Online Teaching Activities Research Articles

MANAGING ONLINE TEACHING ACTIVITIES AT VOCATIONAL COLLEGES

Online teaching activities in recent years have achieved certain results. Most teachers and administrators of colleges and intermediate schools have practical experience in online training. However, this activity is still not highly effective due to a lack of systematicity and synchronization. Specifically, technical means for teaching and learning in difficult and remote areas are inadequate; Online teaching methods are unattractive. Besides, the classroom management method is not really appropriate. Based on an overview of previous studies, 203 people were surveyed (n = 203); in which, the management staff is 22 people (n1=22), the lecturers of vocational colleges are 181 people (n2=181). This study shows that if we want to improve online teaching activities at Vocational education establishments need to have appropriate management measures. This study also clearly shows the role and importance of managing online teaching activities at vocational education institutions. At the same time, based on assessing the current situation and analyzing the causes of problems, this study recommends management solutions to improve the quality of online teaching activities at vocational education institutions.

An Activity-Oriented Conceptual Framework for Mobile Learning Database Educational Classroom

Mobile learning is very helpful in replacing the implementation of online teaching and learning activities during the COVID-19 pandemic. The use of mobile learning will be very helpful in the implementation of teaching and learning activities, especially when using it as a learning medium. This needs to be regulated in a learning framework. We made modifications to the design framework of the m-Learning activity, to describe the Requirements & Constraint Analysis cycle, m-Learning scenario design, technology environment design, learner support services design. We found that the framework still needed additional Learning Outcomes at the beginning of the cycle. This learning achievement is important so that the learning carried out can be measured and evaluated as material in the future. The results of the development of this framework have been successfully implemented in database learning in vocational high schools. We conclude that this framework is very important to be applied to activity-oriented learning using mobile learning so that it can produce optimal learning outcomes.

Causes of Zoom Fatigue in Teachers During The New Normal During The New Normal Time

Zoom fatigue is fatigue, anxiety, or worry resulting from overuse of virtual video conferencing platforms. Teachers who spend more time a day with online teaching activities experience significantly more stress, which can cause teachers to experience Zoom fatigue events. This study uses a quantitative method with a cross sectional design. The population in this study were all teachers at public senior high school 1 Lubuk Pakam, totaling 74 teachers and a sample of 42 teachers. The data was collected using questionnaires and interviews and the data was processed using the chi-square test which aims to determine the factors associated with the occurrence of Zoom fatigue in teachers during the COVID-19 pandemic. The results showed that there was a relationship between the variable length of exposure and the incidence of Zoom fatigue (0.011) < (0.05), a relationship between the technology problem variable and the incidence of Zoom fatigue (0.022) < (0.05) and the relationship between student factor variables and incidence of Zoom fatigue (0.005) < (0.05).Teachers said that they felt physically and emotionally exhausted while teaching online using the Zoom. The results of this study are expected to be taken into consideration by teachers to take time to stretch for 10-20 minutes after online teaching activities and provide time for the body and mind to rest for a moment looking at the computer/laptop screen.

Challenges Encountered by Teachers in the Implementation of Quality Assurance Measures

The study investigated the challenges encountered by teachers in the implementation of quality assurance measures. The research designed for the study was a survey method. The sample for this study was fifty-two people who are faculty members of the School of General Studies in Xianning Vocational and Technical College. A semi-structured interview and a structured questionnaire were used for data collection in the study. The reliability of the instrument was determined by testing and retesting. The data were analyzed using frequency counting and simple percentage. The result of the study showed: inadequate understanding of learning conditions, insufficient participation in the formulation of quality assurance policies, inadequate educational quality assurance training, imperfect teacher performance appraisal system, inadequate funding support for online teaching activities (during the pandemic) and a shortage of having the qualification certificate of the related profession are the challenges encountered by teachers in the implementation of quality assurance measures in Xianning Vocational and Technical College.

Using the community of inquiry as a framework to promote online teaching and learning in advanced practice nursing education.

