Pub Date : 2023-02-10DOI: 10.1177/20427530231156677
Ç. Atmaca
This case study aimed to reveal the reflections of pre-service English teachers on online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context. There were 20 participants, and the data were gathered through an online interview form. The interview items focused on course requirements, observation tasks, mentor-supervisor feedback, and benefits and challenges of online teaching procedures. The gathered data were subjected to summative content analysis and the results indicated that although the participants mentioned various professional gains, the challenges of online teaching practicum experiences outweighed its benefits. In light of the findings, it can be claimed that relevant stakeholders can be offered training about online teaching practices, and the existing infrastructure can be improved in the form of hybrid settings in order to facilitate transition to online educational platforms and to improve university-school collaboration in the future.
{"title":"Online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context","authors":"Ç. Atmaca","doi":"10.1177/20427530231156677","DOIUrl":"https://doi.org/10.1177/20427530231156677","url":null,"abstract":"This case study aimed to reveal the reflections of pre-service English teachers on online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context. There were 20 participants, and the data were gathered through an online interview form. The interview items focused on course requirements, observation tasks, mentor-supervisor feedback, and benefits and challenges of online teaching procedures. The gathered data were subjected to summative content analysis and the results indicated that although the participants mentioned various professional gains, the challenges of online teaching practicum experiences outweighed its benefits. In light of the findings, it can be claimed that relevant stakeholders can be offered training about online teaching practices, and the existing infrastructure can be improved in the form of hybrid settings in order to facilitate transition to online educational platforms and to improve university-school collaboration in the future.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"352 - 369"},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48101386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/20427530231156169
Gülten Koşar
A literature review indicates that no research has been conducted to date to examine pre-service English as a foreign language (EFL) teachers’ self-perceived technological pedagogical content knowledge (TPACK). Therefore, this study explores pre-service EFL teachers’ (PSEFLTs) self-perceived TPACK, to understand whether it changes in line with their year of study and their views on the probable contribution of the pre-service English teacher education program to their TPACK. The findings obtained from the analysis of the data collected from a 36-item EFL TPACK questionnaire, conducted by performing descriptive statistics, one-way ANOVA and a post hoc analysis, revealed that the level of PSEFLTs’ technological knowledge was the highest, while their content knowledge was the lowest. In addition, there was a statistically significant difference in 28 items between the PSEFLTs’ TPACK, resulting from the responses of the second-year students. The content analysis of the qualitative data gathered from telephone interviews demonstrated that even though the interviewees overwhelmingly regarded their TPACK level as high, they suggested that the curriculum for this program could be enriched by adding a course to it on the use of technology in EFL teaching.
{"title":"An examination into pre-Service English-as-a-Foreign-Language teachers’ Self-Perceived technological-Pedagogical-Content-knowledge","authors":"Gülten Koşar","doi":"10.1177/20427530231156169","DOIUrl":"https://doi.org/10.1177/20427530231156169","url":null,"abstract":"A literature review indicates that no research has been conducted to date to examine pre-service English as a foreign language (EFL) teachers’ self-perceived technological pedagogical content knowledge (TPACK). Therefore, this study explores pre-service EFL teachers’ (PSEFLTs) self-perceived TPACK, to understand whether it changes in line with their year of study and their views on the probable contribution of the pre-service English teacher education program to their TPACK. The findings obtained from the analysis of the data collected from a 36-item EFL TPACK questionnaire, conducted by performing descriptive statistics, one-way ANOVA and a post hoc analysis, revealed that the level of PSEFLTs’ technological knowledge was the highest, while their content knowledge was the lowest. In addition, there was a statistically significant difference in 28 items between the PSEFLTs’ TPACK, resulting from the responses of the second-year students. The content analysis of the qualitative data gathered from telephone interviews demonstrated that even though the interviewees overwhelmingly regarded their TPACK level as high, they suggested that the curriculum for this program could be enriched by adding a course to it on the use of technology in EFL teaching.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49047721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/20427530231156482
Xi Lin, Mingyu Huang, Qiuhan Lin
With the fast development of technology and the prevalent use of high-speed internet across campus, online courses have become a necessary option for course delivery in many universities in China. A sample group of 158 university students participated in this study. We examined differences in their expectations of instructors between face-to-face and online course settings. Results indicated that Chinese students expect their instructors to have some overlap characteristics in both sets, including being knowledgeable about the subject, building class rapport, having realistic expectations of students, and providing fair testing and grading. Specifically, Chinese students expect instructors who teach online courses to be more confident, creative, interesting, and humble. Chinese students also hope online instructors actively motivate class discussion and promote critical thinking, and are intellectually stimulating.
