Conducting Online Classes Research Articles

Perception of E-learning among Medical Students of VIMS, Ballari, Karnataka: A Cross Sectional Study

With COVID-19 pandemic disrupting the educational system, the professional medical teaching has been shiftedto online mode soon after the Government’s decision to impose nation-wide lock-down.A cross sectional study was carried out among medical undergraduate in VIMS to know their perception on elearning.The questionnaire was administered through google forms and the results were analysed using descriptivestatistics. Among 340 study subjects, the mean age was found to be 20.47 and the majority of responders were firstyear undergraduates. Most students depended on smartphones for attending classes. The maximum satisfactionindex (55.47%) observed with more time spend on homework and the minimum (39.85%) with greater ability toconcentrate in online class. On a Likert scale of perception assessment 32.9% of students disagreed with conductingonline classes followed by 31.2% remained neutral. Overall experience recorded bad with 57.6%. Online learninghas been the need of the hour but it should be backed up with traditional learning for effective results.

Edukacja zdalna w Polsce ze szczególnym uwzględnieniem wychowania fizycznego Z perspektywy nauczyciela i ucznia

Remote education in Poland, with particular emphasis on physical education. From the perspective of the teacher and the student The article deals with remote learning during the Covid-19 pandemic. The author draws attention to the problems posed by social isolation as well as technological limitations when conducting online classes. It discusses the preparation of students, tools for conducting remote classes and problems faced by teachers and students during their duration. Then the author analyzes this problem in more depth on the basis of physical education lessons. This section focuses mainly on the issue of safety and unregulated regulations that did not clearly define the rules for the safe conduct of audiovisual activities in physical education lessons. Summing up, the author states that it is necessary to clarify the educational law and to refine the ways of maintaining relations between students. Only then will remote lessons be able to be held correctly and bring benefits.

Online teaching and its impact on self-monitoring of faculty members: learnings for the future from a pandemic

PurposeThis research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching.Design/methodology/approachBased on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members’ self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching.FindingsThe quantitative analysis conducted using multiple regression directed that the faculty’s contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members’ self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges.Research limitations/implicationsThis study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times.Practical implicationsTo ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students’ teaching, learning and needs.Originality/valueThis study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both-theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

Group Work Using Active Learning

An active learning group work course at “A” university in Japan is characterized by two-way interactions between students as well as between teachers and students. The spread of COVID-19 prompted a shift from in-person lessons to online synchronous lessons in 2020 and 2021. This mixed methods study analyzes data from a combined structured and open-ended questionnaire completed by 5,268 students. The results showed that online lessons were significantly more highly evaluated than face-to-face lessons in terms of enhancing students' understanding of student life, sense of belonging, expressing one's opinions and listening to those of others, and self-regulation of attendance and gaining an in-depth understanding of the course material. However, face-to-face lessons were preferred for small class sizes, interactions with students who have different ideas, and group learning activities. Open-ended responses indicated that conducting online classes via Zoom improved students' perceptions of group learning and interaction in this setting.

Effectiveness of Online Learning during the COVID -19 Pandemic in Mizoram

Due to the outbreak of Covid-19 pandemic, most schools in Mizoram shifted to online learning platforms to continue with their academic activities. A survey was carried out using a questionnaire to identify the effectiveness of online learning. 356 students and 60 teachers from different secondary and higher secondary schools in Mizoram responded to this survey. To find the effectiveness of online learning, percentages were calculated to analyze the data and the mathematical consensus (Cns) were calculated. Students’ preferences and perceptions on various attributes of online classes were analyzed. The results indicated that most of the students and teachers were not quite ready to shift to online learning platforms. Bad internet connectivity, low data limits, slow data speed, demand for costly devices such as smart phones and related software and connectivity were problems faced in conducting online classes. It was found that the students preferred using smart phones to follow online classes, and mathematics was the most difficult subject to learn or teach in online classes.

