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Wyświetlanie 1-15 z 56
Tytuł:
Онлайн обучение в условиях пандемии
Autorzy:
Kudlińska, Irena
Mospan, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/1929473.pdf
Data publikacji:
2021-12-14
Wydawca:
Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane
Tematy:
university
online learning
survey
Opis:
The article is co-authored and analyses the issues of student satisfaction with the format of online learning, their views on its future, identifies the main difficulties and problems of students in the process of transition to online learning. In this article, the authors review the results of the survey and propose ways to solve the considered problems of online learning. The article highlights the possible practical use of the results by transforming the current education model, adjusting the existing academic curricular, making changes when preparing to university classes, etc.
Źródło:
Heteroglossia- studia kulturoznawczo-filologiczne; 2021, 11; 205-225
2084-1302
Pojawia się w:
Heteroglossia- studia kulturoznawczo-filologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
NEEDS AND CHALLENGES FOR ONLINE LANGUAGE TEACHERS – THE ECML PROJECT DOTS
Autorzy:
Beaven, Tita
Emke, Martina
Ernest, Pauline
Germain-Rutherford, Aline
Hampel, Regine
Hopkins, Joseph
Stanojevic, Mateusz Milan
Stickler, Ursula
Powiązania:
https://bibliotekanauki.pl/articles/941127.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
teachers
teacher training
online learning
Opis:
The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues.
Źródło:
Teaching English with Technology; 2010, 10, 2; 5-20
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ARE TEACHER EDUCATION STUDENTS READY FOR ONLINE LEARNING?
Autorzy:
Dobozy, Eva
Powiązania:
https://bibliotekanauki.pl/articles/941252.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
teacher education
LAMS
online learning
Opis:
Recent reviews of active and participatory learning design are critical of the effectiveness of such strategies, pointing out that students’ participation levels in technology-mediated discussion tasks are generally low. In addition, they note that when students are made to participate, through the attachment of assignment points to participation in online discussions, students become skilled in taking full advantage of the assignment points, without necessarily engaging in deep learning. These reviews point to a disturbing trend in student engagement that needs urgent attention. Does student effort or the lack of it pose an inherent problem for the design of online discussion tasks? Is there a need to factor in students’ ambivalence towards online communicative collaboration when designing LAMS learning tasks? In this paper, I document the use and usefulness of non-assessed discussion forum learning design, discussing the meaning of student content engagement and its relationship to deep learning before reporting preliminary research results that sought to investigate current student engagement with non-assessed learning tasks. My findings illustrate the importance of reassessing current conceptualisation of learning and assessment tasks as a linear progression. Moreover, I conclude that it is counter-productive to ‘make students collaborate’ through the simple attachment of assignment points to tasks, because it rewards compliance rather than learning.
Źródło:
Teaching English with Technology; 2009, 9, 2; 1-15
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
IS AUTONOMOUS LEARNING POSSIBLE FOR ASIAN STUDENTS? THE STORY OF A MOOC FROM INDONESIA
Autorzy:
Ginting, Daniel
Djiwandono, Patrisius Istiarto
Woods, Ross
Lee, Debra
Powiązania:
https://bibliotekanauki.pl/articles/955790.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
autonomous learning
online learning
MOOC
independent learning
Opis:
An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship.