{"title":"Students’ expectations of instructors in face-to-face and online learning environments at a Chinese university","authors":"Xi Lin, Mingyu Huang, Qiuhan Lin","doi":"10.1177/20427530231156482","DOIUrl":"https://doi.org/10.1177/20427530231156482","url":null,"abstract":"With the fast development of technology and the prevalent use of high-speed internet across campus, online courses have become a necessary option for course delivery in many universities in China. A sample group of 158 university students participated in this study. We examined differences in their expectations of instructors between face-to-face and online course settings. Results indicated that Chinese students expect their instructors to have some overlap characteristics in both sets, including being knowledgeable about the subject, building class rapport, having realistic expectations of students, and providing fair testing and grading. Specifically, Chinese students expect instructors who teach online courses to be more confident, creative, interesting, and humble. Chinese students also hope online instructors actively motivate class discussion and promote critical thinking, and are intellectually stimulating.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46520932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/20427530231155722
Ç. Atmaca
This phenomenological research aimed to investigate the reflections of 34 pre-service English teachers and 31 lecturers on distance education during the COVID-19 pandemic in Turkey. An online interview form was employed as data collection tool. The participants were sent the online form to collect their reflections on their online learning/teaching experiences during the pandemic. These reflections were analysed using phenomenological research steps. At the end of the analyses, distance education was found to be useful for improving the participants’ technological literacy skills and delivering theoretical courses. However, it was found to be inappropriate for practical courses such as teaching practicum and community service practices. Furthermore, the participants used various metaphors to define their online teaching/learning experiences like emergency exit, one-sided mirror, frozen lake, growing in a cage, driving a car, and sky. The participants mostly did not receive any training before using the online platform. In light of the findings, it can be claimed that necessary arrangements should be made to improve the quality of online learning platforms and both pre-service English teachers and their lecturers should receive training to benefit from distance education more effectively. In this way, pre-service English teachers can be better prepared for their future teaching in case of distance education.
{"title":"“Thinking about drinking tea but not drinking tea”: Pre-service English teacher education during the COVID-19 pandemic in Turkish EFL context","authors":"Ç. Atmaca","doi":"10.1177/20427530231155722","DOIUrl":"https://doi.org/10.1177/20427530231155722","url":null,"abstract":"This phenomenological research aimed to investigate the reflections of 34 pre-service English teachers and 31 lecturers on distance education during the COVID-19 pandemic in Turkey. An online interview form was employed as data collection tool. The participants were sent the online form to collect their reflections on their online learning/teaching experiences during the pandemic. These reflections were analysed using phenomenological research steps. At the end of the analyses, distance education was found to be useful for improving the participants’ technological literacy skills and delivering theoretical courses. However, it was found to be inappropriate for practical courses such as teaching practicum and community service practices. Furthermore, the participants used various metaphors to define their online teaching/learning experiences like emergency exit, one-sided mirror, frozen lake, growing in a cage, driving a car, and sky. The participants mostly did not receive any training before using the online platform. In light of the findings, it can be claimed that necessary arrangements should be made to improve the quality of online learning platforms and both pre-service English teachers and their lecturers should receive training to benefit from distance education more effectively. In this way, pre-service English teachers can be better prepared for their future teaching in case of distance education.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"207 - 223"},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42702194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/20427530231156177
Sana Saeed, Mahanoor Raza, Sidra Kaleem, S. Qureshi, A. Hussain, N. Aslam, Akber Madhwani
