Online Teaching Environment Research Articles

The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review

Dyslexia can have an impact on online learning outcomes. However, few studies have examined the association between dyslexia and online learning effectiveness. This systematic review focused on the effects of dyslexia on online learning effectiveness to conduct research in three major categories: analysis of impact, analysis of dyslexia on online learning, and analysis of interventions. A screening of two bibliographic databases identified 37 articles that met the inclusion criteria. The study determined that dyslexic learners are uncomforted with online learning and suffer from frustrated self-confidence and decreased academic performance in the learning process. It even affects the learners' evaluation of themselves and causes a decrease in self-efficacy. Among these, research on influencing factors can be divided into two dimensions: internal and external factors. Dyslexic learners are influenced by both the type of dyslexia and their psychological characteristics, as well as by teachers, teaching strategies, online educational environments, and educational media. These influences provide intervention strategies, such as developing customized online learning systems for dyslexic learners and exploring interventions in telerehabilitation medicine. However, no intervention strategies involve adjustments to the internal psychology of dyslexic learners and external support systems. Therefore, more research is needed to explore the differential impact of dyslexia on online learning and to understand the factors that produce this impact to provide a theoretical basis and direction for the generation of instructional strategies for dyslexics and the adaptation of online learning for dyslexics.

Internship Program in Virtual and Modular Instruction as Perceived by Students

Virtual classrooms use a number of media forms to present information, catering to a wide range of student skills and learning styles. Videos, presentations, slide shares, animations, digital whiteboards, and webinars are all examples. A virtual classroom is an online teaching and learning environment in which teachers and students can present course materials, engage and interact with other virtual class participants, and collaborate in groups. The study used descriptive quantitative research descriptive method. Descriptive survey is used to information or conditions with the use of questionnaire. The study found that Through Online and Modular internship, students have acquired indeed knowledge and skills that can be utilized in their field. Though the overall interpretation wasn’t that high enough, therefore, there is still a room to be improved in virtual internship. The existing challenges can be, first is the source of income, lack of gadgets to be used in the internship. However, these can be fixed in both helping hands. The Online respondents definitely encounter some challenges in a form of learning activities and learning patterns in which confusion is the concern, hence less is more. The brief the explanation, the more the students can under stance the process. It is recommend that instructors may maintain their competencies on teaching students to throughout the internship of the students, hence they will be challenged to push themselves to learn and improve their performance despite of the challenges. Some challenges in a form of learning activities and learning patterns were major challenges yet the clarity of the activities would lessen the burdens to the students so that they can show their full potential. Thus, clarity is a must. The educators and instructors may understand the student’s situation. It will help them to boost their self-confident so that they will not hold back to improve their performances.

온라인 하브루타 토론기반 인공지능 활용교육의 효과

Objectives The purpose of this study was to investigate the effects of online Havruta discussion-based AI application education on pre-service teachers' creative teaching efficacy. Methods For this purpose, 48 college students taking education method and educational engineering courses at K University in Seoul were randomly assigned to either experimental or control group, and eight topics on AI application education were conducted for eight weeks. The experimental group conducted online Havruta discussion activities in AI application education, and the students in the control group conducted a general online teaching method in AI education. Pre- and post-surveys were conducted in the control group and the experimental group, and covariance analysis was performed on the collected data to find out the difference in creative teaching efficacy of pre-service teachers between the two groups. Results It was found that there was a statistically significant difference in creative teaching efficacy between the experiment and control group. The experimental group showed higher scores in creative teaching strategy efficacy and creative thinking efficacy, which are sub-elements of creative teaching efficacy than the control group, which showed statistically significant differences. Conclusions This online Havruta discussion-based AI application education promoted high-quality discussions through continuous questions and answers to pre-service teachers, and improved creative teaching efficacy. This study, which applied the online Havruta discussion activities, is meaningful in that it presented specific ways to promote social interaction in an online educational environment and specific strategies for teachers to effectively apply artificial intelligence education in the authentic educational environment.

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students’ academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students’ academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.

