Communication In Learning Environments Research Articles

THE PERCEPTIONS OF STUDENTS REGARDING GENDER EQUALITY POLICIES IN UNIVERSITIES

The study is about the perceptions of students of the University of Korca regarding the university's commitment to gender equality. Albanian universities have made significant efforts in gender mainstreaming. As part of a higher education institution, we must offer new generations a different path, free from prejudice and stereotypes, embracing people’s freedom and appreciating their individuality and originality. There is a significant commitment from the University of Korca (UNIKO) toward gender equality policies. The paper aims to point out the perceptions of students on gender equality policies followed by UNIKO and the commitment of the university to build an honest and communicative learning and work environment where people are treated equally and there is no discrimination, as well as a community which conveys trust, a sense of belonging and shared goals. A quantitative approach was used for this study. A questionnaire was conducted to measure the perception of students on gender equality policies in the university. The students were recruited in the four faculties of UNIKO. The study focused on students' knowledge of gender mainstreaming; their participation in trainings and activities focused on gender issues; equal representation in the decision-making units and awareness of gender equality and unconscious gender biases. The study showed a high interest of students in the gender policies of the institution, but a more visible involvement of students in informative activities and greater awareness to address gender issues is suggested.

Learning to Communicate: A Photovoice Study With Intensive Care Residents During Night Shifts in the Intensive Care Unit.

This study explored the learning experiences of intensive care residents in an intensive care unit (ICU) during night shifts and the development of communication skills in this community of practice. This action research qualitative study used the photovoice method in four workshops. A group of nine residents shared their learning experiences and collectively analyzed, built, and presented proposals to improve residents' communication skills in the community of practice in which they become intensivists. Participatory thematic analysis was conducted. Students concluded that night shifts in the ICU offered a perfect situational learning environment for communication with one-on-one resident-teacher relationships, less administrative work, and more resident responsibility, improving intensivist identity. Role models, reflective thinking, and teamwork are essential for fostering communication skills among intensivist community members and are all trainable. The results and student suggestions were presented to teachers and decision-makers in the clinic. These photovoice strategies developed students' abilities to share their critical views and suggestions with decision-makers for subsequent implementation, enhancing their confidence in their learning process, strengthening trust-based relationships with teachers, and improving future intensivists' practice communities.

Chinese EMI University Students’ Attitudes Towards the Implementation of Communicative Language Teaching (CLT) in English Language Classes

With the rapid global growth of English usage, numerous institutions have been established in non-English speaking jurisdictions such as China to provide English medium instruction (EMI). Communicative Language Teaching (CLT), a language teaching methodology that emphasizes communicative functions, has increasingly been applied in English as foreign language (EFL) areas. Therefore, this research aims to investigate Chinese EMI university students' attitudes towards the effect of CLT implementation on English skills development, teachers' roles in CLT English classes, and factors influencing their study of English under the methodology of CLT. Through semi-structured interviews with five junior English major students at a Chinese EMI university located in southern China, this study reveals a generally positive attitude towards CLT. The participants believe that the implementation of CLT could enhance their English proficiency, particularly in listening and speaking skills. It is widely acknowledged that teachers play a crucial role as facilitators in CLT-based English classes. Additionally, this study reveals that both internal factors, such as increasing students’ sense of participation in class, and external factors, including a communicative learning environment, cooperative learning activities, peer pressure, the social media publicizing ideas of English language learning and so on, all have positive effect on participants’ English study.

AL AF’ᾹL AL INJᾹZIYAH LADAY MU’ALLIMAH AL LUGHAH AL ARABIYYAH FI AL TAFᾹ’UL AL SOFFI ASNA’A TA’LIM AL LUGHAH AL ARABIYYAH

<p style="text-align: justify;"><em>Directive Acts are illocution acts a teacher uses to ask the student to do a specific action. This speech act affects the input and output of the language studied. This study aimed to analyze the illocutionary acts used by teachers in learning Arabic at the Al Munawaroh Islamic boarding school, Jombang. This study uses a qualitative method with a case study. The techniques for collecting data are observation with recording and interviews and interactive analysis techniques to analyze data. The results of this study show illocutionary speech acts used in learning Arabic with three functions; 1) The function of commanding by using illocution acts in the form of imperative and declarative; 2) Advise function by using speech acts in the form of imperative mood and fill form of amr; 3) The function of prohibiting by using speech acts in the form of declarative and imperatives. The use of this illocutionary act as a teacher's media provides convenience in the learning process and creates a conducive, communicative, and interactive learning environment.</em></p>

