Online Teaching

There exists lack of readiness and challenges for the medical faculty to teach online. During COVID-19 pandemic, the need for constant support and training the faculty at different levels for the online teaching platform has been unanimously felt. Thus, identifying challenges of faculty and their needs is useful to achieve positive learning outcomes of online teaching. A cross-sectional online survey was conducted. The questionnaire was sent via E-mail or What’s app to the faculty who were involved in online teaching at our institute as well as other different medical institutions during the COVID-19 pandemic. Majority agreed that they have adequate knowledge and skills regarding online preparation and delivery of the classes. However, over ninety percent also felt the need to have more creative resources for online classes. More than half did not feel confident to handle technical issues. Student engagement factors were the common hurdles in online teaching and majority felt lack o...

Purpose: This study aimed to investigate university students' attitude towards Socrative as an online teaching tool and a student smart response system (SRS) in real-time during the Covid-19 school closure at Walailak University (WU). The COVID-19 pandemic has prevented WU lecturers from engaging in face-to-face learning. Socrative, Microsoft Team, and other e-learning programs were among the various remote teaching applications that were used during this period. However, because of the alleged high levels of reliability and effectiveness, the researcher concentrated on a proprietary e-learning application, Socrative. Method: This study used a mixed method of quantitative and qualitative research design to investigate the sampled population of (n=90) second-year undergraduate students’ attitudes toward using Socrative as an online teaching tool and real-time feedback after having used the aforementioned application for three months during the COVID-19) pandemic. Results: The fin...

ChatGPT and or Artificial Intelligence (AI) have been used widely in many educational programs, institutions, and classes during the past 3 years. However, there is still debate on whether we should use it in language learning classes in higher education (Martínez et. al 2023; Nugroho et. Al 2023). This work will cover research done in a college in Texas, USA and some of the benefits of using it in Spanish classes at the college level. The results proved to be useful in reading and writing skills. It also includes some examples on how to use the Artificial Intelligence (AI) or ChatGPT in Spanish classes in listening, speaking, reading, writing, grammar and culture.

To address faculty members' concern that teaching evaluation in the online environment might be lowered because of technology problems students experience in online courses, a sample of 202 undergraduate students enrolled in an introductory statistics course in a college of business administration was surveyed. Students' evaluation of their instructors and the course and their experiences with technology problems when taking the course were measured. As expected, a negative correlation between teaching evaluation and experience of technology problems was observed. Based on the finding, it is suggested that, to encourage faculty members to teach online, universities need to examine the relationship between teaching evaluation and technology problems experienced by students in the online environment and adjust the evaluation skewed by problems that are out of instructors' control. Measurement instruments used in the study and a suggested formula for adjusting teaching evaluation are provided.

Purpose: Massive Open Online Courses (MOOCs) are becoming more and more
well-known and are still very important in the higher education sector. A
relatively new paradigm of teaching and learning that greatly enhances ongoing
lifelong learning in India is the delivery of MOOCs via SWAYAM. Even though
there are a number of low-cost blended courses available, our students aren't
enrolling in them. This shows that youngsters are not aware of the situation.
Three categories were used to categorize awareness of SWAYAM MOOCs:
knowledge about SWAYAM MOOCs, infrastructural facility, and enrollment
status. The purpose of the current investigation is to examine the degree of
awareness, the availability of infrastructural facilities for students, and the
enrollment rate among students pursuing teacher education in state, private, and
central universities in Middle Eastern India.
Methodology – The current study included 800 participants from B.Ed. and
M.Ed. teacher education programs at central, state, and state-private institutions
in Middle Eastern India. Utilizing a stratified random sampling approach, data
were gathered using a self-made, closed-ended questionnaire that had been
pretested and validated. Descriptive statistics, such as percentages, frequencies,
and chi squares, were used to analyze the data.
Findings – The study's findings showed that teacher education students at
central, state, and state-private universities in middle-eastern India were not
well informed about MOOCs offered through SWAYAM, and that half of the
participants did not receive adequate infrastructural support from their
institutions. As a result, the majority of participants did not sign up for MOOCs
offered through SWAYAM.
Practical implication – The current study will be helpful to Indian policy
makers and everyone else engaged in spreading a healthy awareness through
various initiatives like workshops, seminars, and orientation programs on
awareness of MOOCs through SWAYAM. As a result, it would be helpful to
understand the state of the ICT infrastructure and to take steps to increase
awareness of MOOCs among higher education students across the nation. The
data cannot be used to compare student awareness levels across contexts due to
institutional limitations.
Social Implication- The study's conclusions demonstrated that, in the context
of India, the identity of the university has a substantial impact on people's
awareness of MOOCs via SWAYAM.
Originality/value: The present work is being carried out in the Middle Eastern
Indian states of Odisha, West Bengal, Bihar, Jharkhand, Tripura, Asam,
Meghalaya, and Chhatisgarh from January 2022 to August 2022.It reflects an
investigation of how B.Ed. and M.Ed. teacher education students responded to
SWAYAM's MOOC awareness questionnaire

