scholarly journals The Serbian primary school teachers' profiles regarding the preference for a teaching model during the COVID-19 pandemics

Norma ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 27-38
Author(s):  
Nena Vasojević ◽  
Ivana Vučetić ◽  
Snežana Kirin
Keyword(s):  
Information And Communication Technologies ◽  
Work Experience ◽  
Online Teaching ◽  
Professional Training ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Teaching Process ◽  
Research Results ◽  
Teaching Models ◽  
Teachers Attitudes

The quality of the teaching process highly depends on teachers and their qualifications, and the teacher's role plays a very important part in the implementation of the new teaching methods. The results presented in this paper are part of the quantitative study which investigated the primary teachers' perception of the online teaching model that has been realized in Serbia during the COVID-19 pandemic, in comparison to the traditional teaching model. The paper aims to define and present the teachers' profiles, based on their preference for a certain teaching model: the profile of the teachers who prefer working in the traditional teaching model, and the profile of the teachers who prefer working in the online teaching model, or do not make any difference between the two, based on the professional data and their statements and attitudes regarding the comparison of traditional and online teaching models. It was assumed that the teachers with less work experience, more professional training and higher education level would generally prefer the online teaching model. For the research purposes, the specialized two-part questionnaire was designed. The first part included questions concerning the socio-demographic background, while the second part investigated the teachers' attitudes towards the characteristics of the teaching process in both traditional and online teaching models. The independent-sample t-test was used to estimate the influence of previous training on the choice of the preferred teaching model. The research was conducted during January and February 2021. The research sample included 609 examinees. The research results showed that the choice of the preferred teaching model depends on the self-assessment of the teachers' competencies required for the online teaching model, as well as on the duration of the training in the field of Information and Communication Technologies, as a part of the regular professional improvement training. The initial assumption was only partially confirmed by the research results.

Samo(procena) nastavnika o kvalitetu onlajn nastave tokom pandemije kovid-19

2021 ◽  
Author(s):  
Jelena Maksimović ◽  
◽  
Nedeljko Milanović ◽  
Jelena Osmanović Zajić ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Emergency Situation ◽  
Communication Technologies ◽  
Educational Work ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Republic ◽  
Teachers Attitudes

The COVID-19 virus pandemic also had a significant impact on the educational system. This article presents the results of a research aimed at examining teachers' attitudes about the quality of online teaching during the COVID-19 virus pandemic. A descriptive research method and survey technique were applied. The sample included 274 teachers from the territory of the Republic of Serbia. The presented results indicate that the largest number of teachers with online teaching met for the first time during the pandemic and that until then they had no experience with distance learning. The platforms most often used by teachers in working with students are: Google Classroom, Zoom, Edmodo, Google Meet and Microsoft Teams. Also, a large number of teachers answered that they will partially apply online teaching after the pandemic, emphasizing that contact teaching is irreplaceable and of much higher quality, because students are more engaged, prepared and committed to school obligations. Looking at it objectively, teachers most often rated the quality of online teaching during the pandemic as average, more precisely with a grade of three. Online teaching during the pandemic required great dedication and teacher engagement, as well as good management of information and communication technologies and developed digital competencies of both teachers and students. The realization of online teaching was a challenge for teachers, but also the only possibility and solution to continue and actively carry out educational work during the pandemic and emergency situation.

scholarly journals Percepciones de los estudiantes de Educación Secundaria sobre la enseñanza de la historia, a través del uso de las TIC y recursos digitales

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
José Monteagudo-Fernández ◽  
Raimundo A. Rodríguez Pérez ◽  
Ainoa Escribano-Miralles ◽  
Antonio M. Rodríguez García
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Natives ◽  
Teaching Model ◽  
Public High Schools ◽  
Traditional Teaching ◽  
Digital Resources ◽  
Perceptions Of Students ◽  
Information And Communication ◽  
Critical Citizens

