Online Teaching Tools Research Articles

The Use of Quizizz as an Online Teaching and Learning Assessment tool in an ESL Classroom: A Systematic Literature Review

The Use of Quizizz as an Online Teaching and Learning Assessment tool in an ESL Classroom: A Systematic Literature Review

MEDICAL EDUCATION DURING PANDEMIC IN CHINA: MODALITIES AND CHALLENGES

Background:At the beginning of 2020, the outbreak of COVID-19 was first reported in China, it has brought great impact on the society, economy and life. This study introduces the modalities used for the continued medical education during this Covid situation by the Chinese Medical Universities. Current study also focuses on the challenges fronted by the students regarding gaining of professional knowledge and learning by the medical students enrolled in the Chinese Medical University. Objective: To assess the modalities used for continued online teaching and the challenges faced by the medical students enrolled in Chinese Medical University. Methods: The keywords below were used to search from public databases and review the relevant publications on medical online teaching in China during the COVID-19 pandemic. This search was further used to analyze and summarize the online tools,modalities,and challenges faced by the students. Results and Conclusion: Some common online teaching tools and a variety of online teaching modalities, as well as possible challenges were described. Potential solutions for those challenges, as well as the impact of the transition to online teaching on traditional education were discussed. Medical education during the difficult time of COVID-19 has presented many challenges,which suggests that the transition to online teaching or learning will likely continue to have a profound impact. However, since some medical subjects require skill development through clinics and interaction with patients, a blend of online and offline mode of education for the medical education is suggested.

Determinants of Students' Satisfaction in an Online Environment in Portuguese Higher Education Institutions

Online education assumed an increasing relevance in the last two years in face of the successive pandemic-motivated lockdowns by SARS-Cov-2. Considering the potential strengthening of this type of education in Portugal, particularly in the context of higher education, this study aims to analyze the perspective of students on three vectors of the online education quality, namely the overall quality of classes, the assessment process, and the online teaching tools available. Students' perceptions regarding these vectors will be assessed from the demographic variables, and factors that underlie online education according to the literature. The research is based on a quantitative methodology. Data was carried out through a structured questionnaire applied online, which had the answers of 2,107 students from different courses and higher education institutions in Portugal in July 2020. Factor analysis and logistic regression were used. The findings identified a significant association between the three vectors of the quality of online education proposed, and the factors usually proposed in the literature that are part of the student, instructor, and technology dimensions. It is expected that this research provides the inputs to the different players involved either in the implementation or development of courses offered through online learning in Portugal.

Student Perspectives of Online Teaching: Lessons Learned for the Post-Covid Classroom

As instructors return to in-person teaching and learning following online teaching during the COVID-19 pandemic, we can build from the experiences gained and incorporate various online resources into our campus-based classes. Drawing from student evaluations of teaching, a post-course student survey and learning management system (LMS) analytics, we documented students’ perspectives of online teaching and learning in a large introductory science course offered as a flipped classroom, and reflect on student and instructor perspectives as we return to campus-based teaching and learning. Results suggest that what students liked and what they perceived as effective often did not align, and that instructors need to consider good pedagogical practice when evaluating student comments. We identified strategies that we can carry forward to enhance our large introductory science course including a weekly course structure, synchronous classes and laboratories supported by asynchronous content, and taking advantage of recent advancements in online teaching and learning tools for discussion forums, practice exams and assessment.

Transition to Online Teaching during the COVID-19 Pandemic in the Eastern Province of Saudi Arabia — A Study

This paper aims to understand the transition from purely classroom teaching to online teaching method during the COVID-19 pandemic at the International Indian School Jubail in Saudi Arabia. As the teachers were familiar only with the traditional face-to-face classroom teaching style since 1987, the study addresses this transition, the benefits and disadvantages of online instruction, their suggestions, opinions, and their level of preparedness for an alternate teaching method in the future when the pandemic ends. The survey instrument, a self-designed Google Forms questionnaire, was administered online due to the pandemic restrictions from 23 July to 30 July 2020 and data consisting of 299 participants was gathered. The study was descriptive in nature and qualitative data analysis revealed that while teachers trust the traditional classroom teaching method, they began to perceive the distinct benefits of online teaching. Majority of the respondents showed a high level of comfort after four months of online teaching. One fascinating finding of this study was that the respondents having more years of teaching experience needed lesser effort though they found themselves less comfortable with online teaching, probably because they were more satisfied with their prior experience of classroom teaching. Nonetheless, an interesting finding showed that most respondents demonstrated a positive and favourable attitude towards blended teaching and supported technology-enhanced teaching practices. A good proportion of these respondents recommend blended teaching as a future teaching method and are ready to adopt it after the new normal is resumed. The experience of online teaching has given clarity to teachers about usage of a variety of effective online teaching tools to support their new teaching environments and an insight into the future possibilities of adopting online education.