Online learning has an old background and is an efficient method if applied correctly. However, during the pandemic period, it has been faced with a negative perception due to the wrong practices brought about by the mandatory and rapid transition. During this pandemic term, most educational institutions have offered support in this process to explain the process to both their students and instructors. This study examined XXX University instructors' perspectives regarding the emergency remote teaching period in terms of their professional experience, discipline area, online instruction experience, and whether they received training in online instruction. Quantitative research methods were used in the study. An online instructor's emergency remote teaching perspective scale has been developed and used as a data collection tool. A significant difference has been found in the discipline areas, online instruction experience, and participation in training program. From the results of the research, the need to support the instructors according to the needs specific to the disciplines has been revealed, and it is recommended to investigate the relationships between selfcompetency for online teaching and the perception of institutional support in depth.

La brecha digital dificulta la igualdad de oportunidades de la población. En este artículo nos preguntamos cómo afectó el confinamiento de la población y la docencia en línea a la escuela rural. Las conexiones son más deficientes y los recursos pueden ser escasos, pero la comunicación con las familias es fluida y los centros muestran una ratio menor. Hemos diseñado un cuestionario que ha sido respondido por 157 escuelas del medio rural durante el propio proceso de confinamiento. Los resultados indican una brecha digital para un 30% del alumnado, notables esfuerzos por parte del profesorado para adaptarse a las necesidades educativas, una evolución semanal en la forma de afrontar la organización docente, propuestas didácticas afines y preocupación por la evaluación curricular. Las escuelas rurales participantes en el estudio han tratado de dar respuesta a las múltiples demandas que la nueva situación ha generado y de disminuir la brecha digital adaptándose a las necesidades de comuni...

Online education offers flexible, although sometimes limited and unaffordable higher education and allows people to work while studying. Critical to improving access to online learning programs within the African context is the expansion of internet connectivity especially for people living outside of urban communities. This paper (Note 1) employs the postcolonial lens and the concept of “sacred pedagogy” to examine the experience of transition from Post-doctoral research to teaching online during the time of CODID-19 disruptions on the academic programs. The discussion concludes by highlighting the that given the evolving and fast-changing COVID-19 world, teaching and learning methodologies should be participatory—not one fits all—but accommodative of students from poor communities so that they are encouraged to fully participate and express their values and opinions within the academia.

This article focuses on the effectiveness of online teaching in the academic environment and outlines the research method, data collection, and instrument development used in the study. The survey seeks to explore students' perceptions of online learning usage, frequency, and overall satisfaction at the "Constantin Brancusi" University, the Faculty of Medical and Behavioural Sciences, carefully considering their experience and performance in order to determine whether online teaching is a viable substitute for face-to-face teaching. It was found that students liked the online experience and most viewed the Internet as a rich source of information and authentic materials having offered more resources in the online environment than in face-to-face, but a few things need to be changed such as new investments in course design, instructor support, and course evaluations. Research suggests that teachers were prepared for the online teaching and most students had almost the same outcomes in the online environment as in the face-to-face format.

Utilization of Mobile Apps is a peculiar character seen in the B.Ed college students who were to be the future teacher. Utilization of Mobile Apps scale was focused on the B.Ed college students during the construction process. Hence a 5 point scale viz., Utilization of Mobile Apps Scale (UMAS) was constructed with 35 statements and a Pilot Study has been conducted with a sample be of 100 B.Ed college students studying in Karaikal region of Pondicherry Union territory of India. They were selected through normative survey method and Random sampling technique Standard norms has been used to validate the scale. Finally 32 statements have been arrived for the final study from the 35 statements. The validity and reliability has been found to be 0.856 and 0.9252 using the test retest method. Hence the Utilization of Mobile Apps Scale has been evolved.

In this paper, we document elementary school teachers' attitudinal and pedagogical changes during the rapid move from brick-and-mortar to virtual schooling initiated by the COVID-19 pandemic. We administered four online surveys (in September and October 2020, and in March and June 2021) to determine teachers' perceived challenges and successes in using online technology, as well as applied mixed-methods action research to identify their approaches to teaching mathematics online. The initial challenges included gaining skills, resources, and know-hows for teaching online, and supporting students and their families in the swift transition, while also maintaining instructional goals and overcoming stress. The later challenges included dealing with workload and engaging students in learning. As their comfort with technology increased, teachers started realizing that many old pedagogies were either impossible or inadequate in the online environment, and they began to innovate with virtual classrooms that encompassed students' homes, parents, and the outdoors. Mathematics manipulatives were found in the kitchen and measurements were done in the home or during walks outside. Mathematics concepts became more real-life centered, and learning became more playful and problem-oriented. Technology helped to create and sustain learning communities, and exposed student thinking at their comfort level. For some students, this approach worked better than brick-and-mortar schools; for most teachers, it created opportunities to provide and receive feedback differently, collaborate widely, reinvent their practice, and contribute to changing norms. We conclude by providing suggestions for moving forward.