THE IMPACT OF COVID-19 PANDEMIC ON PERSONAL AND PROFESSIONAL LIFE OF KARACHI UNIVERSITY TEACHERS

The COVID-19 epidemic has posed substantial issues to the global higher education sector, particularly in Pakistan. The global academic community responded to the COVID-19 epidemic by shifting to distance learning, with the vast majority of courses being provided online throughout the outbreak. A large number of researchers have shared their work on online teaching and learning in a variety of various methods with the public. As a result of the global epidemic, several Schools, Colleges, and Universities have cancelled physical education programs. In this research report, we discovered that the COVID-19 pandemic, as well as social and emotional pressures, was the primary causes of the negative effects on Karachi University Faculty. These consequences reveal themselves in the participants' personal as well as professional lives. In terms of their professional role, participants reported that the additional time and attention that they dedicated to learning new technologies, implementing new teaching practices, receiving support from co-faculty members, and striving to meet their perceived obligations as scholars had an emotional impact. While conducting online classes during the COVID-19 epidemic, this study focuses on a number of concerns and challenges that University Faculty encountered. Faculty members are dealing with high levels of stress, hopelessness, rage, and grief. There is a significant increase in workload, and they claim that their work-life balance has deteriorated. They talked about the strategies, tools, and tactics they used to get out of this situation, whined about technology, and went back to their normal lives, emphasising the impact of trauma on both their personal and professional lives. They also talked about the impact of trauma on their personal and professional lives. There has been a substantial impact on the lives of faculty members as a result of the epidemic, with possibly important effects for the future. The findings imply that efforts should be made to improve assistance and professional training sessions should be held at the departmental and faculty levels to enable them to continue their research and other educational activities without experiencing stress or trauma in the future.

A study on the impact of occupational stress on the performance of teachers of pavaratty, thrissur

The COVID-19 pandemic has brought changes in several sectors, the notable among that is working from home and usage of electronic gadgets for official work. Along with this, the methodology of teaching has gone in to drastic change, chalks and boards are replaced by electronic gadgets and the teachers are forced to adapt the changes. This compulsion to change and challenges in conducting online classes gives enormous occupational stress to the teachers. The purpose of this study is to analyse the impact of occupational stress on teaching performance of the teachers. An analytical research design is adopted and for this purpose 103 respondents from various institutions in Pavaratty were selected by means of convenience sampling technique. IBM SPSS and Microsoft Excel were used for data analysis and inferences were drawn from it. The study reveals that, teachers does not sacrifice their performance due to occupational stress. And stress management techniques helped them to reduce their stress. The study also throws light on the fact that occupational stress is quite a personal matter and that the perception of the situation enables one to cope with it effectively, being aware of the causes of occupational stress and monitoring it properly.

Kumusta ka? Challenges, mental health and well-being assessment among DNSC employees during the COVID-19 pandemic

The study aimed to identify the work challenges encountered by the employees due to the pandemic, their current depression, anxiety, stress, mental well-being, and perception of the institution’s capacity to manage the current crisis and mental healthcare needs. Online surveys were utilized as a method. The results revealed that the top on the list of the work challenges encountered by most of the employees due to the pandemic was: internet connection, too many distractions at home, balancing work and personal life, general anxiety of getting infected, and technology-based communication like virtual meetings, while for teaching personnel doing modules, checking and monitoring students and conducting online classes were among their concerns. Out of 73 sample population, 64% were at normal level, 36% were at mild to extreme levels in depression subscale. About 58% were at the normal level for the anxiety subscale while 42% fell on the mild to extreme levels. For the stress subscale, 23% were mild to severe, and the rest were on a normal level. As to the wellbeing level, 22% of the samples were in the low level, 67% were in the average, and 11% were in the high level. Though most of the employees were confident towards the institution’s leaders in handling the crisis, they still felt worried about the impact of the pandemic on the institution. The employees strongly agreed on the necessity of the presence of mental health professionals in the institution and suggested conducting debriefing/processing to ease the mental and psychological burden brought by this pandemic.

Developing and testing a customer value co-creation model of higher education institutions

ABSTRACT The co-creation concept is a growing marketing strategy adopted in service industries, however within the higher education industry, the development of the co-creation model is considerably slow going. Drawing upon the Theory of Service-Dominant Logic and input-process-output-outcome (IPOO), this study aims to develop and test a customer value co-creation model for Higher Education Institutions (HEIs) from the customers’ perspective during face-to-face online learning. The customer value co-creation model focuses on the interrelationship between customer resources, interaction, co-creation experience, and customer satisfaction. A total of 515 students from various HEIs conducting online classes were validated for analysis. The tested model explains that the operant resources as the resources, interaction as the process, co-creation experience as the output, and customer satisfaction as the outcome. The model assists HEIs in understanding how co-creation activities lead to customer satisfaction and suggests more refined marketing strategies.

