Online Teaching Experience Research Articles

Perspectives of the Use of ChatGPT as a Tool for Online Education of English

Online education has become increasingly popular over the years, especially in Ukraine. It is determined by set of factors connected with COVID pandemic situation and war that caused disruptions to the traditional classroom settings. In recent years, artificial intelligence (AI) has been implemented for language teaching through chatbots, as well as language models like Google's BERT and OpenAI’s GPT, which can generate text based on different informational background. With the rapid grows of the remote learning and online education, it is essential that educational institutions start to use innovative technologies such as ChatGPT to enrich students learning experience. Globalization process and democratic changes in Ukraine have a great impact on the education. Ukraine as fast grooving and developing democratic European country catches up with the European system of education. ChatGPT can be considered as controversial educational tool. This research defines terms chatbot, AI, ChatGPT, online education, distance learning. It is to give some of current results as well as possible perspectives of use of ChatGPT as modern tool for online Education in the sphere of English language. ChatGPT can make online-education more productive for both lecturers and students. ChatGPT can be used for personalized content regarding any criteria that could be insert to modify its settings, with guidance and real time interaction. At the same time use of ChatGPT for online education with students without proper level of English or without their teacher support can lead to negative consequences. Ukraine can take all of the best from European online educational experience and even improve distance learning on the national background. Use of the advanced technologies makes remote learning possible

코로나 19 상황에서 개발도상국가 교사의 온라인 수업 경험 분석

[Purpose]This study aims to explore secondary teachers’ online teaching experiences in Bangladesh, Indonesia, Thailand, and the Philippines during the educational crisis due to COVID-19, and to analyse the process of changes in teachers’ perception toward education. [Methods]In-depth interviews were conducted with teachers (19 teachers in total) from four developing countries. The interview results were analyzed using open coding method to determine common themes in teachers’ experiences of all four countries. In this process, teachers' experiences of perception change were classified into three themes. [Results]Results for the study showed that teachers experienced critical reflection through online teaching during Covid-19 in three aspects; teaching and learning method, role of teacher, and form of education. More specifically, teachers’ perception change was identified in 1) the need to learn various teaching method for effective online class 2) the roles of teachers as facilitator and 3) new form of education in post covid-19 era, (through their online teaching experiences). According to the analysis, these three aspects of teachers’ perception change has led to develop teaching professionalism. [Conclusion]Results from the study concluded that teachers in developing countries experienced critical reflection and perception change in education through their online teaching experiences. The study implies that these changes served as a motivation and an opportunity to develop teaching professionalism even in the midst of an educational crisis caused by COVID-19.

Identification of the Application of Civics Learning in Online Learning during the Covid-19 Pandemic

This qualitative study investigates the learning planning, application of PKn (Civics) instruction, and teacher barriers in online learning for fourth-grade students during the Covid-19 pandemic. The research subjects include teachers, principals, and students from SDN Panggreh II. Data collection techniques comprise interviews, observations, and documentation, while data analysis employs the Miles and Huberman model. Findings reveal that teachers at SDN Panggreh II implemented online learning plans, encompassing syllabi, lesson plans, and learning media. However, they encountered challenges due to limited experience in online teaching and difficulties in selecting appropriate learning materials and activities. The study underscores the need for effective strategies to enhance online Civics instruction and overcome these obstacles, thereby ensuring quality education during times of crisis.
 Highlights: 
 
 Importance of online learning: Explore the challenges and strategies involved in implementing online learning for fourth-grade students during the Covid-19 pandemic.
 Enhancing Civics education: Investigate the application of PKn (Civics) instruction in an online learning environment, emphasizing the need for effective learning plans and appropriate teaching methods.
 Teacher barriers and solutions: Identify the barriers faced by teachers, such as limited online teaching experience and difficulty selecting suitable learning materials, and propose potential solutions to overcome these challenges.
 
 Keywords: Online learning, Civics education, Fourth-grade students, Teacher barriers, Covid-19 pandemic

Gendered Perception of Online University Learning of Stem Entrepreneurship During the Covid-19 Pandemic

Online educational experiences have exploded in popularity at the advent of the internet of things. Just as all forms before it, online learning has experienced implicit biases. With the abrupt lockdowns mandated by governments across the world, as a result of the COVID-19 pandemic, many educational institutions were thrust into an online learning environment with similarities and differences to the established online institutions already in place. Educational systems were forced to prepare and install methods of communication and instruction by using online resources such as online video calls and discussion forums. Here, we assess the impact of the COVID-19 pandemic on the Pre-Capstone Innovation Experience course at New York University, which provides entrepreneurship education in science, technology, engineering, and math (STEM) for undergraduates. Assessments captured between 2017 and 2020 from Pre-Capstone Innovation Experience participants demonstrate the gendered impact of the COVID-19 pandemic on the learning of undergraduate students.