The purpose of this research is to ascertain the effectiveness of using the e-learning method for a module in pediatric clerkship at the [redacted name] University Hospital, Karachi. The fourth-year undergraduate medical students, who rotates for eight weeks in Pediatric clerkship, participated in this study. It was a sequential (Quantitative-Qualitative) mixed-method study, which was conducted from May-August 2020. Students were divided according to their status of in-person rotation (Novice, Semi-expert, Expert). The quantitative component of the study consisted of pre and post-tests and pre-validated post-session feedback., while focused-group discussions were done to explore students’ experiences. SPSS version 20.0 was used for quantitative data while qualitative data underwent content analysis. Fifty-nine participants (68.8%) were female. The intervention batch comprised of 102 students (41 Novice (40.2%), 21 Semi-expert (19.6%), and 40 Expert (39.2%)). Using paired t-test analysis between pre and post-test scores of each session, it was discerned that there was indeed a positive effect on knowledge acquisition during each session, depicted by the improvement in test scores. The Semi-expert and Expert groups were merged for analysis. The Novice group was found to be statistically significant for only the common newborn problem session. The qualitative component explored students' views, and three main themes emerged, i.e., the effectiveness of online learning, barriers and challenges to online learning, and future goals to enhance online learning. In conclusion, E-learning is an effective way of continuing the process of delivering medical education, especially in unprecedented times. Technological enhancements will help carry the impact forward as a blended-learning pedagogical approach in undergraduate medical education.
{"title":"Combatting with challenges in medical education during COVID-19 pandemic: A mixed-methods study on the effectiveness of e-learning in pediatric clinical clerkship of a university hospital, Pakistan","authors":"Sana Saeed, Mahanoor Raza, Sidra Kaleem, S. Qureshi, A. Hussain, N. Aslam, Akber Madhwani","doi":"10.1177/20427530231156177","DOIUrl":"https://doi.org/10.1177/20427530231156177","url":null,"abstract":"The purpose of this research is to ascertain the effectiveness of using the e-learning method for a module in pediatric clerkship at the [redacted name] University Hospital, Karachi. The fourth-year undergraduate medical students, who rotates for eight weeks in Pediatric clerkship, participated in this study. It was a sequential (Quantitative-Qualitative) mixed-method study, which was conducted from May-August 2020. Students were divided according to their status of in-person rotation (Novice, Semi-expert, Expert). The quantitative component of the study consisted of pre and post-tests and pre-validated post-session feedback., while focused-group discussions were done to explore students’ experiences. SPSS version 20.0 was used for quantitative data while qualitative data underwent content analysis. Fifty-nine participants (68.8%) were female. The intervention batch comprised of 102 students (41 Novice (40.2%), 21 Semi-expert (19.6%), and 40 Expert (39.2%)). Using paired t-test analysis between pre and post-test scores of each session, it was discerned that there was indeed a positive effect on knowledge acquisition during each session, depicted by the improvement in test scores. The Semi-expert and Expert groups were merged for analysis. The Novice group was found to be statistically significant for only the common newborn problem session. The qualitative component explored students' views, and three main themes emerged, i.e., the effectiveness of online learning, barriers and challenges to online learning, and future goals to enhance online learning. In conclusion, E-learning is an effective way of continuing the process of delivering medical education, especially in unprecedented times. Technological enhancements will help carry the impact forward as a blended-learning pedagogical approach in undergraduate medical education.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46972161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-08DOI: 10.1177/20427530231156283
Ángela González-Villa, A. Gewerc
Social networks are colonised by a culture of confession that turns teenager privacy into a commodity to achieve recognition and social acceptance. This display accelerates the porosity of the boundaries between the public and the private and feeds surveillance capitalism. The aim of this systematic review is to examine the empirical evidence on the public-private interaction of teenagers’ contributions to social networks in the last 5 years in databases: Eric, Scopus and Web of Science. Based on the Prisma Statement, the initial search produced 1449 documents, of which 81 were included in the final analysis after the application of exclusion and inclusion criteria and the purging of duplicates. The results show a field of study developed with a decreasing trend in production in recent years, knowledge gaps and discordant findings. It is concluded the need to build solid knowledge and initiate new lines in the study of the issue in order to understand the exhibition of teenagers in social networks. It is points out the urgency of a training based on their own media practices and in digital literacy for a broad understanding of online privacy.