As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated "online" as their primary mode of teaching. Three key "value" themes emerged as significantly valuable: instructor interactivity, instructor feedback on participation, and asynchronous interaction in discussion forums. These findings illuminate opportunities and areas of consideration for three stakeholders in the student-teacher interaction equation: faculty, faculty developers, and administrators that can be used to inform quality online teaching through instructor interactivity.

Consecutive waves of the COVID-19 pandemic made teaching and learning tasks harder for veterinary anatomy faculties and students worldwide compared to the prepandemic scenario. Online teaching has been triggered across several countries as a precautionary measure against COVID-19. Educational institutions are looking towards online learning platforms to continue educating the students, as many veterinary institutes have been shut down due to COVID-19. As with most teaching methods, online learning also has its own set of positives and negatives. This letter aims to highlight the pros and cons of online veterinary anatomy education in the COVID-19 pandemic period. In conclusion, prepandemic teaching has been effective and adaptable for veterinary anatomy students for a better learning process, whereas online teaching has major cons over a few pros.

The COVID-19 pandemic has had a catastrophic impact on all sectors of the economy worldwide, including education. This led to the closing of schools, soon followed by online teaching that replaced traditional classroom teaching for the duration of the pandemic. This case study is relevant to examining natural science teachers' attitudes and beliefs about online teaching and the challenges they faced during the pandemic. Data were collected using standardized, open-ended interviews with six outstanding natural science teachers from elementary schools. In this article, we explore the work-related challenges and opportunities experienced by outstanding teachers because of the COVID-19 pandemic and the introduction of online teaching. The results of the study show that teachers are open to changes and express relatively positive attitudes and beliefs about online teaching during the COVID-19 crisis, such as using a variety of digital tools during online teaching and after returning to classroom teaching. They are developing and improving their digital competences as well as their self-reflection skills, which give them the space they need to reflect consciously and deeply on their teaching. However, they encounter various obstacles to teaching online, such as technical difficulties, difficulties in assessment, excessive parental involvement in children's work, etc. The efforts to develop personally and professionally improve the quality of pedagogical work, including distance learning, and contribute to the development of teachers' professional identity. The limitation of this study is relatively small group of teachers who participated in the research, i.e., only six of them.

Plagiarism and cheating are nothing new. While these terms may be regarded as distinct categories of academic integrity, significant overlap exists, particularly when working with students in an online environment. The most common intersection includes when a student uses someone else's work, language, ideas or other original material without acknowledging its source, either deliberately, carelessly, or inadequately (Heckler & Forde, 2015). More specifically, this paper focuses primarily on textual plagiarism which is "…the reproduction of text from other academic sources, such as journal articles, books, or lecture notes without the adequate acknowledgment of the source, copying some or all of other students' assignments or even having assignments ghost-written by other authors" (Selwyn, 2008, p. 465). In Latin, "plagiarism" means "kidnapper" or "abductor." Not long ago, plagiarism was hard work, involving physically visiting brick and mortar libraries, combing through seemingly endless volumes of papers, books, or microfiche, copying these sources by hand, followed by rewriting or re-typing them into another paper, and eventually turning it in as one's own work. Alternately, students could find someone else to do their assignment, often for a very steep price. Still, most cases of plagiarism are largely unintentional due to the lack of knowledge of what exactly constitutes plagiarism and cheating (Howard & Davies, 2009). However, in today's fast-paced, high-tech world, finding ways to assuage the stresses involved with producing college-level work are much more streamlined and accessible than ever before. At the same time, colleges and universities are increasingly relying on partially or fully online classes to teach students, and sociology is no different (Bergstrand & Savage, 2013; Mokoni, 2015; Allen & Seaman, 2016). Consequently, many sociology instructors are concerned that online courses might be particularly vulnerable for instances of plagiarism. As the study of human social interactions and institutions, sociology's subject matter is both extremely diverse and engaging. Students learn about important matters impacting their own lives, communities, and the world, creating an almost unlimited amount of available information from which to draw. For online sociology instructors, this strong emphasis on reading, writing, critical analysis, and qualitative methods requires careful attention to encourage independent thinking and deter plagiarism. Overall, this paper discusses the occurrence of plagiarism with regard to online sociology courses, important sociological factors that contribute to an overall culture that may support plagiarism, and current recommendations for encouraging student success and academic integrity specifically within online sociology courses. The Prevalence of Plagiarism Plagiarism is a widespread concern among colleges and universities. Both academic studies and non-academic polls consistently show that students cheat across all disciplines, course structures, and types of assignments (