As advanced practice nursing education continues to shift toward a distance and hybrid format, it is important that nurse educators engaged in distance learning create and facilitate an online environment that successfully incorporates critical thinking, problem-solving skills, collaboration, and a sense of community. Although many learning theories and frameworks exist, there is a lack of literature on the applicability of these theories and frameworks to online teaching and learning in advanced practice nursing education. The purpose of this article is to describe the Community of Inquiry (CoI) framework and how it can be applied to online teaching and learning activities in advanced practiced nursing courses. This CoI is an effective framework for online learning and has been successful in promoting student engagement, an important factor in and predictor of academic success.

An investigation of online teaching and lecturers' online teaching competence in Vietnam: A case study at universities of technology and education

The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers’ online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: “Understanding student learning”, “online session administration”, “digital content development and learning facilitation”, “technology” and “online learning outcomes assessment”. With the exception of “technology”, the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.

Strategy of School Principals in Creating Effective Learning During Pandemic

This study aims to identify and analyze: (1) Principal’s strategy during the Covid-19 pandemic in realizing effective learning at SMP Negeri 8 Rambang Kuang; (2) Implementation of learning during the Covid-19 Pandemic at SMP Negeri 8 Rambang Kuang; (3) Supervision of learning implementation during the Covid-19 pandemic at SMP Negeri 8 Rambang Kuang. This is qualitative research with descriptive method. This research was conducted at SMP Negeri 8 Rambang Kuang. Data collection techniques were carried out by observation, interviews, documentation, and literature studies. The validity of the data was tested by triangulation. The results of the study show that the principal’s strategy to realize effective learning is carried out by optimizing support facilities for online teaching and learning activities, and also increasing a sense of security and comfort for all school residents from the threat of the spread of the covid-19 virus by completing the facilities and infrastructure to prevent the transmission of the covid-19. Online learning still experiences many obstacles, such as when the lights go out, the internet signal is lost, the data quota is expensive, students spend a lot of their daily time playing instead of studying, the lack of interaction between teachers and students has an impact on the decline in the character values ​​of students. To ensure the online learning process is carried out properly, the principal continues to directly supervise and evaluate any obstacles that occur.

The Research on Online Teaching of Chinese College Students during the COVID-19 Pandemic

In the contemporary evolving world, online teaching has become an indispensable education pattern with the advancement of technology and society. As the newest members of society, college students have a high likelihood of experiencing various problems under this scenario. As a result, this paper mainly investigated and examined the online teaching activities during the COVID-19 pandemic. The study measured the impact of online teaching methods on academic performance of students and their attitude towards the course. The research was conducted through a survey on a sample of Chinese college students. After the collection and analyses of detailed data, certain issues were identified and provided with resolutions. The findings suggested that online teaching has both advantages and disadvantages, and different individuals possessed different evaluations of online teaching. Additionally, factors affecting the quality of online teaching were analyzed and relative resolutions were provided. The study concludes that online teaching can be an effective and practical method for Chinese college students with further development.

Analysis of Determinants of Satisfaction Using E-Learning in Elementary School Students

The COVID-19 pandemic, a global health crisis, has made many sectors carry out their activities in new ways, including the education sector. Teaching and learning activities should not be conducted face-to-face during the COVID-19 pandemic. As a result, all learning activities are diverted through e-learning. Therefore, an evaluation of the use of e-learning needs to be carried out to ensure its practical use and a positive impact. This study evaluates the factors that affect the satisfaction of e-learning users. Data were collected by surveying 205 elementary school students in the 4th, 5th, and 6th grades, then analyzed using the structural equation model technique. The results showed that Technical System Quality, Information Quality, Learner Quality, and Perceived Usefulness affected the satisfaction of e-learning users. These results can be suggestions for schools to fix and improve e-learning performance so that students and teachers no longer have difficulties when an event requires online teaching and learning activities.

An ecological psychology perspective in teaching Chinese online

Abstract In this paper, we first introduce three ecological principles for designing Chinese language online teaching and learning activities drawing from ecological psychology. The first principle – perception and action cycles in an ecosystem, advocates for situating online learning in a physical environment and creates activities with potentials to engage perception-action cycles. With the second principle – intention and attention merge in an ecosystem, we advocate for designing complex, flexible and dynamic activities and providing scaffolding for attunement. The third – meaning-making and values-realizing coincide in an ecosystem, calls for designing activities that allow for care-taking of oneself, each other, and the environment and cultivate curiosity and mindfulness for values-realizing and individual meaning-making. To highlight ways to tap into learners’ interest and connect to people and places, we then share two example activities with both low-technology and high-technology options.