社交网络被一种忏悔文化所殖民，这种文化将青少年的隐私变成了一种商品，以获得认可和社会接受。这种展示加速了公共和私人之间界限的疏松，助长了监视资本主义。本系统综述的目的是在Eric、Scopus和Web of Science数据库中检验过去5年中青少年对社交网络贡献的公私互动的经验证据。根据Prisma声明，初步搜索产生了1449份文件，其中81份在应用排除和纳入标准并清除重复文件后被纳入最终分析。研究结果表明，近年来，研究领域的产量呈下降趋势，知识差距和研究结果不一致。结论是，为了理解青少年在社交网络中的表现，有必要在研究这一问题时建立坚实的知识并开辟新的思路。它指出，迫切需要根据他们自己的媒体实践和数字素养进行培训，以广泛了解网络隐私。
{"title":"A systematic review of the tensions between the public and private in adolescents’ social networks: New education challenges","authors":"Ángela González-Villa, A. Gewerc","doi":"10.1177/20427530231156283","DOIUrl":"https://doi.org/10.1177/20427530231156283","url":null,"abstract":"Social networks are colonised by a culture of confession that turns teenager privacy into a commodity to achieve recognition and social acceptance. This display accelerates the porosity of the boundaries between the public and the private and feeds surveillance capitalism. The aim of this systematic review is to examine the empirical evidence on the public-private interaction of teenagers’ contributions to social networks in the last 5 years in databases: Eric, Scopus and Web of Science. Based on the Prisma Statement, the initial search produced 1449 documents, of which 81 were included in the final analysis after the application of exclusion and inclusion criteria and the purging of duplicates. The results show a field of study developed with a decreasing trend in production in recent years, knowledge gaps and discordant findings. It is concluded the need to build solid knowledge and initiate new lines in the study of the issue in order to understand the exhibition of teenagers in social networks. It is points out the urgency of a training based on their own media practices and in digital literacy for a broad understanding of online privacy.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46643324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-08DOI: 10.1177/20427530231156172
M. K. Asamoah, Y. Oheneba-sakyi
The current surge in the usage of Internet, multimedia, and educational technologies as well as the exigencies of the COVID-19 pandemic has imposed ICT-driven education globally. One of the tools deployed for ICT-mediated teaching and learning is the Learning Management System (LMS). Unfortunately, some lecturers’ adoption or use of the LMS for teaching in Ghana appears to be below par, and if the apparent deficiencies are not tackled, e-learning education in the country could lag behind international standards in the foreseeable future. The purpose of the study was to explore factors influencing lecturers’ use or non-use of Learning Management Systems (LMS) in Ghanaian universities, in the hope of strengthening e-learning education in Ghana. Judgmental sampling was utilized to select twenty lecturers from the focal universities. A semi-structured interview guide was used to collect data, and the data were analysed thematically. The functionality the LMS, its ease of use and the user’s prior knowledge of ICT were some of the factors influencing the adoption and use of the LMS for teaching. Then the nature of the course, technical and infrastructural deficiencies and the difficulty of use of the LMS account for the failure to use the LMS. The study concludes that factors that encourage LMS adoption and use must be given prominence so as to promote effective use of the system. Factors hampering the adoption and use of the system must be tackled or regulated. The study recommends that awareness creation, training and motivation must focus largely on Non-users. Also, challenges faced by Non-users and Users of the system must be addressed by university administrators in order to enhance the use of the system and increase the hybrid/online educational competitiveness of their respective universities.