Źródło:
Teaching English with Technology; 2020, 20, 1; 60-79
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Undergraduate Translation Students’ Perceptions of Online Learning during the COVID-19 Pandemic
Autorzy:
Burkšaitienė, Nijolė
Powiązania:
https://bibliotekanauki.pl/articles/18670308.pdf
Data publikacji:
2023-06-20
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
students’ perceptions
online learning
impacts of online learning
Covid-19 pandemic
Translation studies
higher education
Opis:
Aim. The Covid-19 pandemic has caused unprecedented challenges at all levels of education. Higher education institutions across the globe had to move traditional campus-based learning online as it was the only available option to continue academic activities. Students’ perceptions of online learning during the Covid-19 crisis have been investigated in many fields of study, however, little known research has been conducted in the field of Translation studies. To fill in the gap, small-scale research was carried out at a University in Lithuania. It aimed to examine undergraduate translation students’ perceptions of learning online during the Covid-19 pandemic. Methods. To carry out the research, qualitative methodology was used. The data was drawn from 23 translation students’ essays and analysed using inductive content analysis. Results. The study resulted in the identification and description of two major categories and five subcategories that revealed the students’ experience of online learning during the pandemic and their perceptions of its positive and negative impacts. Conclusion. The results demonstrate that all study participants perceived online learning both as a positive and negative experience with the number of the student-reported negative impacts being slightly bigger than that of the positive ones. The findings of this research are important; yet they do not allow for wide scale generalisations as the study was conducted on a small sample. Originality. The present study contributes to the research in the field by providing new insights into the impacts of online learning during the Covid-19 pandemic as seen from the students’ perspective.
Źródło:
Journal of Education Culture and Society; 2023, 14, 1; 381-399
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Student perceptions of required student-to-student interactions in online courses
Autorzy:
Lesht, Faye L.
Schejbal, David
Powiązania:
https://bibliotekanauki.pl/articles/425950.pdf
Data publikacji:
2020
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online learning
student interactions
authenticity
online programs
Opis:
This multi-institutional study of undergraduate and graduate students enrolled in online degree programs explored student perceptions of required student-to-student interactions. Using a semi-structured interview methodology, thirty-three students participated in the study. While all of the students had experience with the required discussion board interactions of posting and responding, a majority of the students reported experience with other types of required student-to-student interactions including group projects, group presentations, peer reviews, and, for a few, discussions within the required synchronous sessions. The findings indicate that while most value the concept of peer-to-peer interaction in online courses, many found the required assignments lacking in authenticity and not a good use of their time. Some students reported satisfaction with one or more of the requirements such as small group assignments when time was allowed for coordination, small group discussions, and selected discussion board posts. The students valued the interactions most when those interactions were relevant to their careers. These findings encourage taking the demographic realities of students studying online into consideration when incorporating student-to-student interactions into courses. Many have family and other obligations, so they are particularly sensitive to work that appears to be trivial or unnecessary. Hence, learning elements such as peer-to-peer interactions should be incorporated into courses intentionally and with purpose so that the interactions do not appear to be busy-work or checking an interaction box.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 84, 2; 4-12
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online teaching readiness of staff during the COVID-19 pandemic: Ege University sample
Autorzy:
Kiliç, Murat
Ateç-Çobanoğlu, Alev
Powiązania:
https://bibliotekanauki.pl/articles/35728022.pdf
Data publikacji:
2024
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
emergency remote learning
online learning
online teaching
perceptions
readiness
Opis:
The instant transition to online learning during the pandemic led to some neglections in instructional design and planning, with online teaching readiness seen as a major issue within this context. The authors of this study therefore believe that the readiness of instructors for providing online learning is a critical concern for such a transition and its future implications. In this survey/descriptive study, the authors investigated instructors’ online teaching readiness through an adapted version of Chi’s Online Teaching Readiness Questionnaire, which includes both open-ended and multiple-option questions, with code-theme relationships also presented. The data collection tool was administered to 200 instructors from different faculties working at Ege University, which is a western state university in Turkey. The findings from the questionnaire show that to a large extent, the instructors feel ready for online teaching. The authors share their suggestions on future research and applications in the last section of the paper.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2024, 104, 2; 54-63