Analyzing the Efficiency of E-Assessment of EAP Courses amid COVID-19 in Bangladesh

In industrialized countries, conducting online classes has been a common phenomenon. However, it became quite challenging to arrange virtual classes for a developing country like Bangladesh during the COVID-19pandemic. Teachers at all levels had to cope with the situation to make a drastic shift from offline to online classes in a short period of time. Although teachers could successfully take virtual classes, concerns about the efficacy of e-assessment remained since assessments must depict the actual scenario of students' learning. This mixed-method study tried to figure out the efficiency of e-assessment of EAP (English for Academic Purposes) courses. To facilitate, 30 students and 4 teachers of privately-run universities in Dhaka virtually took part in this research. The findings reveal that the students could find validity and reliability in the e-assessment, but technical glitches made the e-assessments impractical. On the contrary, teacher participants could only ensure the presence of validity. At the same time, they could apply the concept of zone of proximal development by Vygotsky and comprehensible input hypothesis by Krashen.

Use of Smart Phone Among Students with Intellectual and Developmental Disability.

Use of Smart phones had created new opportunities for individuals with developmental disabilities for the meaningful engagement in different activities during the pandemic situation. Online learning provides extensive opportunities for individuals during this pandemic situation when everything is closed due to the fear of transmission of COVID-19. Similarly individuals with developmental disabilities are also getting opportunity to learn online through Smartphone. Special educators were conducting online classes with students with developmental disabilities to make them meaningfully engaged during this pandemic situation. 415 students and their parents with developmental disabilities were approached by their special educators on telephone to know if they can use smartphone. This paper reports on use of Smart phones by individuals with developmental disabilities. It was found that they can learn academics like others if there is availability of Smart phones during daytime and proper training and assistance provided by parents or sibling.

The Effectiveness of Google Classroom as a Virtual Learning Environment (VLE) for School Teachers: Literature Review

Online learning has become an alternative way of teaching and learning. Since the Covid-19 pandemic, the traditional face-to-face teaching and learning process has shifted to online learning. There are many platforms for online organizing online classes, and Google Classroom is one of them. However, some of the teachers are still struggling in conducting online classes. This paper aims to provide a literature review on the study of the impact of Google Classroom as a platform of teaching and learning for primary school teachers. There are positive and negative impacts regarding the use of this platform. Hence, it is important to derive the impact of Google Classroom as a teaching and learning platform for primary school teachers from the existing studies. There are some implications from the past studies, such as Google Classroom provides the changes in classroom dynamics, influences the behavioral intention positively, and acts as a facilitation tool. The results can aid the teachers to have more understanding of Google Classroom so they would be able to decide the best way to cooperate Google Classroom in their teaching and learning that might produce the optimum result, especially for the pupils.

The didactic potential of cloud technologies in professional training of future teachers of Ukrainian language and literature

The article deals with the peculiarities of the usage cloud technologies for the organization of students-philologists' individual and group work in studying the discipline ``Scientific Research Basics''. The relevance of the introduction of cloud technologies for formation the readiness of the future teachers of Ukrainian language and literature to the professional activity is substantiated. Analysis of the scientific sources suggested that the quality of professional training process of future teachers-philologists has reached a new level by the means of cloud technologies. The domestic and foreign experience of cloud technologies implementation into current educational practices is generalized. The features of blended learning organization for professional training students-philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline ``Scientific Research Basics'' by using cloud technologies are described. The practical aspects and experience of preparation the future teachers of Ukrainian language and literature to a fluent usage of innovative cloud-based means are detailed. It is specified that the educational process is based on the communication by Gmail, Viber and Telegram messengers, store on Google Drive resource, work with educational video on YouTube, conducting online classes in Google Meet, creation publication in any of the social networks (Facebook, Instagram, TikTok), formation the different styles of references design on The Cite This for Me resource, conducting literature search on various search engines, namely Google Scholar, ScienceDirect, Web of Science, creating multimedia presentation at Prezi or Canva, making MindMaps on Mindomo, infographics on interactive board Google Jamboard or Padlet, on services for graphic design Canva and Visme, etc. Prospects for experimental studying the effectiveness of using cloud technologies in learning discipline ``Scientific Research Basics'' are determined.