{"title":"Factors influencing the willingness, and reluctuance of lecturers to embrace learning management systems in two selected ghanaian universities","authors":"M. K. Asamoah, Y. Oheneba-sakyi","doi":"10.1177/20427530231156172","DOIUrl":"https://doi.org/10.1177/20427530231156172","url":null,"abstract":"The current surge in the usage of Internet, multimedia, and educational technologies as well as the exigencies of the COVID-19 pandemic has imposed ICT-driven education globally. One of the tools deployed for ICT-mediated teaching and learning is the Learning Management System (LMS). Unfortunately, some lecturers’ adoption or use of the LMS for teaching in Ghana appears to be below par, and if the apparent deficiencies are not tackled, e-learning education in the country could lag behind international standards in the foreseeable future. The purpose of the study was to explore factors influencing lecturers’ use or non-use of Learning Management Systems (LMS) in Ghanaian universities, in the hope of strengthening e-learning education in Ghana. Judgmental sampling was utilized to select twenty lecturers from the focal universities. A semi-structured interview guide was used to collect data, and the data were analysed thematically. The functionality the LMS, its ease of use and the user’s prior knowledge of ICT were some of the factors influencing the adoption and use of the LMS for teaching. Then the nature of the course, technical and infrastructural deficiencies and the difficulty of use of the LMS account for the failure to use the LMS. The study concludes that factors that encourage LMS adoption and use must be given prominence so as to promote effective use of the system. Factors hampering the adoption and use of the system must be tackled or regulated. The study recommends that awareness creation, training and motivation must focus largely on Non-users. Also, challenges faced by Non-users and Users of the system must be addressed by university administrators in order to enhance the use of the system and increase the hybrid/online educational competitiveness of their respective universities.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42981138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/20427530231156184
Pooja Jaswal, Biswajit Behera
The Organization for Economic Cooperation and Development (OECD) Learning Framework-2030 presents critical thinking as one of the transformative competencies for incorporation into the curriculum. Critical thinking refers to one’s ability to distinguish relevant information from irrelevant information, relate ideas, infer and justify whether a particular assumption is acceptable or unacceptable. This article argues that blended learning provides a concrete and meaningful context for enhancing learners’ critical thinking. Through collaboration, blended learning makes it possible to control, observe interactions, regulate tasks, and mediate in the acquisition of new knowledge. This form of collaboration creates a student-centered learning environment. Such a shift prompts to examine three objectives: (1) comprehend the creation of a blended learning environment. (2) discuss the characteristics of collaborative blended learning. (3) examine the role of collaboration in developing critical thinking among learners. To achieve the purpose of implementing a blended learning strategy in the classroom, the classroom teacher must create collaborative and participative learning experiences. Blended learning brings collaborative experience to develop higher-order thinking skills such as critical thinking.
{"title":"Blended matters: Nurturing critical thinking","authors":"Pooja Jaswal, Biswajit Behera","doi":"10.1177/20427530231156184","DOIUrl":"https://doi.org/10.1177/20427530231156184","url":null,"abstract":"The Organization for Economic Cooperation and Development (OECD) Learning Framework-2030 presents critical thinking as one of the transformative competencies for incorporation into the curriculum. Critical thinking refers to one’s ability to distinguish relevant information from irrelevant information, relate ideas, infer and justify whether a particular assumption is acceptable or unacceptable. This article argues that blended learning provides a concrete and meaningful context for enhancing learners’ critical thinking. Through collaboration, blended learning makes it possible to control, observe interactions, regulate tasks, and mediate in the acquisition of new knowledge. This form of collaboration creates a student-centered learning environment. Such a shift prompts to examine three objectives: (1) comprehend the creation of a blended learning environment. (2) discuss the characteristics of collaborative blended learning. (3) examine the role of collaboration in developing critical thinking among learners. To achieve the purpose of implementing a blended learning strategy in the classroom, the classroom teacher must create collaborative and participative learning experiences. Blended learning brings collaborative experience to develop higher-order thinking skills such as critical thinking.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45847726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/20427530231156166
Bhola N Acharya, Karna Rana
COVID-19 pandemic forced schools to shift from traditional to remote teaching globally. Most schools in Nepal, however, could not adopt remote teaching. Only some schools, particularly those located in urban areas initiated remote teaching after the outbreak of the pandemic in 2020. This article, thus, reports an analysis of secondary students and teachers’ experiences of remote learning. It as qualitative research employed semi-structured interview and observation of online classes to investigate students’ ways of managing remote learning and teachers’ strategies of teaching through online mode. This paper reports that both students and teachers were, at first, intimidated by the new mode of learning. Remote learning, albeit it was observed as an alternative mode of education where there was minimum information and communication technology (ICT) infrastructure, seems to increase the digital divide in rural areas. Students, particularly from government schools, struggled to manage their remote learning due to limited access to digital technology, the sudden shift from the physical classroom to remote learning and a lack of government support. Thus, parents play a vital role in influencing their children’s attitudes toward remote learning. It is essential to equip students and teachers with ICT and minimal ICT skills and provide with subsidy on digital devices and the internet for students to completely implement remote learning.