Mechanisms for Objectivity Ensuring and Fraud Prevention in the Online Academic Assessment

The recent online teaching experience we all were forced into during the pandemic period made us reflect on the existing teaching practices and their efficacy, while imposing on finding new ways, roles and functions for the classical teaching, learning and assessment activity. Academic assessment in particular proved to be a challenge in the sense that new and unexpected isses had to be managed. While the use of digital platforms offered support for new assessment and evaluation strategies, including improved feedback and ways of tracking students’ development, sensitive issues such as that of avoiding exam fraud risks, and the need for improving evaluation validity and authenticity appeared. The present paper offers an insight on university students’ and teachers’ perception on academic assessment, its added value and risks. It also provides some empirical proves for the need of integrating valuable lessons from the online evaluation experience and transfer them in hybrid and onsite academic education process.

Is the Future Hybrid? An Analysis of Opportunities for Digital Education

"Is the Future Hybrid? An Analysis of Opportunities for Digital Education. The year 2020 undoubtedly marked a turning point in education. The abrupt passage to online teaching created an overwhelming feeling of uncertainty regarding the aims, efficiency, and outcome of this type of educational endeavor. Nevertheless, the two years with strict anti-epidemic measures and frustrating lockdowns have opened an opportunity to rethink the in-person traditional teaching experience. The current article wants to analyze the main concepts that provide the framework for online teaching and to answer the following research question: Are post pandemic undergraduate students more willing to use online learning? The research method is based on responses to a questionnaire survey sent to students in one subject area: legal studies. A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis is then used to provide a framework to better understand the present and future situation of online education. The conclusion suggests that the recent online teaching experience changed students’ perception on digital pedagogy, indicating a new direction to all educators. Keywords: hybrid education, pandemic, digital skills, online learning, SWOT analysis "

Teachers’ Perspectives on Face-To-Face English Teaching After Teaching Online In Pandemic

Before the pandemic, previous research found that online teaching improved teacher face-to-face teaching. Especially in Indonesia, the pandemic has provided an unsatisfactory online teaching experience. Considerably, this study aimed to investigate teachers' perception of face-to-face English teaching after online teaching in a pandemic. The study was designed as a phenomenological study with a sampling method using purposeful random sampling. Sources of data came from interviews with five teachers in urban areas and five teachers in rural areas. Data was supported by documentation and field notes. The study found that teachers perceive face-to-face English teaching practice after the pandemic has changed compared to previous face-to-face teaching. The changes can be seen from three aspects: teaching practice, teaching competencies, and impact on students.

Impact of COVID-19 on perception and preparedness among clinical year Malaysian undergraduate dental students – A cross-sectional study

This study aimed to evaluate how quarantine affected final-year dental students' self-perceptions of preparation and assess how online training affected clinical students' education at SEGi University. Year 3 to 5 students (n=140) were asked to fill up an online questionnaire. The first part included the effects of online education experience between the academic years. The second section assessed the graduating class's self-perceived readiness in cognitive, communication and professional abilities. The Chi-square test was used to analyse the association between the groups regarding academic years, gender, and family income. Year 3 students missed educational experiences during lockdown significantly more than years 4 and 5 (p<0.001). In addition, 86% of year 5 students (p< 0.001) felt that online assessment was not a suitable evaluation method compared to the other clinical years. About two-thirds of the 5th year dental students were unsure of their confidence in their skills before graduation. Around half of the final-year students said they were unsure about starting their practice following graduation. After graduation, 80% of respondents preferred to spend a year in residence with sufficient training. Although students' self-perceived preparation was generally positive, they expressed reservations about the independent practice after graduation.

Teaching the Arts in testing times: A Western Australian perspective on COVID impacts.

Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.

Perceived stress and affective experience in Italian teachers during the COVID-19 pandemic: correlation with coping and emotion regulation strategies

The COVID-19 pandemic has represented a source of stress for teachers by adding new challenges. The objective of this study was to assess the association between emotion regulation and coping strategies, on the one hand, and perceived stress and affective experience on the other among teachers during the COVID-19 pandemic. A sample of 1178 of Italian pre-primary, primary, and secondary school teachers completed an online survey. Three hierarchical linear regression analyses were run to evaluate teachers’ emotion regulation, coping strategies, years of teaching experience, perceived workload, and perceptions about online teaching in predicting their perceived stress and positive and negative affect. The findings showed that cognitive reappraisal and positive attitude were associated with a lower level of perceived stress and negative affect and a higher level of positive affect. Problem orientation strategies were also associated with a higher level of positive affect. By contrast, expressive suppression was correlated with a higher level of perceived stress. Avoidance coping strategies were associated with higher perceived stress and negative affect and a lower level of positive affect. The perceived burden of online teaching was positively related with perceived stress and negative affect. Confidence in using educational technologies predicted lower levels of perceived stress, and previous online teaching experience was positively correlated with positive affect. The findings of this study could be useful for implementing teacher training programmes on emotion regulation and coping strategies to reduce stress and promote positive affect.