IMPLEMENTATION OF FLIPPED MODEL IN EFL READING CLASSROOMS

Among many technology-enhanced teaching strategies, flipped classroom is one that gained popularity in recent years. This approach supports a more student-centered and communicative learning environment in English as a Foreign Language (EFL) classrooms. Although this approach is getting popular in the field, little research has examined the incorporation of flipped classroom approach in EFL classrooms. To address this gap, this study presented some tools to provide teachers an idea of how to flip a language classroom and make the learning process more active and communicative. Also, flipped classroom was examined through the eyes of EFL students. The data were collected through a learning experience questionnaire, focus group interviews and teacher observations. Descriptive statistics was used to demonstrate the mean scores of the questionnaire items. Content analysis was utilized for the interview data. The results revealed that EFL students had positive attitudes towards flipped classroom. Additionally, online assignments and discussion tasks were found to be useful for the implementation of flipped classroom in EFL reading classroom courses.

Implementing a dental and pharmacy interprofessional telehealth simulation between two universities.

Affiliated with Indiana University Interprofessional Practice and Education (IPE) Center, Indiana University School of Dentistry (IUSD) and Butler University College of Pharmacy (BUCOP) students participate in a competency-based, longitudinal foundational IPE curriculum, with three phases of learning activities: exposure, immersion, and entry to practice (https://ipe.iu.edu/education/teach). During COVID-19, the partnering institutions identified two challenges with the curriculum's immersion phase: (1) creating an authentic interprofessional experience and (2) synchronously connecting 196 learners from two universities online in interprofessional teams. A telehealth simulation was created, Dentistry—Pharmacy Collaborative Care Approach to Screening, Brief Intervention, and Referral to Treatment for Tobacco Cessation. Its goals were to: (1) present an authentic patient scenario using a multimedia approach, (2) identify an online learning environment for communication and collaboration, and (3) facilitate the understanding of roles and responsibilities in addressing a state health initiative.1-3 The Baker's Desirable Characteristics of Cases for Small Group Learning checklist (Table 1) was modified to guide simulation development.4 Before the simulation, all learners were responsible for reviewing profession-specific patient case material, including prerecorded standardized patient (SP) encounters. Pharmacy students viewed a video of the SP interacting with the pharmacist in a retail setting, whereas the dental students’ video depicted the same SP as a new patient in the dental office. The videos were recorded from the dentist's or pharmacist's perspective to simulate the students’ respective roles in the scenario. Furthermore, each profession's video provided unique details of the patient's medical history, requiring learners to work collaboratively to gain a complete understanding of the patient's history. Recognize the strengths that individuals bring to teams, regardless of discipline and formal role Consider how similarities and differences across professions influence patients’ understanding of health and health-care priorities Describe health and healthcare as inclusive of individuals, populations, and communities Explain how all members of the health-care team share accountability to improve outcomes relevant to prevention and healthcare Demonstrate effective methods of collaborating with team members to clarify each person's responsibilities Discuss the importance of teamwork in person-centered and community focused care Demonstrate active listening while encouraging ideas and opinions of others Identify ways in which to improve team performance During the IPE session, faculty provided an orientation on Zoom (ZVC, San Jose, CA). Then, using breakout rooms, students and facilitators (7:1) were divided into designated interprofessional teams to simulate the telehealth team huddle. During the huddle, students discussed the unique information presented to them in the profession-specific SP videos and collaboratively developed a tobacco cessation plan for their mutual patient. Facilitators evaluated their teams’ frequency of collaborative behaviors using a modified Performance Assessment for Communication and Teamwork Simulation Observational Tool, which included 13 items evaluating team structure, leadership, situation monitoring, mutual support, and communication.5 At the simulation's conclusion, facilitators debriefed their teams, and post-session surveys were immediately completed by students (48 items) and facilitators (9 items). Survey response rates (Tables 2 and 3) were 94.8% (92 of 97) for dental students and 100% for pharmacy students (99) and facilitators (28). Responses suggested the telehealth team huddle simulation provided students with an authentic learning experience. Respondents reported the IPE session and team behaviors were overall positive, relevant, and realistic. However, future emphasis of assigned roles and responsibilities may improve interprofessional interactions. Factors potentially affecting the attainment of intended objectives include: (1) students from two different universities in different years of professional studies and (2) different program-specific requirements. Although further development and alignment of respective uniprofessional curricula may enhance student attainment of learning objectives, the approach used to develop the simulation is applicable to other educational initiatives in which collaboration is needed for successful outcomes.