{"title":"How students and teachers voyaged from physical classroom to Emergency Remote Teaching in COVID-19 crisis: A case of Nepal","authors":"Bhola N Acharya, Karna Rana","doi":"10.1177/20427530231156166","DOIUrl":"https://doi.org/10.1177/20427530231156166","url":null,"abstract":"COVID-19 pandemic forced schools to shift from traditional to remote teaching globally. Most schools in Nepal, however, could not adopt remote teaching. Only some schools, particularly those located in urban areas initiated remote teaching after the outbreak of the pandemic in 2020. This article, thus, reports an analysis of secondary students and teachers’ experiences of remote learning. It as qualitative research employed semi-structured interview and observation of online classes to investigate students’ ways of managing remote learning and teachers’ strategies of teaching through online mode. This paper reports that both students and teachers were, at first, intimidated by the new mode of learning. Remote learning, albeit it was observed as an alternative mode of education where there was minimum information and communication technology (ICT) infrastructure, seems to increase the digital divide in rural areas. Students, particularly from government schools, struggled to manage their remote learning due to limited access to digital technology, the sudden shift from the physical classroom to remote learning and a lack of government support. Thus, parents play a vital role in influencing their children’s attitudes toward remote learning. It is essential to equip students and teachers with ICT and minimal ICT skills and provide with subsidy on digital devices and the internet for students to completely implement remote learning.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46748367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/20427530231156173
Volkan Kukul
The purpose of this study is to investigate digital storytelling based on the technology acceptance model. For this aim, the study was conducted as a case study with the participation of 52 pre-service mathematics teachers. The findings firstly showed that most of the pre-service teachers’ perceived ease of use was high as they consider digital storytelling contributed to the learning environment and their professional development. It was additionally observed in participant responses that their usefulness perceptions are high. Consequently, most pre-service teachers intend to use digital storytelling in their future teaching practices. It was finally revealed that some of the pre-service teachers stated their intention of their students’ participation in the digital storytelling process, while others expressed their intention of bringing their own digital stories to the classroom as educational material.
{"title":"Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling","authors":"Volkan Kukul","doi":"10.1177/20427530231156173","DOIUrl":"https://doi.org/10.1177/20427530231156173","url":null,"abstract":"The purpose of this study is to investigate digital storytelling based on the technology acceptance model. For this aim, the study was conducted as a case study with the participation of 52 pre-service mathematics teachers. The findings firstly showed that most of the pre-service teachers’ perceived ease of use was high as they consider digital storytelling contributed to the learning environment and their professional development. It was additionally observed in participant responses that their usefulness perceptions are high. Consequently, most pre-service teachers intend to use digital storytelling in their future teaching practices. It was finally revealed that some of the pre-service teachers stated their intention of their students’ participation in the digital storytelling process, while others expressed their intention of bringing their own digital stories to the classroom as educational material.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45769925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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