Since 2016, the Online Learning Journal (OLJ), the official journal of the OLC, has released a special issue to extend opportunities for SIG OTL members to contribute their expertise in online education research. This year’s special issue features eight articles. https://olj.onlinelearningconsortium.org/index.php/olj

During the Coviod-19 epidemic, this research looked into the perspectives of private primary school instructors on virtual education. The qualitative research approach was used to undertake an exhaustive investigation of the perspectives on online training. There are numerous techniques for analyzing qualitative data, according to Saldana. In the light of the gathered data, online training affects instructional efficacy. Teachers' ICT and digital competency increased. Several teachers noted load-shedding and internet connectivity issues as barriers to online learning during the Covid-19 outbreak. The figures show that the participants overcome these challenges by utilizing their data. Participants also debated the advantages and disadvantages of online learning.

I Told You So. By Way of Introduction. (Tara) I am a five-foot two Australian woman working in the humanities. I am accustomed to be ignored, mansplained, marginalized or described as 'wrong' or 'too theoretical' or 'naïve' in multiple languages. But on this singular occasion, my predictions were correct. Completely and saturatingly correct. My first full-time academic post was in 1994, in Aotearoa / New Zealand. Large lecture theatres. Huge student cohorts. I was a junior, contract staff member that fulfilled the housework functions of a traditional, conservative history department. Moving through a series of contract roles, I was tenured by 1998 as I started to teach online classes in addition to on-campus and distance education modes. As early adopters of e-learning, my colleagues and I were left angry, manipulated, deceived and exploited, enduring third-rate learning management systems, incompetent 'leadership' decisions about teaching and learning, no funding and ridiculous timelines. It was dreadful. The entire e-learning movement at this time can be captured by a t-shirt slogan andragogy: "get it online." The 'it' is important to identify. 'It' was content. No time nor expertise were given to explore the relationship between form and content, ponder interface management and multimodality, universal design, deficit models of teaching and learning, the availability of hardware and software in regional, rural and remote locations, or the information literacy of academics or students. "Get it online" was the crow call. Because of a lack of professional development, this strategy failed. Compliance dominated. In the rush to 'get it online,' study guides and syllabi were saved to PDF and uploaded. Live lectures were recorded and posted online. Substandard content began filling and clogging learning management systems without carefully developed born-digital objects. Poor lectures-and poor lecturers-were revealed, amplified and enhanced through this process. Academics had not complied. They had not innovated. Instead, their lectures were automatically recorded and their study guides were digitized. This was the online learning revolution that never happened. I was angry. I am still angry. As an Australian woman working in the humanities, anger is my primary socialization. It then translates into rage, frustration and bitterness. I am an academic that-alongside my disciplinary expertise-also completed Bachelor and Master's degrees in Education. To this day, it amazes me that academics teach without any formal learning in how to do so. Certainly, some lunchtime seminars or a graduate certificate sands off the roughest of edges of incompetence. But the construction of curriculum, backward mapping, multimodal materials that activate diverse approaches to learning outcomes for diverse student cohorts, require more learning and professional development than is possible through a session on "how to create a rubric."

Introduction: Rapid emergence of COVID-19 as pandemic has affected the life of almost every human being and has changed the way people used to interact. It has also affected medical education and clinical training, and forced medical schools to switch over to online mode of teaching. The aim of this study was to learn about the experience and perception of undergraduate students regarding online teaching. Methods: This is a cross sectional observational study conducted among the undergraduate students of Hamdard Institute of Medical Sciences and Research, New Delhi, India. A validated electronic questionnaire with nine questions was sent to 177 students as Google FormsTM. Responses from 161 students were received and analyzed using SPSS software. Results: The majority of students were satisfied with the frequency, organization, content and preparedness of classes. Half of students were neither satisfied with the amount of syllabus covered nor online teaching method. Among various teaching methods, live online lectures were most common and they were also preferred by the majority of students. Most students want hybrid or blended teaching in the post COVID-19 era. Conclusion: Online or e-teaching alone is not preferred by the majority of students. Lack of interpersonal interaction is the most likely reason for this. Hybrid or blended teaching holds the future of medical education as it is more student friendly and efficient.