Mathematics Teachers' Views on Online Learning Implementation Barriers

Mathematics teachers face challenges when it comes to delivering instruction, particularly on topics that require practical applications. This study aimed to determine the barriers encountered in implementing online learning during the pandemic. A quantitative descriptive research design was employed, utilizing a survey technique, with twelve mathematics teachers from St. Paul University Surigao as participants. The primary instrument used to gather data was an adapted questionnaire from Mailizar et al. (2020). Statistical tools employed in this study included Frequency Count and Percentage Distribution, Mean and Standard Deviation, and Analysis of Variance. Findings revealed that respondents poorly perceived the identified online learning implementation barriers, specifically, the teacher-level and student-level barriers. Consequently, the school provided them with enough support for the online learning implementation during the pandemic. It is also concluded that the teachers' number of years in service affects the perception of the online learning implementation barrier in terms of the teacher level barriers. Based on the results, it is recommended that additional training and support be provided to both teachers and students to create an effective online teaching and learning environment, as the teacher-level and student-level barriers were found to be most prominent.

실시간 온라인 하브루타 토론이 자기조절학습능력에 미치는 영향

Objectives This study verified the effect of real-time online Havruta discussion on self-regulated learning ability by designing a program that is applied to Havruta by structuring sympathetic questions.
 Methods 25 pre-service teachers in K University in Seoul were randomly selected for experiment. As for the self-regulation ability measurement tool, Il-Seon Choi and Yoon-Joo Cho (2010) adapted and modified it and used it after confirming the validity of the expert's content, and analyzed the sample through a pre- and post-test of the resident group. Differences in pre-post scores between experimental groups were analyzed by t-test. Subcomponents of self-regulated learning ability that were verified included implicit goal orientation, intrinsic value, metacognition, and cognitive strategy. The experiment consisted of a total of 12 sessions: two sessions of Habuta theory, one session of pre-test, eight sessions of experimental treatment, and one session of post-test. The empathic questioning consisted of perspective understanding questioning, imaginative questioning, interest questioning, and sympathetic questioning.
 Results Real-time online Havruta discussions based on empathetic interrogation showed significant differences in self-efficacy, intrinsic goal orientation, intrinsic value, upper cognitive, and cognitive strategies, which are sub- elements of self-regulated learning ability.
 Conclusions This study is meaningful in that it presented a specific strategy to conduct effective and in-depth discussions in a real-time online education environment and specific alternatives to improve self-regulated learning ability, which is significantly required in online learning environment.

Using social connection to drive engagement in emergency remote teaching and learning

ABSTRACT The COVID-19 pandemic has forced universities worldwide to deliver emergency remote online teaching and learning. This study analyses teaching practices at a globally ranked Australian university. These practices were adopted to develop connection with students in the absence of face-to-face learning. Complex adaptive system theory is applied, and a mixed research method adopted to examine the evolution of the remote classroom and to understand behaviour as a process of self-organisation. We find that social connection is the underlying mechanism by which the classroom evolved to meet the learning outcomes within the remote online teaching and learning environment. In response to initial transition and institutional pressures, educators attempted to replicate online their work in a face-to-face environment, creating surrogate social connectedness. Our study findings not only extend the literature on the continuing impact of the pandemic on higher education but also highlight the need for pedagogy to drive change and the importance of social connectedness.

Lessons learnt during COVID-19: making sense of Australian and Swedish university lecturers’ experience

This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick’s sensemaking framework to explore how the academics made sense of these sudden changes. The Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) wellbeing framework was also employed to explore the effect of these changes on the academics’ wellbeing. Findings from the reflective narratives show that after the initial experiences of stress, each university lecturer was able to adapt and navigate the online teaching environment during the pandemic. However, the time constraints in preparing and adapting to online teaching, and working from home, were experienced by some of the university lecturers as highly stressful and isolating which impacted their sense of wellbeing. Even so, working from home was recognized as a positive experience, providing time for research, hobbies, and time with family. This study addresses a gap in current knowledge by examining the impact of the sudden transition to online teaching and learning had on academic wellbeing as conceptualised through the PERMA framework. In addition, by applying Weick’s sensemaking framework, this study provides a unique perspective around how academics made sense of the sudden switch to online teaching and learning during COVID-19.