El artículo analiza las percepciones de los estudiantes de Educación Secundaria Obligatoria (ESO) y Bachillerato sobre el uso de las Tecnologías de la Información y la Comunicación (TIC) en la enseñanza de la historia. La muestra participante fue de 467 estudiantes de Institutos de Educación Secundaria de la Región de Murcia. Este estudio forma parte de un proyecto de investigación de mayor envergadura, relativo a enseñanza de la historia e implantación de metodologías y recursos innovadores. Del cuestionario estructurado para la recogida de información, se han seleccionado los ítems relativos al uso de las TIC y a la visión de los discentes. Los resultados arrojan una persistencia del modelo tradicional de enseñanza, que no prioriza metodologías cooperativas y de indagación, en el cual las TIC siguen teniendo un papel subsidiario. Se conciben como un complemento, más esporádico aún en Bachillerato que en ESO. Las conclusiones determinan que mientras se siga enseñando historia con una visión factual y memorística es difícil formar ciudadanos críticos, con destrezas a la hora de construir su propio aprendizaje. Aunque el alumnado sea nativo digital será difícil que usen los recursos digitales para adquirir habilidades o valores, pues sigue priorizándose la transmisión pasiva de discursos cerrados. The article analyzes the perceptions of students of Compulsory Secondary Education (ESO) and Baccalaureate about the use of Information and Communication Technologies (ICTs) in the teaching of history. The sample used was 467 students from public High Schools of the Region of Murcia and was part of a larger research, related to the teaching of history and the implementation of innovative methodologies and resources. The items related to the use of ICTs and their vision among students have been selected. The results show a persistence of the traditional teaching model, which does not prioritize cooperative and inquiry methodologies, in which ICTs continue to have a subsidiary role. They are a complement, more sporadic even in Baccalaureate than in ESO. While continuing to teach history with a factual and memorial vision, it is difficult to train critical citizens, with skills when it comes to building their own learning. Even if they are digital natives, it will be difficult for them to use digital resources to acquire skills or values, since passive transmission of closed speeches continues to be prioritized.

scholarly journals Learning Analytics: Learning to Think and Make Decisions

2019 ◽  
Vol 16 ◽  
Author(s):  
Airina Volungevičienė ◽  
Josep Maria Duart ◽  
Justina Naujokaitienė ◽  
Giedrė Tamoliūnė ◽  
Rita Misiulienė
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teacher Inquiry ◽  
Learning Design ◽  
Teaching Process ◽  
Research Results ◽  
Learning And Teaching ◽  
Specific Analysis

The research aims at a specific analysis of how learning analytics as a metacognitive tool can be used as a method by teachers as reflective professionals and how it can help teachers learn to think and come down to decisions about learning design and curriculum, learning and teaching process, and its success. Not only does it build on previous research results by interpreting the description of learning analytics as a metacognitive tool for teachers as reflective professionals, but also lays out new prospects for investigation into the process of learning analytics application in open and online learning and teaching. The research leads to the use of learning analytics data for the implementation of teacher inquiry cycle and reflections on open and online teaching, eventually aiming at an improvement of curriculum and learning design. The results of the research demonstrate how learning analytics method can support teachers as reflective professionals, to help understand different learning habits of their students, recognize learners’ behavior, assess their thinking capacities, willingness to engage in the course and, based on the information, make real time adjustments to their course curriculum.

scholarly journals A Discourse on Innovation of English Teaching in China from the Perspective of Artificial Intelligence

2021 ◽  
Vol 16 (5) ◽  
pp. 2313-2323
Author(s):  
Bingbing Xu ◽  
Ieva Margevica-Grinberga
Keyword(s):  
Artificial Intelligence ◽  
Analytical Approach ◽  
Teaching Model ◽  
Research Results ◽  
English Teaching ◽  
Teaching Models ◽  
New Ideas ◽  
Economic Globalisation

With the progression of economic globalisation, China’s expectations about the quality of English teaching in the country have increased, and because of the restrictive drawbacks of orthodox English teaching models, they cannot meet these requirements. The emergence of artificial intelligence (AI) technology can create new opportunities for the optimisation of English teaching. As such, this study aims to systematically review and analyse the current research on the innovations afforded by AI for China’s English teaching model, especially the application of AI in unquiesced English teaching. The descriptive–analytical approach is used to study and analyse the literature. The research results highlight evidence of success cases, illustrating that the implementation of AI in English teaching in China can provide new ideas and create new spaces for the innovation of teaching models. Keywords: artificial intelligence; English teaching in China;  innovation in English teaching    

scholarly journals Analysis of the cores of these Improvements of Online Teaching System and Model－Based on the Evaluation and Feedback on the Online Teaching Model and Teaching Platform

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Jiangxue Zhang ◽  
Kaiquan Chen
Keyword(s):  
Online Teaching ◽  
Teaching Effectiveness ◽  
Teaching Experience ◽  
Clear Correlation ◽  
Teaching Model ◽  
Teaching Process ◽  
Positive Correlation ◽  
Teaching Platform ◽  
Self Evaluation ◽  
Internet Education