This basic research investigated the teacher’s personal transformation when redesigning face-to-face courses for online delivery. The transformative learning theory provided a rich context for ascertaining transformed frames of reference. Four junior high school teachers were purposively chosen to participate the study. Qualitative methods
were employed, with data collected using semi-structured interviews and inductively analyzed for themes. Eleven themes emerged from the study emanating from each phase of transformative learning. Findings revealed a frame of reference about online teaching and learning was transformed while one remained intact. A transformed frame of reference was that quality learning can be achieved online, thus it is not inferior to face-to-face instruction. Teacher’s frame of reference not transformed was that pedagogy is at the forefront of decision-making, not technology. Implications are that challenging experiences can be provocations for growth and that pedagogy can remain constant across the two environments.

Background: The technological evolution has given the opportunities to develop new models of education, like online teaching. However, Internet Problematic Use and Internet Addiction are becoming frequently represented among adolescents with a prevalence that varies worldwide from 2% to 20% of the high school population. Objective: The aim of this study was to analyse the risk of Internet Addiction in a High Schools student sample comparing two different types of schools (online and traditional teaching) and analyzing the associations between pathological use of Internet and socio-demographic factors connected to the different educational orientations and to the daily usage of Internet. Methods: Students were enrolled from four different orientation school programs (different high school, technical and economical Institute, vocational schools). Each student completed a self-reported test to collect socio-demographic data and th Internet Addiction Test (IAT) from K. Young to assess t...

The very rapid transition to the online teaching and learning system, without sufficient training and not proper adapted to the educational needs of students (already migrated to virtual environments and digital tools), has produced some visible dysfunctions, especially in informal interactions with students. Dimensions investigated using a methodology based on the survey’s technique aimed at types of academic activities carried out during the period dedicated to online activities, participation in online activities of ‘synchronous’ type – face to face – categories of online applications used, types of platforms for asynchronous activities and classical teaching strategies most commonly used in association with online educational techniques. The population was represented by students and teachers from the fields of study administrative studies and academic categories that will provide a serious input for formulating conclusions. We propose to launch a practical module for the traini...

Resumen La docencia de cualquier asignatura universitaria corre el riesgo de ofrecer a los estudiantes una visión de la misma un tanto desconectada de la realidad. La enseñanza de la traducción audiovisual no escapa a dicho riesgo, y resulta por tanto relevante e incluso conveniente reflexionar sobre ciertas cuestiones que deban quizá tener cabida, si no lo hacen ya, en sus programas de estudio. En este artículo se parte de un breve repaso de la situación actual de la enseñanza de la traducción audiovisual en la universidad española, para después pasar a comentar ciertos contenidos adicionales a los que posiblemente de manera más tradicional ya se vienen ofreciendo en los mencionados programas.

Teachers worldwide are experiencing challenges with transitioning from face-to-face to online teaching during the pandemic COVID-19. Policymakers, school administrators, students, parents, and teachers have all been impacted. Moldovan educational policies and infrastructures are being re-visited to identify the best strategies for supporting its teachers during this time. The purpose of this case study was to assess Moldovan Vocational Education and Training (VET) teachers' challenges faced teaching online. Data were analyzed by researchers reviewing interview notes to ascertain the main points gathered from teachers occurred during the focus group interview. The focus group with mostly female teachers revealed their desire to gain online teaching training and frustration over a lack of stable Internet connection during lessons. It was concluded that teachers’ needs should be shared with policymakers and school administrators to ensure technology training and reliable technology...

This paper aims to examine the shift in modality of pedagogical approach of education during the COVID-19 pandemic and identify the challenges faced by educational institutions, teachers, student and parents, and the perception of students towards the approaches. The study is based on Systematic Literature Review (SLR) approach based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The study critically analyzed the findings of 27 research articles. The result depicted that COVID-19 pandemic had a significant impact on education due to which majority of the institutions shifted to online mode of teaching and learning. The shift was observed in both practical and theoretical studies, and also in schools who refrained from adopting digital technology prior to COVID-19 pandemic. There were numerous challenges faced by the educational institutions, such as, lack of technology, technical know-how, and experience in virtual teaching, among othe...

The results of a quantitative survey of 104 in-service mathematics and science teachers who taught remotely as a result of the COVID-19 pandemic pointed to an increase in their knowledge regarding the existence of e-learning environments. During the pandemic the teachers integrated more digital technology and their goals for using computer tools changed, such that after the pandemic these tools were used mostly to create a learning environment suitable for distance learning. Most teachers experienced difficulties in technology integration, citing not enough preparation time, logistics problems, lack of technological knowledge, and insufficient technical conditions as the reasons. The results suggest that teachers need adequate knowledge and technical support to be able to integrate computerized technologies successfully into their teaching.

