword(s):  
Health Promotion ◽  
Pilot Study ◽  
Learning Experience ◽  
The Internet ◽  
Student Preferences ◽  
Face To Face ◽  
Mixed Response ◽  
On Line ◽  
Almost All ◽  
On Line Learning

In order to gain a better understanding of the ways in which an instructor could enhance an on-line learning experience, we surveyed 96 students enrolled in on-line Health Promotion and Wellness courses. Almost all respondents felt that sending e-mailed reminders and posting announcements on the course was very important or important for enhancing the on-line learning experience. There was a mixed response in the ratings for how important it was for an on-line instructor to host on-line office hours and the weakest ratings were for rating importance of having asynchronous time with an on-line instructor. Not surprisingly, most students used the library for research purposes less often or as often for their on-line courses than for their face-to-face courses. However, the majority of students used the Internet for resources more often or as often. Interestingly, half of the respondents felt that they interacted more with classmates in their on-line course. The amount of time spent preparing assignments in a face-to-face versus an on-line course was split.

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

2020 ◽  
Vol 10 (1) ◽  
pp. 38-46
Author(s):  
Ommi Alfina ◽  
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Student Activities ◽  
Face To Face ◽  
Technological Efficiency ◽  
Student Questionnaire ◽  
Face To Face Learning ◽  
And Control

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

Online versus face-to-face learning in introductory university physics following COVID-19

2021 ◽  
Vol 57 (2) ◽  
pp. 025008
Author(s):  
Emadelden Fouad ◽  
Robert Austin ◽  
R A Kryger ◽  
Doug Holton ◽  
Sesha Srinivasan ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Performance Outcomes ◽  
Introductory Physics ◽  
Face To Face ◽  
Use Of Technology ◽  
Percentage Difference ◽  
Face To Face Learning ◽  
Physics Course ◽  
Education Science

Abstract The use of technology in higher education science classrooms rose significantly in the advent of the COVID-19 pandemic. In many universities, academic programs including introductory physics classes were taken online. Some institutions adopted online learning but also maintained face-to-face (F2F) laboratories when COVID-19 restrictions began to ease. Here, the effectiveness of the online learning approach in comparison with F2F learning is explored. The percentage difference in performance for students who took the online introductory physics course, Physics for Scientists and Engineers, versus that of students simultaneously taking the same course F2F is reported. This is done both across different sections taught by different instructors, and for the same course taught online versus F2F by the same professor. Furthermore, a short survey was conducted to assess the student learning experience and opinion about online and F2F learning. The results show equal or better overall performance for online learning with 4.2% higher performance when comparing results across different sections taught by different instructors. A similar 6.1% performance improvement was seen when comparing results across different sections taught by the same instructor. In contrast with the performance outcomes, the survey results indicate that about 72% of students prefer F2F compared to online learning. The findings provide a useful reference as many institutions and programs transition back to more standard F2F or hybrid learning modes. The benefits and drawbacks of each mode are discussed in the specific context of student preferences and challenges faced in online learning during COVID-19.

scholarly journals Implementation of Project-Based Learning in Physical Education During the Social Distancing Pandemic Covid -19

2020 ◽  
Vol 6 (1) ◽  
pp. 1-10
Author(s):  
Afif Khoirul Hidayat
Keyword(s):  
Physical Education ◽  
Learning Experience ◽  
Project Based Learning ◽  
Physical Education Teacher ◽  
Learning Methods ◽  
Social Distancing ◽  
Face To Face ◽  
The Social ◽  
Face To Face Learning ◽  
Descriptive Method

Policy for studying at home caused by the Covid-19 pandemic impacts the Physical Education learning in Schools. This research was held to identify the application of Project-Based Learning methods on Physical Education in enacting Social Distancing Pandemic Covid-19. The way applied in this research is a descriptive method with a quality approach by Creswell. This research is a Grade VIIa students of SMP N 2 Merauke that consists of 29 students. The instrument in this research is a motivation questionnaire, interview, and documentation. The results showed that the application of Project-Based Learning methods on Physical Education, which was conducted independently in each student's home, was done very well and provided a learning experience the same as face-to-face learning. This research concludes that Project Based Learning methods with a blended approach can be used as an example and guidelines of Physical Education teacher in teaching distance learning in the enactment of Social Distancing Pandemic Covid-19.

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