Temat: online teaching - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: HOW CAN ENGLISH BE TAUGHT FULLY ONLINE? THE EXAMPLE OF AN INTERMEDIATE COURSE IN TOURISM
Autorzy:: Fernández, María Luisa Ochoa
Tematy:: ESP
WebCT
online teaching; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/941105.pdf Link otwiera się w nowym oknie
Opis:: This article considers the question of what ICT can do for English language teaching and learning. It focuses on a pilot teaching English experience at university level in a totally virtual space, carried out since 2007 for the ten public universities in Andalusia (Spain). The paper outlines the design principles of the course integrating all linguistic skills through WebCT, and then discusses how teaching English online can be put into practice. It includes feedback and results, and suggests a definition of the students’ and teachers’ roles within this online environment.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Students satisfaction with the online teaching process
Autorzy:: Areșan, Denis
Țîru, Laurențiu Gabriel
Tematy:: e-learning satisfaction
online teaching
online virtual learning; Pokaż więcej
Wydawca:: Academicus. International Scientific Journal publishing house
Powiązania:: https://bibliotekanauki.pl/articles/1991078.pdf Link otwiera się w nowym oknie
Opis:: This study is about student satisfaction in the online teaching process. The pandemic situation forced us to move the educational activities in the online environment for the safety of all its participants. The methodological design is the quantitative one, the research method used is the sociological survey. This study tried to identify students' perception, effectiveness, satisfaction, and self-perceived efficiency regarding the teaching process in the online environment. The questionnaire was translated and adapted into Romanian. It consists of 26 questions, divided into five dimensions (. The sampling method was the non-probabilistic convenience one, with voluntary participation. The results provided tell us those female respondents were more open to online methods, resulting in higher satisfaction despite common knowledge. However, the results should be viewed with reservations, as the data collected are not homogeneous, and the respondents were chosen by the voluntary participation method. This approach can be seen as a starting point for future research related to the satisfaction of the teaching process through e-learning.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Teaching online in Polish higher education institutions
Autorzy:: Górak-Sosnowska, Katarzyna
Tomaszewska, Lidia
Tematy:: COVID-19
Polska
higher education
online teaching; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/28407224.pdf Link otwiera się w nowym oknie
Opis:: This article presents the system of higher education (HE) in Poland and the role of remote (and later online) learning in education with the focus on changes induced as the response to the COVID-19 pandemic. The analysis begins with a historical background that shows how higher education has been changing after the political transformation of the 1989, and proceeds with a discussion about the conditions in which remote learning emerged. On the one hand, these conditions relate to the existing programmes that e-learning offers – the tools. On the other hand, they refer to the level of digital preparedness – the skills. The article is meant to be descriptive and combines didactic (both institutional and student-related) and administrative perspective of responding to COVID-19. The article analyses how the Polish HE system managed the transition to online teaching caused by the pandemic.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Online teaching readiness of staff during the COVID-19 pandemic: Ege University sample
Autorzy:: Kiliç, Murat
Ateç-Çobanoğlu, Alev
Tematy:: emergency remote learning
online learning
online teaching
perceptions
readiness; Pokaż więcej
Wydawca:: Szkoła Główna Handlowa w Warszawie
Powiązania:: https://bibliotekanauki.pl/articles/35728022.pdf Link otwiera się w nowym oknie
Opis:: The instant transition to online learning during the pandemic led to some neglections in instructional design and planning, with online teaching readiness seen as a major issue within this context. The authors of this study therefore believe that the readiness of instructors for providing online learning is a critical concern for such a transition and its future implications. In this survey/descriptive study, the authors investigated instructors’ online teaching readiness through an adapted version of Chi’s Online Teaching Readiness Questionnaire, which includes both open-ended and multiple-option questions, with code-theme relationships also presented. The data collection tool was administered to 200 instructors from different faculties working at Ege University, which is a western state university in Turkey. The findings from the questionnaire show that to a large extent, the instructors feel ready for online teaching. The authors share their suggestions on future research and applications in the last section of the paper.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design
Autorzy:: Triyanto
Handayani, Rif’ati Dina
Tematy:: learning design
online teaching practice
peer feedback; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/24964704.pdf Link otwiera się w nowym oknie
Opis:: This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Teaching English online based on the experience of the “AZS” Language School in Szczytno
Nauczanie języka angielskiego online na podstawie doświadczeń Szkoły Językowej „AZS” w Szczytnie
Autorzy:: Daszewska, Anna
Tematy:: e-learning
online teaching
teaching English online
pandemic
COVID-19
nauczanie online
nauczanie języka angielskiego online
pandemia; Pokaż więcej
Wydawca:: Uniwersytet Komisji Edukacji Narodowej w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/2056966.pdf Link otwiera się w nowym oknie
Opis:: The article examines four major research problems related to the activities of the “AZS” Language School during the COVID-19 pandemic and attempts to answer four research questions. Altogether, 73 people participated in the survey conducted in February 2021. The tools for the study were: the analysis of company documents, survey questionnaires and in-depth questions. The study of the research questions is provided with the theoretical foundations of e-learning, the origins of e-learning in Poland, teaching English online, as well as the conclusion, bibliography, appendices, and summary.
W artykule przeanalizowano cztery problemy badawcze związane z działalnością Szkoły Językowej „AZS” w czasie pandemii COVID-19 oraz podjęto próbę odpowiedzi na cztery pytania badawcze. Łącznie w badaniu zrealizowanym w lutym 2021 roku wzięły udział 73 osoby. Narzędziami do przeprowadzenia badania były: analiza dokumentów firmy, kwestionariusz ankiety oraz pytania pogłębione. Analiza pytań badawczych została opatrzona podstawami teoretycznymi e-learningu, genezą e-learningu w Polsce, nauczaniem języka angielskiego online, a także konkluzją, bibliografią, załącznikami i streszczeniem.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Boosting students creativity through visual bricolage of experiences - how visual collage boards help students in expressing their knowledge during online classes
Autorzy:: Sońta, Monika
Tematy:: online teaching
creativity
creative explorations
creation
visual metaphors; Pokaż więcej
Wydawca:: Szkoła Główna Handlowa w Warszawie
Powiązania:: https://bibliotekanauki.pl/articles/2080379.pdf Link otwiera się w nowym oknie
Opis:: The objective of this study is to present various practical applications of collage-based methods (visual bricolage) as a way of boosting creative discussions with students and helping them to express their knowledge and experience using visual representation. This viewpoint paper is based on the experience of twenty classes conducted with the MA program and postgraduate students at Kozminski University between March 2019 and December 2021, when online whiteboards and visual metaphors were used. The method used was participative observation, as the author also acted as the workshop facilitator. To observe the user’s action, the contribution tracking tool that is available on the mural whiteboard (Mural, n.d.) was activated. The explorations during the workshops revealed two elements of online classes: Conceptualization vs Illustration, to determine whether photos and pictures serve as an instrumental illustration in the background of the story, or they are important elements that convey the sense of the students’ statements. Moreover, the paper contains various practical findings that help to facilitate creative educational workshops remotely.
Dostawca treści:: Biblioteka Nauki