Covid-19 pandemic has brought many pros along with it. This pandemic has totally changed the working system of the Indian education. The classroom teaching methodology has been completely changed. Now teachers are teaching students with the help of internet access by sitting at their home place. However, teachers have to face many challenges to accomplish the objective of teaching and learning. Conducting online classes is itself a great challenge for teachers who are habitual of conducting classroom teaching from many years. The Covid-19 pandemic has disrupted the education sector globally. Classes have been suspended to enforce social distancing and educational institutions, from schools to universities, have shifted to online methods of teaching and evaluation. Still, there is no certainty about when normalcy will be restored. This has encouraged some sort of a permanent tilt, if not a complete shift, to online education.

During the Covid-19 pandemic, the teaching and learning process through an online system is one option that can deal with barriers to the teaching and learning process directly to avoid the spread of the virus. This study intends to analyze students’responses to the problems they face during the Covid-19 pandemic and how students deal with online learning during the pandemic. The background of this research is the experience of students with the problems they face during distance learning or online due to Covid-19 which requires students to follow government rules, namely doing distance learning or online. The informants or respondents in this study were several students majoring in . The data collected by the researcher was based on online interviews conducted with 15 students The data analysis used interactive analysis technique by Miles Hubberman. The researcher arranges several questions that must be asked of the participants to obtain the required information. In the online tea...

Due to the COVID-19 pandemic, several early childhood education programs in the United States and around the world were forced to shift to online instruction. While virtual learning was found to be challenging for all age groups, this mode has been especially challenging for early childhood educators. The present study explored the challenges that teachers faced when adjusting their early childhood education practices to an online format during the COVID-19 health crisis and also explored those activities that teachers found most effective. Furthermore, this study explored the role of online teaching in teachers' sense of self-efficacy and assessed whether support from families and program administration played a role in teacher self-efficacy. Lessons for the role of online education in early childhood, with implications for practice, are discussed. As online instruction becomes more prominent in all areas of education, the lessons learned during the pandemic should prove informative long after the crisis is overcome.

ABSTRACT: Education is changing in response to the Covid-19 pandemic. Teachers around the globe seek to face the most pressing challenges of education due to the pandemic outbreak, particularly the lockdown. Therefore, they direct their efforts towards online teaching. Nevertheless, reshaping teaching and learning is very challenging. Many teachers and learners encounter problems of shifting from face-to-face to online learning environment for several reasons. First, this paper tries to provide an overview of Covid-19. Second, it attempts to shed some light on the most common difficulties faced by educators in online teaching. It also endeavours to provide a set of solutions to these problems and give some tips to guide teachers towards effective teaching practices. This considers keeping the students engaged and most importantly motivated to learn. To reach this end, an online questionnaire is destined to 387 teachers in Algeria from different disciplines as a data collection tool....

Using a conversational approach, the authors address two fundamental dynamics of online education; engagement with students using online education technology and preparing "older" educators to use that technology. The authors present a discourse about the training of an older professor by a younger technologically savvy professor through the team-teaching of an online course called Facilitation Fundamentals. The professors redesigned the course with the goal of making it more engaging and authentic for adult learners. The redesign of the course is discussed as well as the teaching strategies used and technological hurdles the professors had to overcome. Finally, the professors reflect on the experience and the impact this approach had on students.

This text delves into strategies for enhancing online language education, focusing on maximizing participation flexibility, leveraging technology skills, and promoting critical thinking. It highlights the importance of adaptable learning environments to accommodate diverse student needs, utilizing Learning Management Systems (LMS), asynchronous activities, and scheduled support. Instructors are encouraged to foster technology fluency and digital literacy while maximizing collaborative features to boost engagement. Additionally, the text emphasizes the value of critical thinking and inventive language use through problem-solving tasks and creative expression. By integrating these strategies, educators can create effective, interactive, and inclusive online language classrooms. Resumen Este texto explora estrategias para mejorar la educación de idiomas en línea, centrándose en maximizar la flexibilidad en la participación, aprovechar las habilidades tecnológicas y promover el pensamiento crítico. Se destaca la importancia de entornos de aprendizaje adaptables para acomodar las diversas necesidades de los estudiantes, utilizando Sistemas de Gestión de Aprendizaje (LMS), actividades asincrónicas y apoyo programado. Se anima a los instructores a fomentar la fluidez tecnológica y la alfabetización digital, maximizando las características de colaboración para aumentar la participación. Además, el texto resalta el valor del pensamiento crítico y el uso creativo del lenguaje a través de tareas de resolución de problemas y expresión creativa. Al integrar estas estrategias, los educadores pueden crear aulas en línea efectivas, interactivas e inclusivas. Resumo Este texto explora estratégias para aprimorar a educação de idiomas online, focando na maximização da flexibilidade de participação, aproveitamento de habilidades tecnológicas e promoção do pensamento crítico. Ele destaca a importância de ambientes de aprendizagem adaptáveis para acomodar as diversas necessidades dos alunos, utilizando Sistemas de Gestão de Aprendizagem (LMS), atividades assíncronas e suporte programado. Os instrutores são incentivados a promover fluência tecnológica e letramento digital, maximizando os recursos colaborativos para aumentar o engajamento. Além disso, o texto enfatiza o valor do pensamento crítico e do uso criativo da linguagem por meio de tarefas de resolução de problemas e expressão criativa. Ao integrar essas estratégias, os educadores podem criar salas de aula online eficazes, interativas e inclusivas.