Dental students’ experiences of remote emergency online learning at the University of the Witwatersrand during the COVID-19 pandemic

The challenges presented by the COVID-19 pandemic provide opportunities to improve dental education. This study explored students’ experiences of emergency remote learning (ERL). A descriptive, cross-sectional, online survey was sent to 154 Bachelor of Dentistry students at the University of the Witwatersrand in October 2020. The questionnaire included questions about demographics and 25 questions about device ownership, data and Internet usage, online teaching and learning experiences, and future needs. Quantitative and qualitative data were analysed using descriptive and inferential tests and content analysis. The survey response rate was 67.5% (99/154). After ERL, 63.3% fewer respondents preferred contact teaching over online teaching, while more preferred mostly online (percentage change of 216.7%) and some online components (percentage change of 80.6%). The number of respondents with no preferred modality decreased by 88.2% from before to after ERL. Respondents’ main reasons for preferring contact learning before ERL (n=51) were that it ‘allows more interaction’ (n=30) and having had ‘no or limited experience of online learning’ (n=9). Beyond ERL, the main reason for preferring online learning was ‘promotes effective learning’ (n=20). Changes in respondents’ preferred teaching modalities after ERL have important implications for integrating online learning into the dental curriculum.

Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation

This study explored teachers’ perceptions of synchronous online peer interaction (SOPI) among young learners (YLs), aged 7 to 15. Thirty-eight teachers of diverse L1 backgrounds and teaching experience completed a survey and attended an in-depth interview that explored multiple aspects of SOPI (e.g. benefits, issues, frequency of use, strategies to promote SOPI’s effectiveness, and mediating factors). Survey data were analysed using exploratory factor analyses to identify themes/constructs related to areas of SOPI under investigation, and inferential statistics were reported to examine teachers’ self-ratings of different aspects of SOPI. Interviews were analysed following a content-based approach to supplement the quantitative data. The results show that teachers believed SOPI promoted YLs’ attention to language aspects and created a peer-support learning environment. SOPI’s effectiveness was affected by multiple factors (e.g. learners’ individual differences, teachers’ guidance, grouping, and learners’ financial and family backgrounds). Teachers expressed the importance of using SOPI for YLs in online classes and suggested instruction/guidance to maximize its’ benefits. However, the frequency of use of SOPI was reported to be dependent on schools’ regulations and resources, learners’ affective aspects, and parental support. The results also indicate the impact of teachers’ online teaching experience on their differential perceptions of online SOPI.

Integrating Design-Based Learning and Mentoring Strategies into a Professional Development Program for Distance Education Instructors

This study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study. The study first conducted a needs analysis, that revealed that the instructors were not accustomed to student-centered instructional methods, and they maintained direct instruction in their online courses. Moreover, the instructors’ technology integration understanding was inadequate, and they were generally concerned about the students’ low participation in online classes. Considering these findings, the professional development program was designed for the instructors who first joined a one-week design-based learning training and then attended mentorship for two weeks. The findings indicated that this approach was effective for the instructors’ professional development. The implications of this approach and suggestions for professional development programs were discussed based on the findings.

EMERGENCY REMOTE TEACHING OF FRENCH AND ITALIAN AS A FOREIGN LANGUAGE

Although online teaching had already been an educational standard at higher education institutions throughout the globe even before the onset of the COVID-19 pandemic, its history in Croatia was quite short. Its implementation depended on the educational policy of a concrete institution and the readiness of individual teachers to grapple with digital technology. The aim of this research, conducted in 2021 among Croatian university students, is to document and survey students’ perceptions about the features of French and Italian teaching in the context of emergency remote teaching. The correlations between the evaluation of students’ online teaching experience and their level of use of digital technology in foreign language learning, language proficiency level, digital competence and activity during the classes were examined. Also, the correlations between the features of online teaching and students’ level of digital technology use in foreign language learning, their language proficiency level, digital competence, the duration of language learning and their grades were examined. The results obtained for the French and Italian subsamples were compared. The contribution of this research is manifested through its practical implications for the improvement of the quality of foreign languages online teaching.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0258/a.php" alt="Hit counter" /></p>

Online practicum during pandemic: “they’re in the classroom but i’m online”

ABSTRACTThe study aims to reveal preschool teacher candidates’ online practicum experiences during the pandemic – the teacher candidates connected to preschool classes online while the children were face-to-face with their class teachers. The participants of this phenomenological study were 18 preschool teacher candidates studying at a public university in Turkey. Data were collected via individual interviews, micro-teaching observations, and portfolios. Thematic content analysis was used for data analysis. The results showed that teacher candidates had to deal with technical problems. Still, they gained experience teaching online with young children and improved their digital skills and technological pedagogical content knowledge. They did not have the opportunity to develop teaching self-efficacy for face-to-face education. Teacher candidates especially expressed their concerns about classroom management and bonding with children.