Using breakout rooms in online language teaching: Advantages and disadvantages

Under the conditions of the pandemic, language teachers face a variety of challenges on effective ways of teaching. Current literature has purported the effectiveness of breakout rooms being an effective method of teaching language online. The purpose of this study was to identify whether online teaching tools help students to study language and keep them being motivated, or not. To study the impact of breakout rooms application, the following participants were chosen: 3 groups of second-year IT students whose level of English is considered as Pre-Intermediate; the total number of students was 34. The study conducted classes in 2 experimental groups using the breakout rooms option, and in 1 controlling group where breakout rooms were not used. Data was collected using semi-structured interviews. The findings of this study show that students’ opinion concerning breakout rooms application was rather positive; thus, they focus on the opportunities for brainstorming in breakout rooms. Keywords: breakout rooms; business English; online learning; students’ motivation

Benefits and Challenges of Online Teaching During the COVID-19 Pandemic at Rundu Campus of the University of Namibia

This paper presents the benefits and challenges of online teaching during the COVID-19 pandemic experienced by educators at the Rundu Campus of the University of Namibia. Researchers used a structured interview guide to collect data from 14 conveniently selected lecturers from a population of 65. Findings of the study indicate that the benefits of using online teaching and learning include flexibility, ability to teach large classes; increased interaction and engagement between lecturers and students; and increased learning opportunities for lecturers. The study further found that some of the significant challenges lecturers experienced with online teaching and learning include lack of information and technology skills, internet connectivity and availability; poor student attendance; and loneliness. The study provided crucial information on lecturers' progress within the framework of online teaching and learning mode. The paper recommends that lecturers receive formal training on online teaching and learning tools to minimise the limitations. The study also suggests increased psychosocial support for lecturers to curb feelings of isolation and loneness during this time.

Exploring the e-teaching and learning experiences of lecturers amidst COVID-19 at one of the University of Namibia satellite campuses

The study explored the e-teaching and learning experiences of lecturers amidst the COVID-19 pandemic at one of the University of Namibia satellite campuses. The study sample was 76 selected using the purposive sampling method from the population of 98. The study used a convergent parallel research design within a mixed methods research approach. A survey questionnaire and telephone interview were used to collect data. Data collected from open-ended questions and telephone interviews were analysed and categorised into themes while quantitative data were tabulated and analysed mainly by descriptive statistics with the use of Microsoft Excel. The study revealed that participants found using Moodle and other e-learning tools efficient as they save time and reduce the chances of spreading the virus since no gatherings were required. The study further revealed that participants had an opportunity to learn new skills despite not having prior experience in online teaching and learning as well as online course design. However, regular power outages and server incapacity to accommodate multiple devices caused many lecturers and students to miss virtual lessons. The study provided crucial information on the progress of lecturers and students' within the e-teaching and learning mode framework and recommended the campus server upgrading and the formal training of both lecturers and students on online teaching and learning tools to optimise learning.

Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges.

Background: The novel coronavirus disease 2019 (COVID-19) pandemic has tested the ability of universities to provide a high-quality, safe educational experience for students due to campuses shutting down. As a result, online learning could shift from a traditional classroom teaching mode and make education accessible to students. Previous studies have used individual online teaching cases to exploit a variety of online learning tools to ensure the continuation of medical education during this difficult time in China. However, for the first time, we have conducted a systematic review of local online teaching approaches, existing challenges, and potential solutions.Purpose: We present the issues and experience of conducting online medical teaching practices in China with the aim of communicating them to our peers in other countries or regions when examining the transition to e-learning during the COVID-19 pandemic and beyond.Methods: We searched the keywords below from public databases and reviewed relevant publications reporting on medical online teaching in China during the COVID-19 pandemic to analyze and summarize the online tools, modalities, and challenges.Results: We listed common online teaching tools and described a variety of online teaching modalities, as well as possible challenges. We also discussed potential solutions for those challenges, as well as the impact of the transition to online teaching on traditional education.Conclusion: By investigating local online medical teaching in China, we present useful tools and modalities that have been successfully exploited in education during the difficult time of COVID-19, although some challenges remain. The exploration of the transition to online teaching or learning will likely continue to have a profound impact on traditional classroom teaching.

Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

The effectiveness of online teaching and learning tools

This study investigates how students in a distance-learning upperlevel accounting course perceive the effectiveness of different online teaching and learning (OTL) tools that are commonly used in business courses taught online. This topic is of critical importance, especially as the COVID-19 pandemic has pushed more courses to be OTL. A midsemester anonymous survey in an Accounting course at a public US university was conducted to measure students’ perceptions about different OTL course tools. Students were asked to provide their general assessment about how effective these tools were and how they believe these tools helped them learn. Analyses and discussions of the effectiveness of different tools and their link to earlier literature and how instructors can utilise the results of the OTL survey are presented.

BodyWorks: interactive interdisciplinary online teaching tools for biomechanics and physiology teaching.

Remote teaching can be both challenging and motivating. Professors and lecturers have developed innovative strategies to improve students' education and engage students in synchronous and asynchronous classes. In this Illuminations paper, we describe BodyWorks, online tools to support courses in physiology, motor control, and biomechanics. The tools are interactive and easy to use, have low computer and internet demands, and can be used in many conditions and topics of study. All resources are freely available online in three different languages. We hope our initiative can help professors and students worldwide promote more interactive and engaging motor control and related topics classes for both synchronous and asynchronous formats.

The Use of Online Learning Tools to Enhance Interaction among the Primary School Pupils with Peers and Teachers

This paper is a systematic review of relevant published studies on how online learning tools can help ESL primary school pupils to enhance the interaction among their peers and teachers. This review discussed how ESL primary school pupils cope in the current situation of teaching and learning progress during the Covid-19 pandemic. The use of online teaching and learning tools has its benefits and challenges for all people involved. It also could help teachers and pupils achieve learning goals, especially during the pandemic. This paper also gives an insight on the advantages and disadvantages of different teaching and learning tools used by teachers and pupils.

The Impact of the Pandemic Covid-19 on the Student’s Learning Process

The worldwide pandemic situation faced by the education sector presented unprecedented challenges for teachers and students in every subject, in particular, PE teachers. The teaching process was transformed from open environments, practical field instructions, to those of online platforms, with virtual instructions and demonstrations. The aim of the study is to present a theoretical overview of the online teaching of the PE subject, as well as evidence of the level of motivation and involvement of students in online teaching not only in theoretical but also practical subjects. The methodology of the study is based on a review of recent scientific articles, as well as a meta-analysis of the current situation on student involvement in online teaching, conducted and obtained from a recent quantitative database on the psychological and pedagogical aspects of online teaching. From a theoretical point of view, some researchers approve of the fact that to help teachers conceive the integration of online PE teaching with the comprehensive school curriculum of this subject, it is assumed that PE programs based on standards can serve to promote PA for all young people in school, community and home environments with the support of online teaching tools. From the quantitative data obtained from the current situation, it results that most students have had easily accessible access to these online platforms, especially in theoretical subjects. As conclusion affirms that due to the close cooperation online learning for most students in Albanian universities was easily applicable to any school curriculum.

Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools.

Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures.Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics.Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location.Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

Pivoting With Collaboration and Coffee

We have all made several transitions within our teaching practice since the start of the COVID 19 pandemic. After time reflecting and re-assessing my teaching pedagogies and practices, I have implemented many new-to-me online teaching tools with the intent to increase student engagement, empower student ownership of course content, and create a supportive online learning community. The two techniques discussed include co-constructing collaborative course policies and expectations and hosting synchronous zoom small discussion groups called, Coffee Talks. These methods have been applied within the scope of a traditionally in-person course that has transitioned to an online synchronous and asynchronous format. These techniques were evaluated largely positively by students and supported the maintenance of student engagement within an online classroom.