Miro: Promoting Collaboration through Online Whiteboard Interaction

To create a more collaborative and communicative learning environment, digital tools are often looked to as possible solutions. Miro, an online whiteboard, is one such tool that allows students to easily share ideas and exchange information using a range of different media. Its strengths are its ability to allow real-time sharing and creation of ideas and information between learners and teachers using a host of multimedia. However, the numerous tools and options provided by the platform does come with a learning curve. Nevertheless, Miro is a useful option for encouraging collaboration between students, giving them a workspace to freely generate ideas and share resources.

Enhancing out-of-class independent learning in a cloud-based information and communication learning environment: insights from students of a pedagogical university

This paper addresses the challenges associated with students’ out-of-class independent work in an information and communication learning environment that relies on cloud technologies. The study utilizes survey data gathered from students at a pedagogical university to inform the development of a course titled “Educational Electronic Resources for Primary School” designed for future primary school teachers. The findings reveal several prominent issues, including the need for more explicit instructions tailored to the task requirements, limited experience in self-management, and a lack of intrinsic motivation. Students emphasized the importance of detailed instructions, either orally or in written form, and emphasized the necessity of careful time planning to ensure successful completion of tasks. Furthermore, the article discusses students’ learning activities and achievements in the course amidst the challenges posed by the COVID-19 pandemic. Drawing from this analysis, the study formulates key requirements for effectively managing students’ out-of-class independent work in a cloud-based learning environment. This research contributes valuable insights to improving the design and implementation of remote learning initiatives, enhancing student engagement, and fostering meaningful learning outcomes.

Preparing Bilingual NinDigging up EFL Teacher’s Instructional Strategies to Create Sustainable Communicative Language Teaching (CLT) Environment

<p>Pervasive power of English communication has led several reforms in education system for nations all over the world, no exception Indonesia. The reforms cover the integration of English communication skill as life skill into curriculum which familiarly has been introduced as twenty century skills called as 4Cs skills integration. This study revealed the EFL teacher’s instructional strategies in creating communicative teaching and learning by using conceptual framework of Communicative Language Teaching (CLT). Case study qualitative research design is employed to answer research questions. The respondents are bilingual ninth grade teacher and school pricipal. To collect data, this study uses semi structured interview, observation and document analysis. The interview was aimed at knowing the EFL teacher’s instructional strategies in creating communicative teaching and learning environment. The collected data were then supported by observation and document analysis. The result of this study revealed that EFL teacher uses several instructional strategies to create communicative teaching and learning environment including role play, games, map-reading, surveys, presentation and the other kinds of classroom activities.</p>

Utilizing Dogme Approach to Promote EFL Learners’ Oral Skills at the Tertiary Level

This research was prompted by the discovery of communication hurdles in EFL programs at Saudi universities. Professors and students have observed a lack of effective communication; therefore, innovative pedagogies that can increase teacher-learner communication are urgently needed. Using a questionnaire to collect data from EFL professors, this study applies the analytical research approach to achieve its conclusions. The vast majority of respondents agreed that the Dogme approach in EFL classes is highly significant in a variety of ways, including enhancing rapport between instructors and students as well as between students themselves, promoting interaction, enhancing communication skills, and encouraging students to ask open-ended questions. The study concludes by proposing methods to create a more communicative learning environment, such as using warm-up oral questions, assessing learners' comprehension through oral questioning after each learning outcome, and employing the Dogme approach as a motivating tool to ensure that learners participated in achieving the intended learning outcomes.

Grammatical Skills Development of Bangladeshi Students through Task-Based Language Teaching

The research aims at exploring whether the implementation of Task-Based Language Teaching can improve students’ grammatical skills and will furthermore investigate its feasibility as a teaching approach. A first year class of English Department at Bangladesh Army University of Science and Technology (BAUST) was used and an action research was carried out. Hence, the study targets to use Task-Based Language Teaching (TBLT) in the communicative grammar learning environment using various meaningful reading tasks. The research problem in this research is the poor scores of students’ grammatical mastery observed in the pre-test. The research paper is based on the use of simple present tense. The focus of this study is the use of TBLT which is believed to guide students to experience communicative grammar learning with various meaningful and pragmatic tasks in the grammar class. The research findings revealed improvement of grammar skill for the students that have at least an initial level of grammatical competence, but no difference was detected for the students of no grammar competence, indicating the need for further investigation. Therefore, this research expects to improve not only students’ grammatical mastery but also the need for better classroom condition and overall skill development.