In recent years, MOOC, SPOC and other online teaching modes have attracted widespread attention. Online teaching platforms such as Tencent Classroom and MOOC of Chinese universities have emerged in an endless stream. During the 2020 outbreak of COVID-19, schools at all levels actively engaged in online teaching. The problems and challenges faced in the course of this teaching process will push the research hotspots of modern educational technology to construct the online teaching model that meets the needs of colleges and universities in the context of "Internet + Education". This study collected the evaluation and feedback of college students from different universities and different majors on online teaching mode and teaching platform, conducted a quantitative study of SPSS samples, and analyzed the influence of learners' and teachers' participation on online teaching effect. Results show that: there is a positive correlation between learners' attitude towards online teaching and the effect of online teaching, and between learners' participation and the effect of online teaching. There is also a positive correlation between teacher’s participation and effect of online teaching. There is no clear correlation between learners' use of equipment and online teaching effectiveness. Through the interview, learners reported low self-evaluation in online learning, and there are some problems in the teaching process, such as lack of teaching experience, poor platform interaction ability, and low supervision ability of managers. This study argues that in the development of online teaching, learners' and platform users' sense of experience and teachers' participation should be further improved and perfected.

scholarly journals Neke metodičke mogućnosti afirmiranja sistema inovirane nastave

2018 ◽  
Vol 29 (6) ◽  
Author(s):  
Zora Itković
Keyword(s):  
Theoretical Basis ◽  
Theoretical Knowledge ◽  
Traditional Teaching ◽  
Special Schools ◽  
Teaching Process ◽  
Teaching Models ◽  
Creative Transformation ◽  
School Teaching ◽  
Effective Organization ◽  
Pedagogical Science

On the basic of connection between pedagogico-psychological and didactico-theoretical knowledge about individualizing leaching we created synthetic Iheorelical basis for organizing individualizing teaching, teaching on higher and more difficult levels and programmed teaching in special schools. This synthetic theoretical basis was methodically made concrete by the elaboration of teaching models, by using different tasks and excercises and then all of this was experimentally checked.This investigation was done with the aim to actively take part in the creative transformation of education and teaching and in order to make a contribution to the effective organization of school teaching process as well as to promote melhodics as a pedagogical science which does not have such an importance as it should have nowadays.The results show and confirm the hypothesis that the differentiation of teaching process gives higher pedagogical results than the traditional teaching. The inesligaliort open a series of other didacticomethodical problems which have to be studied since they are essential in the contemporary educational and teaching sphere.

scholarly journals Q-Methodology: A New Way to Develop an Effective Teaching Model for the Development of Students’ Creative Activity

2020 ◽  
Vol 9 (3) ◽  
pp. 1495-1501
Keyword(s):  
Effective Teaching ◽  
Web Application ◽  
Q Methodology ◽  
Teaching Model ◽  
Creative Activity ◽  
Teaching Process ◽  
Research Results ◽  
Factor I ◽  
Factor Ii ◽  
Teachers And Students

In this study a Q-methodology was used to find out the factors that influence students’ creative activity development. A sample of 94 Vietnamese teachers and students was recruited to participate in the present study. We used a Q-sample of 56 statements and a Q-grid with an 11-point scale. Data analysis was performed by using a web application – Ken-Q Analysis version 1.0.6. Factors were extracted by using principal components and varimax method. Research results showed that there were two factors influencing students’ creative activity development: Factor I – the teachers’ teaching activity and factor II – the students themselves. Factor I had an eigenvalue of 46.6 which accounted for 50% of the study’s variance, contains 64 respondents who had significance loading on this factor. Factor II had an eigenvalue of 7.24 which accounted for 8% of the study’s variance, contains 30 respondents who had significance loading on this factor. Based on the research results obtained, we proceed to build an effective teaching model for developing the creative activity of students. In this model, each factor consists of many specific elements with different scores (from -5 to +5). The model includes focal and corrective elements. The findings of this study indicate that for achieving creative goals of the teaching process it requires efforts from both teachers and students themselves. This model is a useful tool that can help clear orientation for teachers and students. It can be applied in the teaching process at universities to improve creative activity for students. This article is considered the first study using Q-methodology to study an effective teaching model for developing students’ creativity.

scholarly journals Problem-Based Teaching of Literature

2019 ◽  
Vol 7 (4) ◽  
pp. 20
Author(s):  
Jela Markušić ◽  
Jakov Sabljić
Keyword(s):  
Learning Outcomes ◽  
Language Teachers ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Educational Work ◽  
Teaching Process