Cats, Coffee, Canberra: Course Design Principles for E-learning

The rapid shift to online and blended modes during the COVID-19 pandemic era resulted in the adoption of digital tools and the development of online resources at an unprecedented scale. However, limitations in time, resources, and learning design or online education experience meant that resources developed were not always fit for purpose or constructively aligned. After designing online modules with teaching staff and students over the past several years, we identified a gap in the knowledge of pedagogical and design principles as they apply to e-learning. This workshop will bridge this gap by providing a step-by-step guide for developing effective e-learning courses. We will explore key considerations and practical strategies and share best practice examples from our own projects. Participants will practice these skills in hands-on activities while storyboarding and designing their own e-learning resource. The workshop is aimed at tertiary educators and developers new to e-learning and those with some experience who wish to upskill in this area.

COVID and Me: Taiwan University Student Experience during the 2020-2021 COVID Pandemic

This paper examines university student experience during the COVID epidemic in 2020 and 2021 in two universities in Taiwan. The paper’s content is based on a questionnaire with 17 questions distributed to 35 students at National Taipei University of Business and National Taiwan University of Science and Technology in the fall 2021 semester. After an introduction that describes my experience teaching online in Taiwan in 2021, I allow students provide initial comments about their experience at school, home, and in normal life in the city of Taipei during the epidemic. From there I moved into methodology and theoretical background on the meaning and impact of the crisis. I then Provide additional information, including a look at behavior, emotions and practical measures taken during the epidemic. I then comment on the Taiwan government response to the epidemic, and the measures taken to ensure safety in Taiwan. There is then student evaluation of the broader view of the international impact of COVID. The paper then concludes with comments from teachers, and a look at the present and into the future, possibly post-COVID.

Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences

Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. Similar to learner autonomy, teacher autonomy is a multidimensional construct and the degree to which it can be exercised and maintained varies, depending on context. This qualitative research examines teacher autonomy in the context of emergency online language teaching. Accounts of two teachers’ online teaching experiences were used to (a) explore how EFL teachers exercise and maintain their autonomy in teaching during the transition from face-to-face to online learning and (b) identify factors that affect their autonomy during this challenging time. Findings reveal that both teachers viewed the transition to online learning as an opportunity to exercise their autonomy and experiment with new ways to improve their practices. However, the extent to which they could implement new pedagogical ideas in their teaching depends on their professional relationships with others in their contexts. This study highlights the importance of reflection, collaboration, and negotiation as essential components of teacher autonomy and teacher development.

VRobotator

The COVID-19 pandemic has stressed the importance of efficient and accommodating online educational experiences. In this contribution, we present a novel system for the facilitation of small group online discussions using an avatar during video conferencing. The avatar was programmed with group facilitation best practices, whereas the content for the activities was prepared by the classes' teachers. Groups of tenth grade students interacted with the system, where we compared activities facilitated by the avatar with activities without facilitation. Our results show that students reported the activity with the avatar to be significantly more efficient, more understandable and inducing more participation compared to activities without avatar facilitation. Students also spoke significantly more with avatar facilitation. This system shows promise in future online educational activities as a facilitator of discussions with K-12 students.

Value co-creation and co-destruction of the student experience on online education in e-commerce mode of business to business to consumer

ABSTRACT Due to the digital revolution, online education based on the B2B2C (Business to Business to Consumer) model is growing Understanding students’ expectations, concerns, and experiences of these courses are crucial to the successful of education. Based on the research framework of value co-creation and value co-destruction and the theory of social practice, this paper adopts online content analysis to study the comment data of Tencent Classroom to establish a theoretical framework of practical value for students’ experience in B2B2C online education. Six categories of value experience are identified, namely, technical effect, online teaching, learning interaction, course support, recommendation, and thanking. Then, based on the practice types of co-creation, co-destruction, co-recovery, and co-reduction, the research reveals value formation in the online teaching experience. Subsequently, the formation of experiential value in the response situation is discussed, and the practice experience of value co-creation and value co-destruction is recognized. This study explores the online education experience of B2B2C mode, which helps to deepen the management of B2B2C mode education. At the same time, this study establishes a thematic framework of value co-creation and co-destruction for online education experience research and provides a new theoretical perspective of management science for related research.