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

Due to the outbreak of COVID 19, an online bilingual curriculum was conducted via Google Meet. The learning material was developed and implemented by using a smartphone application, STEMUP, based on augmented reality (AR) and automatic speech recognition (ASR) technologies. This study investigated the oral performance and perceptions of learning with STEMUP of ninety non-English major students from several colleges at a technical university in Taiwan. Data were collected from pre- and post-tests and a questionnaire survey. Results indicated that students significantly improved their oral performance and recorded their positive perceptions. Students’ oral performance significantly depended on their English proficiency. Their perceptions were not significant related to their English proficiency, gender, or college. Instant feedback and evaluation provided by ASR technology and online Google text-to-speech service both embedded in STEMUP helped students notice, modify and improve their listening and speaking skills. They were satisfied with the bilingual curriculum, which helped them increase understanding about content knowledge by the teacher’s explanation in Chinese, and improve English listening and speaking skills by learning with STEMUP. This study is a good start in creating an interactive and communicative learning environment where translanguaging is effectively integrated with innovative technologies.

МИР И ТРАНСФОРМАЦИЯ СИСТЕМЫ ОБРАЗОВАНИЯ: ИЗУЧЕНИЕ ВОПРОСА

Today's world is "unstable" and "superfast. Under these conditions, society programs its future through the educational system. Education becomes a way to restore the balance with the global systems of the Earth. A new view on the functionality of the educational system and the process of transformation of educational models is being formed. The gap between the existing educational models and the needs of society is widening. This suggests the need for a change in the educational paradigm. Consequently, a new vision of education becomes an urgent scientific problem. The article analyzes the state of the educational system. Education is becoming convergent. The main principles of convergent education are characterized: education of understanding, not memorization; nurturing the ability to constantly change; forming the skills of information verification; teaching the ability to learn and withstand stress; forming the ability to live in a digital world and preserve humanity. The results of the study of the principles of convergent education were analyzed and summarized. The results are compared with the results of the survey of students. The diversity and commonality of positions are revealed. Urgent problems of educational process transformation are formulated. The necessity of a new format of learning - "learning on the full cycle of human life" is justified. This requires research on the aging human being; the creation of an innovative learning environment for age-appropriate learners. The inevitability of constant transformation of information and communication learning environment for new opportunities has been revealed; the need to modernize the system of indicators for evaluating and tracking the achievements of students. New ways and methods of evaluating creativity, intelligence, ability to co-create are needed. Their development is possible through interaction between students, employers and professional associations. The relevance of working out the technology of blended learning is shown. For this purpose it is necessary to investigate the methodological, psychological problems and consequences of blended learning for the individual. The changes described above force us to rethink the essence of the educational organization. The problem of increasing the effectiveness of educational management comes to the fore. This is possible through the implementation of a scientific approach to organization management. The administrator becomes a scientist; the head of the unit must have knowledge of educational management and self-management. The study showed that the improvement of the norms of civilizational development goes through the global renewal of educational models. As a result, a human-dimensional society is created, human-dimensionality of education and science system is realized.

CREATION OF THE IMPLEMENTATIVE CONDITIONS OF INFORMATION TECHNOLOGIES IN HIGHER EDUCATION INSTITUTIONS

The paper highlights the problemsof the implementationof informationtechnologies into the professional activity of teachers in higher education institutions. Further integration of the country into the world economic and cultural space encourages the synchronization of the Ukrainian education with the global trends, taking into account IT development. The potential directions for the development of higher education digitalization have been identified. One of the main directions of higher education institution activity – modelling and expansion of information and communication educational environment is specified. The author outline the conditions of information and communication learning environment contributing to the increase the digital competence of teachers – IT knowledge, IT skills and readiness to use the achievements of informatiszation process in their professional activities. Basing on the analysis of the main IT development trends in the educational sphere, the authors have formulated proposals to improve the professional activity of teachers and to implement information technologies into the Ukrainian higher education institutions in compliance with the transformations currently taking place in the modern world.