Effectiveness Evaluation of Online Teaching Based on CRITIC-VIKOR Technology

Abstract—A system including 18 second-level indexes was constructed first from three aspects to further scientifically evaluate the effectiveness of online teaching. These aspects are the effectiveness of technical support, students’ online learning, and teachers’ online teaching. Moreover, the weights of indexes affecting the effectiveness of online teaching were calculated using the improved CRITIC (Criteria Importance Though Intercrieria Correlation) method, followed by the VIKOR (VIseKriterijumska Optimizacija I Kompromisno Resenje)-based effectiveness evaluation for the online teaching of five majors, including microbiology in Henan Agricultural University. Results show that three indexes—repeated playback promotes knowledge review and consolidation (X2-2), breaking through time-space restriction facilitates learning whenever and wherever possible (X2-1), and good teacher–student and student–student interaction (X3-2)—rank top three in weight. The Q value measured using the VIKOR method reflects the best effectiveness of online microbiology teaching. The CRITIC-weighted VIKOR online teaching effectiveness evaluation model is proved to be flexible and feasible in evaluating the online teaching effectiveness of different subjects, such as schools, majors, and students. The research findings are of specific guiding significance for scientifically adjusting online teaching behaviors and carrying out online teaching activities. Moreover, this research can promote the application of big data analysis in online teaching effectiveness analysis and be of reference value for the process data evaluation of students’ online learning.

Nextcloud Storage Design as E-Learning Data Storage Media in SMA Negeri 2 Manokwari

Conventional learning systems in general have difficulty in distributing teaching materials which certainly require costs, giving assignments to students that burden the teacher himself in the collection of assignments and the process of assessing assignments, subject matter whose storage security in memory/flashdisk is not guaranteed so that with the nextcloud storage media which is cloud storage and integrated with e-learning applications, has features that are in accordance with the learning environment and easy to use both teachers and students. The system will be built using Moodle on hosting with Nextcloud as a storage medium, then using the SDLC method as a system design so that this system is well integrated. With this application, the needs of students and teachers in online teaching and learning activities are answered by using every feature in e-learning with Nextcloud helping the performance of the e-learning system application.

Comprehensive Evaluation of Online Experimental Teaching Quality in Colleges and Universities Based on Support Vector Machine

Affected by the global COVID-19 epidemic, many universities in China have to carry out online experimental teaching. Online experimental teaching can fully realize retention of experimental teaching data, the maximum sharing of experimental teaching, and improve teachers’ ability to complete experimental teaching by mobile means through good network storage devices. Scientific and systematic evaluation of online experimental teaching quality can promote continuous improvement of online teaching activities, give full play to teachers’ teaching enthusiasm, improve comprehensive training quality of college students, and make online experimental teaching a new trend of experimental teaching reform. Based on existing literature, this study analyzes the factors affecting the quality of online experimental teaching, puts forward evaluation indicators of online experimental teaching quality, and uses support vector machine training evaluation system to establish evaluation model of online experimental teaching quality in colleges and universities. Experimental results show that evaluation indicator of online experimental teaching quality proposed is relatively perfect, and has good applicability and popularization. The method based on the support vector machine has improved evaluation effect of online experimental teaching quality in colleges and universities. Output evaluation results are highly consistent with actual evaluation results. Online experimental teaching quality evaluation results are very objective and comprehensive. Conclusions have important reference value for online experimental teaching behavior analysis, improvement of online experimental teaching quality evaluation indicators, reduction of online teaching quality evaluation errors, and improvement of online teaching quality evaluation effect.