Integrating online Teaching English into the system of higher education

The article discusses current problems in organizing and conducting online classes. The effectiveness and compliance of online teaching English with the modern competence approach in the process of evaluation of effectiveness of the selected learning model. The purpose of the article is to justify effectiveness of managing the student’s learning activities in the process of online learning through an optimal combination of possibilities of Moodle electronic educational environment and the use of interactive pedagogical technologies. Methodology and methods of research. The study was conducted on the basis of the implementation of the model of online English course as a process of building up students’ professionally significant competencies, development of students’ self-regulation strategies and improvement of their soft skills and abilities. The research methods used were the analysis of pedagogical, socio-psychological, scientific-methodological and special professional literature on the problem of research; purposeful observation of the process of development and training of students, analysis of experimental data, questionnaires. The developed model of online English course was implemented as part of an experimental study of the discipline “The English Language”. Conclusion. It is worth noting that the implementation of online teaching model based on the concepts of Edutainment, Self-Regulative Strategies of learning, as well as communicative approach with the use of interactive pedagogical technologies integrated into content-based learning corresponds to the modern competence-based approach implemented in the educational process of the discipline “The English Language”.

Impact of online education on student emotional well-being

The shift to full online education has resulted in tremendous changes, such as creation of virtual classrooms, digital collaboration and distance learning. Students not only had to learn how to participate in virtual collaborative environments, but they are still adjusting to new methods of learning and using technology. Conducting online classes and exams at translation and interpreting studies is all the more challenging due to their interdisciplinary nature and a variety of generic and soft skills that suddenly need to be exercised online. Hence, after posing two research questions, it can be initially hypothesized that the digital transformation of education has an impact on students from an emotional point of view as well. Namely, it was visible that students dealt with the new arisen situation as well as with educational and social challenges in different ways and by expressing various emotional responses. This study aims to explore the ways in which tele-education affects student emotions and whether it influences their emotional well-being. For the purpose of this study, survey research was conducted among 91 students at undergraduate translation and interpreting studies in North Macedonia who were given the opportunity to explain how they personally dealt with educational novelties and challenges. The responses indicate whether students experience emotional consequences of (extended) online education. Based on the survey results, conclusions can be made about future practices that would benefit translation and interpreting students from an emotional point of view. / Keywords: online education, distance learning, emotional well-being, emotionally charged words, translation and interpreting studies

A New Approach to Estimate Concentration Levels with Filtered Neural Nets for Online Learning

The COVID‐19 pandemic heavily influenced human life by constricting human social activity. Following the spread of the pandemic, humans did not have a choice but to change their lifestyles. There has been much change in the field of education, which has led to schools hosting online classes as an alternative to face‐to‐face classes. However, the concentration level is lowered in the online learning class, and the student’s learning rate decreases. We devise a framework for recognizing and estimating students’ concentration levels to help lecturers. Previous studies have a limitation in that they classified attention levels using only discrete states. Due to the partial information from discrete states, the concentration levels could not be recognized well. This research aims to estimate more subtle levels as specified states by using a minimum amount of body movement data. The deep neural network is used to continuously recognize the human concentration model, and the concentration levels can be predicted and estimated by the Kalman filter. Using our framework, we successfully extracted the concentration levels, which can aid lecturers and can be expanded to other areas. To implement the framework, we recruited participants to take online classes. Data were collected and preprocessed using pose points, and an accuracy of 90.62 % was calculated by predicting the concentration level using the framework. Furthermore, the concentration level was approximated based on the Kalman filter. We found that webcams can be used to quantitatively measure student concentration when conducting online classes. Our framework is a great help for instructors to measure concentration levels, which can increase the learning efficiency. As a future work of this study, if emotion data and skin thermal data are comprehensively considered, a student’s concentration level can be measured more precisely.

Online viva voce as a formative assessment method in forensic medicine during COVID-19 pandemic.

BACKGROUND:Conducting online classes and assessment during the COVID-19 pandemic is not without challenges. The world of medical education is adapting online training and assessment because of COVID-19 pandemic restrictions. The present study was conducted to assess the students' perception regarding the process, difficulties encountered and perceived effectiveness of online assessment.MATERIALS AND METHODS:Online viva-voce (theory and visual based) was conducted in a government medical college in Karwar, Karnataka, India using videoconferencing application (Google Meet) to 149 second MBBS students as a formative assessment in 2020 over 3 months. Ten students per day joined Google Meet, 10 questions were asked to each student and assessed using a tutor marking system (on-spot). A feedback questionnaire (Google Form) was administered to students who attended online Viva-Voce. Data was analysed using descriptive and inferential statistics (Student's t-test).RESULTS:Out of 149 students, 132 participated and responded to a feedback questionnaire. Majority of the participants (91%) agreed that questions covered all topics kept for viva, 82% of them felt it would be helpful for performance in final examinations. Thirty percent of students faced network issues at their places, 45% felt nervous while facing viva in the presence of other students and 35% of participants preferred online methods over traditional viva voce. Online viva voce can be transparent (90%) and less biased (88%) if done in structured format.CONCLUSION:Online viva-voce may become relevant and effective in medical education assessment with transparent marking system for students' performance.