The effect of ISBARR on knowledge of and attitudes about interprofessional communication skills among Chinese undergraduate nursing students

BackgroundInterprofessional communication is essential for the coordination and collaboration of healthcare team members during patient care, especially in critical situations. Therefore, nursing students must learn and practice interprofessional communication skills throughout their education and clinical training. Previous studies evaluating standardized communication frameworks in the United States (e.g., ISBARR [identify, situation, background, assessment, recommendation, and repeat]) suggest that nursing students feel more confident about interprofessional communication and collaboration through familiarity with these frameworks. ObjectiveTo evaluate the effect of an ISBARR workshop on knowledge of and attitude about effective communication among Chinese undergraduate students. DesignA pre- and posttest quasi-experimental study. ParticipantsA convenience sample of 90 undergraduate nursing students at a vocational health college in China. MethodThe two-part ISBARR workshop featured a lecture and a video-simulation exercise. Differences in students' knowledge of and attitudes about interprofessional communication skills using ISBARR were compared pre- and post-workshop. ResultsWe observed a statistically significant (p < 0.001) improvement in overall mean scores of students' knowledge of and attitudes about utilizing ISBARR post-workshop. We also observed a statistically significant (p < 0.001) improvement in the overall mean scores of students' knowledge of and attitudes about ISBARR after the video-simulation exercise. ConclusionThe ISBARR workshop improved Chinese nursing students' knowledge and attitudes about interprofessional communication. Incorporating ISBARR into the nursing healthcare team eventually can lead to improved patient safety. Subsequent studies should target nursing faculty and clinical instructors to evaluate their knowledge and attitudes about teaching ISBARR and interprofessional education. Improving these attitudes can help establish a positive interprofessional communication learning environment for nursing students in China and other cultural contexts worldwide.

A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms

AbstractBackgroundWith the recent pivot to online instruction and/or to mixed online/face‐to‐face (i.e., hybrid) models of teaching necessitated by the novel coronavirus pandemic, the uses of technology to support instruction would seem to have great importance. Whereas effective integration of technology in mathematics classrooms requires recognition of students’ needs and instructional goals that technology could fulfill, very few comprehensive meta‐analytical studies have focused on the roles of instructional technology in support of specific learning goals.ObjectivesIn this meta‐analysis, we investigated and reviewed the roles and affordances of technology in mathematics instruction and its effects on students' mathematics achievement.MethodsCross‐searching multiple bibliographic databases generated a total of 3276 potentially relevant full‐text studies. After applying a series of inclusion/exclusion criteria, we kept 77 studies with 151 effect sizes. Two researchers then coded for seven sets of study features and student characteristics: technology roles, publication‐related features (years and resources), research design, sample size, grade levels, duration of interventions, and types of the testing instruments. The coding achieved acceptable levels of inter‐rater reliabilities. Since effect sizes varied across studies and student populations, random‐effects models were used for overall effect estimates and moderator analyses.Results and conclusionsOverall, this meta‐analysis revealed a small, positive, and statistically significant effect of technology on students' mathematics achievement with an average Hedges' s g (ḡ) of 0.23. The largest significant moderator effects were found when technology was used to design and support collaborative and communicative environments (ḡ = 0.49); the next‐largest moderator effects were found when using technology as supports for problem‐solving (ḡ = 0.39), followed by the roles of as supports for conceptual development (ḡ = 0.31) and as adaptive mathematics practices (ḡ = 0.28). This study also found that the effects of technology were differentiated as a function of publication resources, research design, duration of intervention, and the testing instrument.Major takeawaysFocusing on the roles and functions of technology, this study can contribute to guide potential synthetical studies as well as the future design of educational technology. In particular, technology is used effectively when it is used (a) to create and design a collaborative and communicative learning environment where students have chances to collaborate and interact with each other and (b) as supports for mathematics problem‐solving and for mathematics conceptual development. On the other hand, technology is less effective when it is used for monitoring and assessing students' learning processes without follow‐up instructions.The findings suggested that technology intervention lasting for a shorter time is the better choice. When technology is used for longer periods of instruction, maintaining its novelty and students’ curiosity should be considered. This study also suggested that incorporating computer‐adaptive testing in technology‐based intervention programs is more likely to detect technology effects as adaptive testing could continuously adjust to the abilities of individual students.