Blended online courses: students’ learning experiences and engaging instructional strategies

ABSTRACT The COVID-19 pandemic has accelerated the digital shift in higher education and forced university faculty to transform their courses into a blended or online modality to comply with current public health measures. Many instructors have implemented blended online courses, which combine synchronous and asynchronous online teaching and learning activities. The purpose of this study is to document university students’ learning experiences in blended online courses during the pandemic, and to identify instructional strategies to support student engagement in these courses. It adopts a mixed-methods research strategy in which data were collected through questionnaires from students who took a blended online course in the summer semester of 2020, in a variety of disciplines and academic cycles at four Quebec universities (n = 482). Following the analysis of student responses to open-ended questions, five recurring themes were identified: the enhancement of student-student interactions, the dynamism of synchronous and asynchronous sessions, the structured presentation of the course, the explanations and feedback from instructors, and the accessibility and involvement of instructors. For each theme, suggestions from student feedback are provided to facilitate student engagement in blended online courses.

Privacy Orientation during Online Teaching-Learning Activities: Practices Adopted and Lessons Learned

The COVID-19 pandemic has shifted from traditional face-to-face teaching to technology-mediated distance learning, creating significant new challenges for teachers and students. The rapid integration of new technologies into the teaching and learning process can give rise to privacy issues. This study investigates how teachers and students of undergraduate and graduate courses in Information and Communication Technology (ICT) have been educated about protecting their privacy during online course activities. An exploratory qualitative-quantitative study was conducted, and 91 participants were interviewed to determine how they were guided to protect their privacy during online course activities. The study found that 75% of teachers consider teaching about privacy in ICT courses to be “very important”. However, these teachers still lack guidance, as 66% have not communicated privacy-related rights to their students. Furthermore, 80% have yet to communicate about websites or the location of privacy information from the educational institution. Despite some positive results identified in the study, such as 93% of teachers reporting that they are recording activities and 91% of students stating that they were informed about the recording of activities, challenges still need to be addressed regarding privacy issues during online teaching and learning activities. Therefore, the study proposes some good privacy practices that can be adopted by educational institutions, teachers, and students in the context of technology-mediated education.

The Online Teaching Practice of the Tunnel Engineering During the COVID-19 Pandemic

To cope with the constraint of the COVID-19 pandemic, online teaching is widely used in education. However, the adaptation from conventional face-to-face dominated classroom teaching to that of online mode is generally in a swift way. Considering the significant features of the online learning and teaching situation, both instructors and students would be confront with various challenges. Here is the presentation of the online teaching practice of the Tunnel Engineering during the COVID-19 pandemic. The practice indicates that the major challenges of the instructors are to perform the multiple roles of content expertise and presenter, student work assessor, online teaching procedure facilitator and manager. The students are confronted with the requirements of competence in terms of learner, presenter and respondent. The course design and implementation plan are initially tuned at the beginning of the online teaching to adapt to the new situation. With a new teaching strategy being set up, the online teaching activities have been progressively tailored in corresponding to the feedback from students, peer reviews, the results of formative and summative assessments on the learning and teaching activities. The experience and lesson learned from the Tunnel Engineering online teaching for six classes from the three academic years 2020 to 2022 are presented in terms of course design and implementation plan, assessments, effective interaction and online teaching community.

Penerapan Metode Reward Pada Pembelajaran Bahasa Arab Berbasis Online Learning

This research is motivated by a lack of teacher creativity in online teaching and learning activities, teachers often find it difficult when carrying out the learning process carried out in online-based learning applications due to lack of strategy and activeness of students during the learning process. With the online reward method for students in the learning process is a step to solve problems that exist in online learning today, especially in Arabic subjects. This research was conducted to see how much influence the Reward method has in online learning-based Arabic learning. The place of this research is at MTs Darul Huffaz Pesawaran. In this study, researchers used a quasi-experimental approach that tested the independent and dependent variables. As for the sampling technique, the researcher used a purposive sampling technique with 22 students in the experimental class (VIII-G) and 22 students in the control class (VIII-I). The data collection technique used is a test. The results of this study indicate that there is an effect of the application of the reward method on students' Arabic learning outcomes, as evidenced by the results of the Independent Samples Test with a sig. (2-tailed) namely 0.000 <0.05.