This is an open aAccording to English language teaching (ELT) practices and implementations, the problem-solving approach that puts students at the center of learning should serve as the foundation for the teaching and learning processes. As a result, it was determined that the principles and methods of communicative language teaching should serve as the foundation for English language instruction in higher education. Additionally, it was asserted that employing communicative language teaching methods will raise students' level of English language competency. Consequently, the goal of this methodically examined literature was to evaluate the methods and applications of English language instruction in the system of higher education. The investigator collected previously published works from the Scopus database. He reviewed articles published between the years 2016 and 2024. The researcher carried out six steps to direct the review: a systematic literature review utilizing the PRISMA approach (Mihret et al., 2024). The researcher kept 24 papers out of 139 that were carefully examined. Key words employed by the researcher were English language teaching and teaching, as well as higher education. The items could be retrieved on May 28, 2024. The final papers were used by the researcher instead of articles that were being considered for publishing in press, and the language used to publish those articles was English. The social sciences and the arts and humanities were the subject areas he employed most frequently. The results showed that in practices and implementations of English language teaching in higher education system, some problems such as, learner-related factors, teacher- related factors, socio-cultural influences, time and physical constraints, and shortage of materials are occurred.

In an online survey we conducted subsequently to the first so-called "Corona semester" we asked university lecturers in philosophy at German universities to share their experiences with digital teaching. In the questionnaire, the respondents were asked questions concerning the use of digital media in a specific course they taught and how satisfied they were with their course. We also asked them about the advantages and disadvantages of teaching philosophy online and about their assessment of whether the use of digital media is suitable for teaching philosophy. In our article, we present some of our findings based on the data and statements of 87 respondents. We identify the main factors influencing satisfaction with online teaching and point out some assumptions underlying the widespread fear that core elements might get lost by teaching philosophy online. In a second step we will discuss our findings and we will also derive recommendations from our results that may help to overcome key difficulties of teaching philosophy online.

The results of a quantitative survey of 104 in-service mathematics and science teachers who taught remotely as a result of the COVID-19 pandemic pointed to an increase in their knowledge regarding the existence of e-learning environments. During the pandemic the teachers integrated more digital technology and their goals for using computer tools changed, such that after the pandemic these tools were used mostly to create a learning environment suitable for distance learning. Most teachers experienced difficulties in technology integration, citing not enough preparation time, logistics problems, lack of technological knowledge, and insufficient technical conditions as the reasons. The results suggest that teachers need adequate knowledge and technical support to be able to integrate computerized technologies successfully into their teaching.

In the paper, an analysis is made of an implemented short study module "Design Project" for the students of the "Engineering Design" Bachelor program from the University of Forestry in Bulgaria. The aim of this publication is to reveal the process, its failures, and its successes. The dynamics and evolution of the design process were followed during the five days of the study module. The interaction between the students themselves, the teaching staff and the sponsor was observed. To this end, the results of an inquiry are presented. In the conclusion, attention is directed to the online implementation of the Design Project and its influence, as a result of specific conditions (last year of study, the implementation of the Teams platform, the participating teaching staff, and the sponsor) which created the necessary environment for the event. It was found that the online module probably helped for a more concentrated and productive activity, and for the smooth procedures of the event without any waste of time.

The COVID-19 pandemic has undoubtedly altered the routine of life and caused unanticipated changes resulting in severe psychological responses and mental health health crisis. The study aimed to assess psychological impact of COVID-19 pandemic on B.sc Nursing final year students of DBUSON Mandi Gobindgarh, Punjab. Materials and methods: A descriptive research design was used to assess the psychological impact of COVID-19 on B.sc Nursing final year students of DBUSON Mandi Gobindgarh, Punjab. Pilot Study was conducted on sample of 4 students. Convenience sampling technique was used to select 40 students from B.sc Nursing 4 th year. Data was collected through electronic format by online forms to assess the psychological impact of COVID-19. Data was analyzed using descriptive and inferential statistics. Results: The results of the study revealed that majority of students had no previous knowledge (62%) about the Corona virus before the onset of the COVID-19 pandemic and had no significant known person (70%) that was infected with COVID-19 while some students revealed that their friends (21%) were positive for COVID-19. Most of students used Internet/social media (70%) to seek COVID-19 related information. The