Implementing ACT-Based Modalities for Establishing Connectivity among Teachers and Students in the Context of COVID-19

The government aims to make education accessible to all the people of the country can be fulfilled if the online education system is developed enough for all. The country may be benefited by the use of the right type of education system. Learners and teachers get advantages if the education system is reformed using digital technologies like Automatic Call Tree (ACT)-based modalities. Such types of education system has key significant in the pandemic situation which have been facing since two years. This study is assumed to examine the Automatic Call Tree (ACT) based modalities and their utilization for connection between students, teachers, parents and school management committee; and some recommendations are made concerning online education. The main information source for this study is primary. Instruments used are questionnaires, interview with video recording, phone call, and class room observation. The preliminary finding showed that there is a scarcity of orientations of online education to parents, students, teachers, and administrators, though all were found to realize its importance. Likewise, major problems found are lack of digital devices, regular power supply and backup; and network connectivity. Based on the opinions of the respondents and observations of the situations of the different parts of the country running online education during this pandemic period, many recommendations are made. The country needs strategic plans and policy to make online education accessible to all learners specially in urban areas of Nepal and this will ensure online education smooth. It concludes that the Automatic Call Tree (ACT)-based modalities became fruitful for some schools of Nepal during Corona Virus (COVID)-19 pandemic. But many of them are facing different problems while conducting online classes, examination and result processing. Providing practical knowledge and skills about engineering, mathematics, health science, account, computer science subjects are very difficult and to examine them.

Distance learning in primary school during the COVID-19 pandemic: results of the “SMART KIDS” experiment

The paper analyzes the results of the introduction of the distance learning form (DLF) using electronic educational resources (EER) and the teacher’s virtual classroom in primary school. The experiment took place within the framework of the “Smart Kids” All-Ukrainian project during the long quarantine caused by the COVID-19 pandemic. The educational process took place both synchronously and asynchronously. The present paper substantiates the model of organization of distance learning of primary school students using EER and outlines its three main components: the organization of learning; conducting online classes (explaining new material or practicing skills by students) and monitoring the quality of students’ independent performance of tasks. The results of the experiment prove that it is necessary to provide teachers and students with computer equipment, Internet access, digital resources for teaching and assessment to implement DLF. It has been established that EER in distance learning can be used both on a regular basis – in each class, and periodically – to explain new material or train skills; the quality of tasks performed by students can be monitored in the virtual office of the teacher and shape an individual trajectory of students’ development. The teachers identified the following main problems of DLF implementation: internet interruptions; problems with providing new computer equipment to students and some teachers; lack of state aid in providing EER to all participants in the educational process; limited access to students’ computers during complete isolation due to online work of parents. Despite the outlined problems, the quality of distance learning of primary school students during the pandemic using EER was positively and highly assessed by teachers.

التدريس عن بعد أثناء جائحة كوفيد-19 لدى محاضري الكلية الإسلامية التكنولوجية العالمية بينانج REMOTE TEACHING DURING THE COVID-19 PANDEMIC AMONG THE LECTURERS OF PENANG INTERNATIONAL ISLAMIC TECHNOLOGICAL COLLEGE

The world was shocked by the emergence of the Covid-19 virus. This situation affected the entire country, including universities and educational institutions. According to UNESCO reports, more than 1.5 billion students in about 165 countries have been affected by the closure of schools and campuses. As a result, schools, colleges, and universities had to switch to online learning. All parties have taken proactive steps by conducting online classes as well as the International Islamic Technological College Penang. This research aims to know the lecturers' strategies in carrying out the teaching process during the pandemic, their challenges, including technical knowledge and facilities available in college, and how they deal with these challenges. The paper employs qualitative approach where the researcher conducts interviews with the lecturers. In addition, this paper seeks to find out the effectiveness of online teaching during the Movement Control Order period. Among the problems that lecturers face is a lack of skills in conducting online classes and taking longer time to prepare teaching materials. The result also indicated that the lecturers lack competence in integrating technology into teaching. Although they encountered problems, the lecturers tried to learn from their colleagues and some of the lecturers were able to create a YouTube, channel and attend webinars.