Microaggressions: Experiences of Diverse Graduate Nursing Students in Online Education.

Racial microaggressions are offensive and intimidating actions toward people of color and occur everywhere, including academia. Select studies report 40% to 98% of students of color report experiences with microaggressions on campuses. The purpose of this study was to describe the experience of microaggressions for diverse graduate nursing students in the online educational environment and to identify faculty strategies to create an inclusive learning milieu. This descriptive qualitative study employed 12 diverse graduate nursing students who participated in individual interviews about racial microaggressions. Two researchers used thematic analysis to evaluate the qualitative data. Five relevant themes were (a) online classroom is a barrier for microaggressions, (b) requirement of profile pictures is a risk factor for microaggressions, (c) experiences of past microaggressions carries over to the present, (d) diverse online students are resourceful, and (e) the reality of microaggressions online. Participants' suggestions, literature evidence, and research findings informed decision/action modes to assist the nurse educator with culturally competent methods to improve online learning spaces and decrease microaggressions for diverse students.

Perceptions Regarding Online Nursing Education Among Students in College of Nursing – Umm Al Qura University, Makkah, Saudi Arabia

Background: The common ways of providing education to students, online learning, blended learning, flipped learning, tutorials, and seminars. Aim: This study aimed to assess the perception of nursing students toward online learning during theCOVID‐19 pandemic. Methodology: A descriptive cross-sectional research design was used on 136 nursing students were selected conveniently. Results: There is appositive statistically significant correlation were years of study, age, and advantage of online education only in the items related to supportive, easily understood, availability, improved abilities, and feedback. Conclusion and Recommendations: There is a growing demand for strategies that take into consideration all the needs of nursing students toward online learning and formulating curricula that improving online educational environment and outcomes.

Impact of teacher-student interaction on students' classroom well-being under online education environment.

The students' classroom well-being of college students has been widely concerned in online education researches. In order to implement effectively online education in colleges and universities, based on person-context interaction theory, this study investigates a theoretical model of the impact of teacher-student interaction, sound richness, sound pleasure, perceived ease of use and perceived usefulness on students' classroom well-being. By surveying 349 college students receiving online education, the research hypotheses are tested by the structural equation model approach. Research results show that: teacher-student interaction, sound richness, sound pleasure, perceived ease of use and perceived usefulness appreciably improve students' classroom well-being, the sound richness and the students' perceived ease of use can moderate the effect of teacher-student interaction on students' classroom well-being. Finally some pedagogical implications are discussed.

Effectiveness of online teaching and learning in Indian universities during the COVID-19 pandemic

PurposeThis study aims to analyze the effectiveness of online teaching and learning in the higher education sector during the COVID-19 pandemic and thereby design and formulate strategies to overcome the lacunas, if any, to enhance teaching effectiveness.Design/methodology/approachA survey was conducted to analyze how far students were able to adapt to online teaching and learning, access teaching platforms and afford it. It was also studied whether they were able to grasp and apply the concepts learned. A total of 600 questionnaires were given, and 372 complete responses were received. Structural equation modeling is employed to test the hypothesis. Confirmatory factor analysis (CFA) was conducted to test the model fit and measurement model.FindingsThis study is first of its kind in India which aims to analyze the effectiveness of online teaching and learning environments. This research model is designed to identify the determinants of effective online learning and to overcome the lacunas existing in the prevailing online teaching methods. It can be applied not just during crises like the pandemic but also during normal times to make teaching and learning more economical, innovative and impactful. The present study examined the impact of five major determinants—adaptability, affordability, bandwidth, grasping and interaction—on online learning and its effectiveness during COVID-19. It was observed that all the determinants positively influence online learning effectiveness.Research limitations/implicationsThe scope of the study was restricted to three centrally funded Indian Universities. Other institutions were not part of the study.Originality/valueThis study is the first of its kind done in the current COVID-19 scenario, and the outcome would help overcome the lacunas in the prevailing online teaching scenario across the globe and make it more effective.