COVID-19: Challenges of Online Teaching among ESL Educators of Private Higher Learning Institutions in Malaysia

The serious consequences of COVID-19 have resulted in a temporary slowdown in different sectors of daily activities including the education sector. In Malaysia, the impact of the pandemic has caused all the classes to be conducted online. The present study aims to investigate the challenges faced by English Second Language (ESL) educators in online teaching. Using a qualitative approach, in-depth phone interviews were conducted with 20 ESL educators of Private Higher Learning Institutions. The findings indicated that they encountered problems such as isolation, lack of motivation in online teaching, technical difficulties with online teaching tools, time-consuming resources and work-life imbalance. The findings further revealed that ESL educators’ work-life imbalance had emotionally impacted their families and social relations, which in turn had affected their professional lives. Thus, by understanding the problems, educational institutions can come up with short and long-term strategies to ensure that ESL educators can be productive regardless of the mode of teaching activities. Among them would be introducing pertinent courses in online teaching, Internet training, and the integration of multimedia resources that could improve online teaching.

COVID-19 and Online Education in Iran’s Universities of Medical Sciences: A Narrative Review

Context: With the outbreak of COVID-19 pandemic and the rapid growth of online education, Iranian universities of medical sciences began to hold online classes for students. Accordingly, the present study aimed to examine different aspects of online education in medical universities during the COVID-19 pandemic. Methods: This narrative review study was to review studies on online education during the COVID-19 pandemic in Iran’s universities of medical sciences. To this end, the PubMed and Sciencedirect databases as well as the Google Scholar scientific search engine were searched on April 20, 2021 using the following keywords: ‘online education,’ ‘virtual education,’ ‘virtual learning,’ ‘e-learning,’ ‘COVID-19,’ and ‘Iran’. Results: The present findings revealed Navid, Adobe Connect, and SkyRoom platforms as the most popular online teaching tools in Iran’s universities of medical sciences during the COVID-19 pandemic. The main challenges in online education in Iranian universities of medical sciences was students’ non-equal accessibility to appropriate hardware, software, and communication tools, students and professors’ insufficient knowledge and unfamiliarity with information technology tools and e-learning, lack of proper interactions between professors and students, and the lack of a suitable platform for practical clinical training and internships. Conclusions: Educational simulation systems and online education support systems are useful in teaching clinical, practical, and internship courses to students and promoting interactions between teachers and students.

Optimalisasi Penggunaan WhatsApp Group Sebagai Sarana Komunikasi dan Media Pembelajaran Online Selama Masa Pandemi COVID-19 bagi Guru SD Negeri 10 Pianggu

The readiness of elementary school teachers to use online learning media during the COVID-19 pandemic remains very low. Many teachers are unable to optimize various features of online teaching media, such as the use of WhatsApp. This was also experienced by teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district. Not all teachers can make the best use of WhatsApp as an online learning tool. Some teachers are still unaware of the features accessible on WhatsApp that might be utilized as a learning assistance tool. Therefore it is necessary to provide training for teachers at SD Negeri 10 Pianggu, IX Koto Sungai Lasi sub-district in presenting learning materials through the use of WhatsApp. The implementation of service activities is carried out by providing training through lectures, discussions, and practices. Teachers were given information and knowledge about WhatsApp as a means of online learning medium during the Covid-19 pandemic. Based on the training activities that were conducted, the teachers demonstrated an eager attitude and a desire to learn more about various features on Whatsapp. Teachers receive training materials fast and can utilize the WhatsApp group as an effective online teaching tool, so the training generates favorable feedback.

Reflections on Online College English Teaching Based on the Novel Coronavirus Epidemic Environment

The rapid advancement of modern education technology, coupled with the outbreak and spread of the novel coronavirus epidemic in early 2020, has undoubtedly accelerated the advancement of online teaching. This not only brings an impact to offline teaching, but also brings challenges to teachers. As teachers, we must constantly learn and think about how to adapt to classroom teaching in different environments. This article analyzes the choice of online teaching tools and platforms in the context of the novel coronavirus epidemic, and combines its own teaching practice with teaching materials, courseware design, screen recording skills, classroom effect feedback to make reflections, in order to inspire teachers to research and discuss the future online English classroom teaching from a new perspective.