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na półce

Skocz do pozycji: 8.

Tytuł:: Student Evaluation of Flipgrid at a Japanese University: Embarrassment and Connection
Autorzy:: Innes, Andrew Richard Burns
Tematy:: Flipgrid
video
EFL
ESL
transactional distance
online teaching; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Powiązania:: https://bibliotekanauki.pl/articles/2056967.pdf Link otwiera się w nowym oknie
Opis:: The present study looked at student evaluations of Flipgrid, a video sharing platform. A total of 100 students gave their consent to take part in the study. Students were asked to make a video between 60 and 90 seconds on various subjects, and then evaluate Flipgrid using an online survey. Student evaluations were coded, and interpreted in relation to the sub-constructs of transactional distance outlined by Zhang (2003). Results of the qualitative survey indicate – among others - positive feedback for mediation of social features (54.9%) and platform features (27.5%), but negative feedback for technical problems (39.2%) and feelings of embarrassment (30.3%).
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: English language teaching in times of crisis: teacher agency in response to the pandemic-forced online education
Autorzy:: Thumvichit, Athip
Tematy:: teacher agency
English language teaching
online teaching
higher education
COVID-19; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/2085228.pdf Link otwiera się w nowym oknie
Opis:: Teacher agency occurs when teachers demonstrate a capacity to solve pedagogical and curriculum challenges. This article delves into how tertiary English teachers in Thailand practice their agency in response to the abrupt conversion to online teaching amid the COVID-19 pandemic. This study drew on teachers’ responses to a questionnaire (n=162) and semi-structure interviews (n=3) to identify their positioning and agentic actions. The results suggest that teachers’ positioning as being professionally responsible for students’ learning outcomes remains intact, even though the situation restricted them from going beyond their fundamental responsibilities. From a pedagogical standpoint, teachers’ agentic actions identified were endeavoring to create an interactive learning environment; implementing social media platforms to compensate for the loss of face-to-face communication; working with students to adjust their teaching practices; promoting autonomous learning; and incorporating formative assessment approaches. Teachers might find themselves struggling to achieve their pedagogical goals, but once they become familiar with the new learning environment and master suitable teaching methods, online learning can be a viable option for formal language education, even in the normal situation.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: How to teach pharmacology to medical students during the COVID-19 pandemic? Students’ perceptions of novel, online forms of teaching
Autorzy:: Pawłowska, Iga J.
Pawłowski, Leszek
Krzyżaniak, Natalia
Kocić, Ivan
Tematy:: Undergraduate
COVID-19 pandemic
Medical education
Online teaching
Pharmacology; Pokaż więcej
Wydawca:: Gdański Uniwersytet Medyczny
Powiązania:: https://bibliotekanauki.pl/articles/2203185.pdf Link otwiera się w nowym oknie
Opis:: BackgroundThe COVID-19 pandemic has forced the introduction of many changes into medical student education. The aim of the study was to evaluate medical students’ perceptions of a Pharmacology course delivered at a Polish medical university before and during the pandemic.Material and methodsA cross-sectional anonymous survey conducted among medical students.Results90 out 122 students participated in the study. The vast majority of students found pharmacology to be a difficult subject. The surveyed group of students preferred active methods of learning, including: teacher explanations (86.5%) and discussions (70.8%) during in-person classes, real-time student-teacher meetings via dedicated web-based platforms (73%) during online classes. Students most often described e-learning as interesting (58.9%) and timesaving (52.2%). Less than 30% described it as stressful, difficult, time-consuming and boring. The most commonly reported advantage was the possibility for students to adjust their pharmacology study-time to a more personalised schedule (82.5%). The main disadvantage included the loss of in-person face-to-face contact with the teacher (61.8%).ConclusionsOverall, students held positive attitudes towards the new teaching format and adapted well to the new conditions. Modern innovations enabling medical students to continue their studies efficiently and effectively during the pandemic must be developed and introduced into practice.
Dostawca treści:: Biblioteka Nauki

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