Requesting a commitment in school teachers to teach in unprecedented ways: The mediating role of teacher agency

AbstractThe necessity for the development and enhancement of teacher commitment to satisfying students' learning needs in response to the COVID crisis is increasingly highlighted. It is not known, however, how to increase commitment in schoolteachers to boost online teaching in light of the fact that they, too, are struggling to cope with the rapid, unexpected change. A total of 601 teachers from primary and secondary schools across China participated in this study, with an average teaching experience of 15.9 years. Structural equation modelling was used to verify the significance of contextual, cognitive, affective and behavioural factors in boosting teachers' commitment to online teaching. The findings demonstrated that teacher agency played a complete mediating role in the predicting power of other factors to teacher commitment. Therefore, it was recommended that attention be paid to the practice and opportunities for teacher agentic actions, which necessitates real encounters with online teaching, allowing teachers to act meaningfully and initiate a new set of teaching strategies. Practitioner notesWhat is already known about this topic The large‐scale transition to emergency online teaching serves as the catalyst for creating a blended or hybrid model of education provision in the long term. How hard teachers work to perform at their best and overcome obstacles to support students' learning needs in new environment relies on the intensity of teacher commitment to change. Online and blended learning requires teachers to not only be prepared for a diverse learning environment but also to build and rebuild their own identity as future teachers. What this paper adds This study adds to our knowledge of how traditional F2F classroom teachers reinvented their roles and responsibilities in response to the pandemic‐driven challenges based on real‐world experiences. As a result of the COVID‐19 lockdown school closures, schoolteachers' commitment to enhancing online teaching efforts has increased. The study highlights the complete mediating role of teacher agency in the predicting power of cognitive and affective factors to teacher commitment. Implications for practice and/or policy To learn more about how to be a good online teacher, future teachers need greater deliberate effort in diverse online teaching activities. Future teachers should be equipped with not only new technological and remote instructional strategies and skills, but also with confidence in, value for, and actual experiences with online teaching in a technology‐rich environment. For teachers to obtain hands‐on experience in integrating technology with distance teaching pedagogy at a time of rapid change, schools should have some days online and offer blended learning opportunities wherever possible.

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

The Coronavirus disease 2019 (COVID-19) has dramatically disrupted medical, allied health, and nursing education worldwide. It has created challenges for students and educators by requiring a sudden shift to online teaching and learning activities from didactic, passive teaching and learning. The objective of the present study was to evaluate the impact of these modes of teaching and learning before, during, and after the transition through COVID-19 on the class average and Grade Point Average (GPA) of nursing students taking anatomy and physiology in the first year of nursing. Using the virtual teaching and learning modality, the present study demonstrated that the mean class average of anatomy and physiology midterms and final examinations during COVID-19 (synchronous online teaching) was significantly higher (P<0.001) compared with the pre-COVID-19 (face-to-face (F2F) teaching) class average. However, the class average and GPA were not different between pre-COVID-19 (F2F teaching) and post-COVID-19 (hybrid/flex teaching). Virtual teaching of these subjects also significantly (P<0.001) increased the students’ GPA in anatomy and physiology during COVID-19 compared to before and after the stability of COVID-19. Students’ perspectives on teaching and learning these courses using these teaching modalities indicated that nursing students prefer a synchronous, hybrid mode of learning in anatomy and physiology. The present study demonstrates nursing students’ preference for a synchronous, online and hybrid mode of teaching and learning anatomy and physiology in case of the re-emergence of a new strain of coronavirus after Omicron variant in future lockdown due to the COVID-19 pandemic.

DAMPAK PANDEMI CORONA VIRUS DISEASE (COVID-19) TERHADAP PROSES PEMBELAJARAN DARING PADA MATA PELAJARAN AKUNTANSI DASAR DI SMK NEGERI 1 PURWASARI KARAWANG

The purpose of this research is to obtain information in the form of obstacles during the online teaching and learning process at home as a result of the global COVID-19 pandemic. The research used the exploratory case study method and the research approach used the qualitative case study method which was used to obtain information on the constraints and consequences of the COVID-19 pandemic on teaching and learning process activities at SMKN 1 Purwasari, Karawang Regency. Respondents for this study were teachers, students and parents of students at SMKN 1 Purwasari, Karawang Regency. The results of this study are that there are several obstacles experienced by students, teachers and parents in online teaching and learning activities.