Rad je posvecen detaljnoj analizi teorijskih radova koji razmatraju problematiku ucinkovitosti obrazovanja. U te svrhe poduzeta su opsežna istraživanja o pitanjima funkcije obrazovanja u razlicitim razvojnim periodima. Ona su poslužila za formuliranje baznih postavki prijedloga modela obrazovanja na daljinu. U sklopu tog dijela disertacije prikazano je pilot istraživanje koje je poslužilo za sondiranje prijedloga njene teme. Dalje, izvrseno je analiziranje ostvarenih rjesenja u nastavi informatike. Naglasak je dan na prikazivanje nekih rjesenja koja se bave obrazovanjem na daljinu. Pri tom su predstavljena ona rjesenja koja se bave pitanjima koja su znacajna za sustinu problema. U spomenutim radovima dominirala je sljedeca problematika: Ucenje na daljinu: zasto i kako ; Tehnoloski aspekti ucenja na daljinu ; Pedagoski aspekti ucenja na daljinu ; E-Learning autorski alati ; Raspoložive E-Learning tehnologije ; Case studies - slucajevi prakse. Prikazom i analiziranjem tih radova uocen...

In the period of the Covid 19 pandemic, because of social distancing policy, students were not allowed to go to school in person. In that situation, a Graphic Design class (C18DHO) with 21 students was selected to study online. At the beginning of the course, half of them were not ready to study only as being at home. This article describes an online teaching procedure of 4 specialisms; three of them applied at least 3 digital tools to organise online class activities; the other one only used 2 tools to organise the online class. The author interviewed teachers, conducted surveys of students’ opinions, collected results to analyse and evaluate them. The results showed that: digital tools help teachers manage their students learning effectively and attract them to get involved in the lessons; digital tools motivate Graphic Design students to study actively and gain good learning outcomes. It can be concluded that teaching Graphic Design students online can be successfully deployed if...

One common way faculty learn how to teach is through interactions with colleagues. However, this practice can result in the sharing of ineffective ideas or teaching strategies. This study introduces the term "filtered informal learning," which refers to the informal sharing of best practices filtered through an authoritative source such as a campus Center for Teaching and Learning (CTL). This study examines how "power users"-faculty who are familiar with, implement, and share best practices learned through formal CTL events-facilitated filtered informal learning during the emergency transition to online learning (ETOL) that accompanied the COVID-19 pandemic in March of 2020. While this study takes place in a very unusual setting (in the midst of a pandemic), it offers a glimpse into how faculty and CTL staff may prepare for future challenges. CTL staff who worked with power users were significantly more likely to report an increase in workload relative to CTL staff who did not work with power users. However, CTL staff who worked with power users were significantly more likely to indicate that they were able to offer the same quality of service after the ETOL as they did before the ETOL. Open-ended interview questions given after the initial survey show that while power users are familiar with instructional technology, they are relatively less familiar with best practices and campus and federal guidelines for online learning. Regular meetings between CTL staff and power users can help familiarize power users with best practices and campus/federal guidelines.

This empirical study evaluates the impact of faculty training in online teaching on perceived comfort, perceived effectiveness, and stress during the Emergency Transition to Online Learning (ETOL) caused by COVID-19. Survey data revealed a positive relationship between training in online teaching and perceived effectiveness during the ETOL. However, this relationship is fully mediated by perceived comfort in teaching online, meaning training in online teaching significantly increased faculty perceived comfort, which in turn increased perceived effectiveness. Relative to their counterparts, faculty who agreed that the ETOL was stressful were significantly more likely to cite working from home distractions and a lack of physical resources as the greatest challenges. Going forward, our results suggest faculty should be trained in best practices in online teaching as a regular part of their development. Doing so would not only benefit online courses, but the tools used in online courses can also benefit faculty teaching in-person courses. The emerging tools used in online courses can also serve to enhance teaching in emerging, technology-based disciplines in business, such as digital marketing or business analytics. In addition to ongoing training, another best practice to prepare for a future ETOL would be to allow business school faculty to share what they have learned with other business faculty.

This study measures instructors’ online teaching self-efficacy with an aim to capture their immediate and initial perception of migrating their teaching online and identify potential instructional needs and support. The authors sent a survey to all instructors in our institution four days prior to the first day of classes in spring 2020 and received 73 responses (60% response rate). The number of years of experience with online tools was low (88%). Instructors reported high confidence in their ability to teach online (82%); realization of the effort to create quality online experiences (90%); belief that teaching online would be different (90%); recognition of having to modify their assessment (77%); ability of adjusting teaching efficiently with unexpected events (82%); knowledge of where to seek teaching and technology guidance (86% & 89%); and confidence in developing a similar rapport with students (71%). Respondents were split in their beliefs about offering similar active learning ...