The digital generation: New educational needs

The article discusses the pedagogical feasibility of using innovative intellectual immersive technologies in the educational process, corresponding to the pace and needs of digital society development. The features of teaching the digital generation of students are highlighted. The specificity of educational and cognitive activity and the peculiarities of the development of cognitive interest in future IT-specialists in the process of studying specialized disciplines are determined. It is proposed to consider a constructivist approach to learning, which implies the creation of a modal, functional, communicative learning environment, which, in turn, contributes to the self-construction and development of student’ own cognitive trajectory. Arguments are given in favor of the use of Augmented Reality (AR) technology in teaching “digital natives” studying in the IT-field (direction of training 09.03.01 “Informatics and Computer Engineering”). Empirical data are presented that prove the positive influence of educational AR-content on the level of student engagement. The coefficient of student engagement is a quantitative characteristic to assess the state of interest in the educational material in the discipline “Computer Networks and Telecommunications”. The student engagement rate was established by collecting subjective data, which are not directly observable, and are revealed in the course of students’ self-assessment of their learning activities.

PEMBELAJARAN DARING PADA MATA PELAJARAN MATEMATIKA SEKOLAH DASAR

Online learning in math subjects is very important to discuss so this study aims to evaluate online learning in math subjects. This study uses qualitative exploration case study method while sample technique is purposive sampling with a sample number of 45 students, 3 class teachers and 10 parents /guardians of grade V elementary school students in Pekanbaru. Data from research samples are collected through interviews and online questionnaires, so the results of this study explain the role of teachers and parents in the implementation of online learning in mathematics subjects, namely: 1) the role of teachers by creating a meaningful learning process, fun and adapted to the materials and characteristics of learners. 2) The role of parents is to guide, accompany, solve students' difficulties during home study, fostering students' learning interests. While the results of online learning evaluation in mathematics subjects show that students have difficulty focusing on understanding math materials and there are various obstacles such as on the network and the material taught is not discussed again by the teacher. As well alternative solutions for the implementation of learning in math subjects can be done by providing contextual teaching materials, creating a communicative learning environment, using varied methods, teachers and parents / guardians of students must work together and coordinate online by providing information related to their child's development during online learning at home and give creative time to students doing useful activities at home as well as the role of teachers and parents / guardians of students by providing reinforcement, motivation to students as a form of increasing interest, spirit in conducting online learning activities in math subjects.

USING ELECTRONIC TEXT CORPORA IN TEACHING ANCIENT GREEK: A VOCABULARY TEACHING INTERVENTION IMPLEMENTED IN THE ANCIENT GREEK COURSE IN THE 3RD GRADE OF LOWER SECONDARY SCHOOL

The present didactic intervention aims to highlight the effective use of Electronic Text Corpora in the teaching approach of the Ancient Greek course. In particular, the teaching of a unit found in the school textbook of the 3rd grade of lower secondary school is examined at its vocabulary and semantic level, using the Digital Resources (http://www.greek-language.gr/digitalResources/) for the Greek language and the Portal for the Greek language (http://www.greek-language.gr/greekLang/index.html). Using Electronic Text Corpora, students take part in the learning process through a critical way by building an interactive and communicative learning environment. The dynamic use of ETC in the teaching process can constitute the bridge between traditional and new literacy in the Information Society and Communication.&#x0D; &#x0D; &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Scrutinizing the potential use of Discord application as a digital platform amidst emergency remote learning

A common challenge encountered by educators to engage in an emergency remote learning is the selection of an effective digital platform to assist teaching and learning activities. Drawing on this issue, this study offers a practical solution by scrutinizing the potential use of android-based application named Discord as a digital platform to conduct online teaching and learning. To this end, a group of elementary school teachers and students enrolled in Islamic religious and moral education courses was involved as participants in a descriptive qualitative research by employing interview, observation, and documentation as instruments to collect the required data. The results demonstrated that Discord android-based application was proven to be an alternative for elementary school educators as a digital learning platform during the emergency remote learning in the age of Covid-19 pandemic. The results of observation further showed that online teaching-learning activities using Discord application could successfully create communicative digital learning environment which was interesting and enjoyable for the students. Despite the potential advantages, a number of challenges were also discussed in this study. The results of this study contribute as a practical insight for teachers and students in assisting online learning activities as Discord application helps them experience a new nuance of distance learning.