ОНЛАЙН СРЕДА: СВОБОДА ИЛИ ОГРАНИЧЕНИЯ?

The paper provides the study of the topical issue of modern education which defines online learning as an environment characterized by both autonomy and limitation for all the participants of the educational process. The reasons for raising this issue have been investigated and listed as follows: necessary moving to an online due to the pandemic of recent years; technical, methodological and technological lack of preparedness of teachers to implement the educational process in a new environment; a low level of motivation of teachers and students to work online efficiently, even though having a high level of digital proficiency. The authors consider the autonomy of an online learning environment in terms of the power of digital tools to be used in solving methodological problems and designing a pedagogical scenario in the logic of achieving planned educational results. Teachers’ and students’ autonomy in an online environment is realized in: a wide choice of different ways to present educational information; a variety of technologies to increase educational motivation; the possibility of implementing the ideas of microlearning; gamification of the educational process; monitoring the psychological well-being of a students, a positive attitude; a variety of individual trajectories of learning and a significantly changed role of students; the possibility of synchronous and asynchronous work, the presenting forms of the students’ projects and its evaluation, monitoring of students’ achievements. The limitations of an online environment as the authors conclude are mostly created by the participants of the educational process. This is an automatic rejection of new requirements and conditions and resistance to changes. The teachers’ lack of preparedness to solve the educational tasks in an online environment is doubled with the poor technical conditions of the physical environment. A major role in appearing the limitations online is also played by the methodological illiteracy of the teachers and the thoughtless use of digital solutions with no reference to educational tasks. The redesign of the pedagogical scenario and role changing of all the participants of the educational process could solve the problem of limitation of an online educational environment.

Enhancing Post-Pandemic EFL Education by Leveraging Immersive, NLP-Driven, AI-based Tools That Promote Collaboration and Interactivity within an Educational Approach

This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is because the COVID-19 pandemic has significantly disrupted conventional language education, leading to a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing strategies to examine the effectiveness of collaborative and interactive AI-powered natural language processing (NLP) applications on EFL instruction in a post-pandemic online teaching environment. To collect data, teachers, and students at the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data was analysed using both descriptive and inferential statistical methods. The study used questionnaire surveys to analyze the quantitative data and the thematic (content) analysis method to identify significant trends and themes in the qualitative data collected through semi-structured interviews and online class observations. The results revealed the advantages and disadvantages of using AI-supported collaborative and interactive language learning in EFL instruction, the learning methodologies and assessment approaches used in AI-supported online collaborative learning, the role of technology in supporting lifelong learning, and the impact of ICT teacher training on the integration of AI-supported online collaborative learning in EFL instruction. The outcomes provide new insights into the impact of AI-assisted collaborative and interactive language learning on EFL instruction and its implications for EFL teachers and students in the post-COVID-19 era.

The Clash between CLIL and TELL: Effects and Potential Solutions of Adapting TELL for Online CLIL Teaching

The relationship between technology and society is an ever-changing dynamic, but one in which education is a key domain. In educational practice, the use of computer technology has increasingly become an inseparable part of teaching students in numerous ways across the world. The COVID-19 global pandemic accelerated this dramatically, with online teaching environments becoming the sole way for students to access education for extended periods of time. This shift to online teaching also required that teachers learn new skills and deal with new challenges. Based on mixed-methods research conducted with 20 teachers from an established content and language integrated learning school in mainland China, this research paper investigates the different challenges and problems that were faced by content and language integrated learning teachers in their experiences of online teaching and, in tandem with wider content and language integrated learning and technology-enhanced language learning literature, develops some potential solutions for future use.

Development of Distance Learning in the Context of Covid-19

According to a UNESCO report, the main factor in the disruption of the education system in the 21st century was the quarantine measures of the COVID-19 pandemic, which directly affected the education of more than 220 million students in the world (UNESCO, 2021). Thus, the purpose of the study is to assess the level of education of the graduates of higher education in Great Britain from May - November 2021 during quarantine measures. The achievement of the set goal was implemented through a survey of 1157 students from various higher education institutions in Great Britain, which was conducted in May and November 2021. This made it possible to identify certain regularities and trends in the adaptation of the English system of higher education to new conditions of the study. Thus, self-study and distance learning under the supervision of teachers became the determining method of education, which in percentage terms reached 55%, and at the same time, the level of group work in studying previously presented lecture material decreased by 36% (from 76% to 40%) due to technical difficulties and physical stay students in different parts of the country. However, the overwhelming majority of students remained motivated to study and showed adaptation to the new online educational environment. Overall, the study highlights the importance of developing and supporting distance learning in the future, which can become an additional tool to ensure access to education worldwide.