The problem-based teaching of literature is a contemporary teaching model that has emerged from the need to overcome the weaknesses of traditional teaching and to increase the efficiency of educational work. Unlike the traditional paradigms that focused on the teacher and the lecturing model of education, the problem-based teaching of literature engages students, places them at the centre of the teaching process, and encourages them to independently define and research the problem. The problem-based teaching of literature is based on the students’ active relationship to literary phenomena, while the teacher functions as the initiator and motivator of the students’ versatile creations that are reached by solving problem-based tasks. This paper explores the problem-based teaching of literature and presents the results and discussion of the conducted research on the attitudes of Croatian language teachers on the problem-based teaching of literature. Fifty Croatian language teachers participated in the research by filling a survey in an attempt to determine how often the respondents use the problem-based teaching of literature as well as which forms, methods and methods of teaching they use. More specifically, the aim was to determine how teachers see their own role and students’ activity in problem-based teaching of literature. In addition, the research sought to find out whether teachers believe that learning outcomes are more successfully achieved in the problem-based teaching of literature and what the reasons for the (un)acceptability of the problem-based teaching of literature are.

scholarly journals Teacher' attitudes towards e-learning in higher education in Macedonia Case study: University of Tetovo

2018 ◽  
Vol 2 (5) ◽  
Author(s):  
Gazmend Xhaferi ◽  
Arta Farizi ◽  
Rovena Bahiti
Keyword(s):  
Higher Education ◽  
Teacher Attitudes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Learning System ◽  
Traditional Teaching ◽  
Teaching Process ◽  
E Learning ◽  
Teachers Attitudes

Nowadays in higher education it is important integration of new information and communication technologies into the learning and teaching process. Fastest development of computer technologies and the Internet as a communication platform has motivated higher education institutions to start to think about integration of e-learning system on teaching and learning process on their university. E-learning is becoming progressively more important in higher education environment. Teacher is one of the most important stockholder for integration of e-learning. The purpose of this paper is to analyze the perception of teachers' attitudes towards e-learning. In this study were analyzed 49 teachers teaching in 2 major faculties in University of Tetovo, in Macedonia. The results show that a significant number of teachers agree about the plan to blend the present teaching method with e-learning, on the other hand, a great number of teachers not agree to replace traditional teaching method with e-learning. The results show that the number that prefer using traditional teaching method is the same with those that not agree.  There is no any significant correlation between teacher' attitudes towards various e-learning according to gender and faculty. Results shows that teachers' attitudes have important role towards e-learning in teaching process. These results can be a good example for creation a platform or framework for the implementation of e-learning environment in the teaching and learning process on higher education. In addition, the results of the study can serve as an important factor for the improvement and development of the educational process supported by the use of technology, thus implementing an e-learning system in order to help and facilitate the students in their studies.

scholarly journals Self-assessment of Teacher Competencies On The Use of Information and Communication Technologies in the Teaching Process

2021 ◽  
Vol 6 (3(16)) ◽  
pp. 505-520
Author(s):  
Selma Porobić ◽  
Senada Mujić ◽  
Edina Malkić ◽  
Maida Dedić ◽  
Ksenija Mujčević ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technology ◽  
Information Search ◽  
Online Teaching ◽  
Subjective Experience ◽  
Communication Technologies ◽  
Total Sample ◽  
Internet Survey ◽  
Teaching Process ◽  
Information And Communication

The COVID-19 pandemic, or better known as the coronavirus pandemic, brought many challenges in education, and one of them was the transition to online teaching, that is. use of information and communication technologies in teaching. Information technology is a term that describes parts (hardware) and programs (software) that allow access to download, organize, manipulate and present information electronically, and communication technology (CT) is a term that describes telecommunications equipment that can send, receive information, search and access them. This research aimed to examine the subjective experience of teachers about personal competencies in the use of information and communication technology in teaching. The population of this research consists of primary school teachers in the area of Tuzla Canton, and the total sample consists of 138 respondents. An anonymous internet survey was used, which is distributed with the help of social networks “Facebook” and a Facebook group called “Prosvjeta TK”, which brings together educators from the Tuzla Canton area. In this paper, we assume that teachers assess their information and communication competencies as positive and they consider themselves competent in their use in the teaching process. It also explores aspects of teachers’ digital competencies as essential competencies for 21st-century education. The paper will provide insight into the personal perception of teachers regarding ICT competence, which is included in the fund of previous knowledge and theoretical knowledge. The results of this research could help understand and analyze further practices, decide on further steps to build teachers’ ICT competencies in and for the future of the school.

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