Mentoring Teachers during Covid-19: A Collaborative Organizational Approach

Mentoring is an essential part of teacher development. It is generally acknowledged that a master talent in mentoring is the ability to make resources available to a novice protégé to help them educate successfully. This study illustrates how mentorship technique aided in boosting teacher motivation for online instruction during COVID-19. According to the research, learning is successful when there are close relationships between mentors and mentees, opportunities for growth, and a supportive atmosphere. The investigation took place in a Nepalese school in Kathmandu. Ten English Language (EL) instructors from Nursery - 10 participated in the study. They were mentored by the head of the English Department and a computer assistant for two months. The Technological Pedagogical and Content Knowledge (TPACK) model of mentoring was used, which stood on connectivism philosophy. The study employed a narrative methodology. Semi-structured interview and thematic analysis techniques were used to produce and analyse data. Standing on their stories, the teachers were familiarized with the concept of Web-Enhanced Language Learning (WELL), Mobile-Assisted Language Learning (MALL), and Computer-Assisted Language Learning (CALL). Finally, teachers produced technology enhanced lesson plans fusing the content with technology for the new pedagogy. To assess the results of mentoring during the pre-phase, while-phase, and post-phase, in-depth interviews were carried out. The findings highlight the difficulties mentees faced: a lack of confidence or a sense of inferiority in online teaching environment, as well as how self-sufficiency was restored after mentoring. According to the study, effective mentorship can still take place in challenging educational circumstances.

Exploring the Impact ofAI-powered Collaborative and Interactive NLP Apps on EFL Teaching in the Post-COVID-19 Era

The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AI-powered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to isolate the most important trends and themes hidden within the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative e-learning in EFL instruction. The findings offer new perspectives on the effects of AI-supported collaborative and interactive language learning on EFL teaching and its implications for EFL teachers and students in the post-pandemic era.

University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020

The aim of this study was to explore university college students’ experiences with online teaching one year after the lockdown in spring 2021.With quantitative cluster analysis, we have identified a “learning gradient” among students, showing that cluster 1 students have the most positive preferences towards online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students are mixed (both positive and negative experiences), and cluster 3 students have the most negative preferences and the lowest self-regulation and learning outcome. In this study, we used 5 focus group interviews with 29 students based on their preferences towards online teaching to discuss and reflect on their own study planning, the shift in the learning environment, their perceived learning outcome, and positive and negative experiences from online teaching. The results from this study have shown that students’ self-regulated learning strategies during online teaching environment are important for their learning outcome. Thus, we demonstrate the disjunction between students’ learning outcome and the classroom as a fixed place for learning.

Faculty Transition Strategies from In Person to Online Teaching: Qualitative Investigation for Active Learning

In this qualitative case study, we investigated how active learning strategies discussed and practiced in the face-to-face classroom context were transferred to an online modality by four faculty fellows of Indiana University’s Mosaic Faculty Fellows Program. This program is intended to support faculty members’ perception of how classroom space influences approaches to active learning. In 2020, all faculty members had to transition their courses online, and the semi-structured interview findings of this study showed that faculty members used three online space types to support the continued use of active learning approaches when transitioning to online: (1) core space to replicate existing practices (e.g., video conference and text), (2) shared space to supplement existing practices, and (3) augmented space to transform existing practices (e.g., activities that merge the physical world and online space). We concluded that preparing faculty members to effectively use active learning approaches in in-person classrooms can also guide active learning approaches in online teaching environments. The study also discussed the need for professional development programs that address support for active learning in different modalities by considering augmented space and its impact on student engagement.