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AN EXPERIMENTAL STUDY OF SUBTITLED ONLINE VIDEO SUPPORTING THAI STUDENTS LEARNING ENGLISH IT CONTENT
Autorzy:
Angkananon, Kewalin
Wald, Mike
Powiązania:
https://bibliotekanauki.pl/articles/569509.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
English skills
cloud computing
online learning
online video
Opis:
This research study investigated whether the innovation of online video media spoken in both Thai and English with appropriate subtitles improved English skills for new students in Business Computing at Suratthani Rajabhat University. Ninety two students were split equally between an experimental group using video online media for learning and a control group learning the same content face-to-face in the classroom. Evaluation was conducted through achievement and satisfaction tests. Trials of the instructional media by 33 students with a range of English skills helped to improve it. At the end of the learning period all students using the video online media passed the achievement test standard but only 54% of the control group passed. There was no significant difference between the pre-test scores of the two groups. The post-test scores showed that the experimental group had a significantly higher average score (23.39) than the control group (14.89) at the p level of 0.05. The achievement test results of the experimental group (listening = 3.98, reading =3.89, writing = 3.93, speaking = 3.91, discussion =3.91, presenting = 3.87) were significantly higher than the control group (listening = 2.94, reading =3.07, writing = 2.72, speaking = 1.93, discussion =2.20, presenting = 2.20) at the p level of 0.01 in every English skill. The students’ satisfaction for the innovation rated out of 5 was at a high level overall (4.54), the students were satisfied with the innovation (4.67), the innovation was interesting (4.63), and the innovation was easy to understand (4.28).
Źródło:
Teaching English with Technology; 2018, 18, 4; 48-70
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING
Autorzy:
Webb, Beata
Vallero, Alicia
Powiązania:
https://bibliotekanauki.pl/articles/783270.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language learning
online learning
blended learning
teacher training
Opis:
Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.   
Źródło:
Theory and Practice of Second Language Acquisition; 2018, 4, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online learning in higher education under pandemic and war: the international perspective
Autorzy:
Kudlińska, Irena
Mospan, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/28825295.pdf
Data publikacji:
2022
Wydawca:
Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane
Tematy:
university
online learning
survey
pandemic
digitalization
Opis:
This article is co-authored and analyses the issues of student satisfaction with the format of online learning, their views on its future, and identifies the main difficulties with this format of learning. The authors have used the findings from 2021 questionnaires conducted in two universities in Poland and Ukraine, and from a 2022 questionnaire conducted at a university located in Georgia, which enlarged the geography of the study. Based on the survey results, the authors propose ways to solve the identified gaps in the online learning process. The article highlights possible practical use of the survey findings by transforming the current education model, adjusting the existing academic curriculum, making changes when preparing university classes, etc.
Źródło:
Heteroglossia- studia kulturoznawczo-filologiczne; 2022, 13; 195-214
2084-1302
Pojawia się w:
Heteroglossia- studia kulturoznawczo-filologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Challenges of Students in Online Learning
Autorzy:
Tartari, Elda
Kashahu, Ledia
Powiązania:
https://bibliotekanauki.pl/articles/1931969.pdf
Data publikacji:
2021-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
students
technology
online learning
digital competence
challenges
Opis:
The COVID-19 pandemic forced the university education system in Albania to operate in distance through information and communication technologies. The purpose of this study is to explore students’ perceptions about accessibility, learner intentions, social and lecturer issues in online learning. In order to achieve the aim of the study, the quantitative method is used. The data are collected online through the completion of a survey which contains closed questions. The sample included in this study are students of bachelor and master degree (N = 236) who belong to the teaching programs from the University of Tirana and “Aleksander Moisiu” University of Durrës. The study points out some challenges faced by students during online learning which are related to online accessibility, lack of motivation of students and the barrier of their involvement in online group work activities. It was also noted that the online environment presents challenges for lecturers, which require a better mastery of digital competence by the academic staff. The findings of this study are designed to help policymakers, education executives and academic staff to have a clearer view and make the necessary interventions to overcome these challenges faced by students during online learning.
Źródło:
Kultura i Edukacja; 2021, 4(134); 229-239
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ONLINE ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF PORTFOLIO ASSESSMENT
Autorzy:
Baturay, Meltem Huri
Powiązania:
https://bibliotekanauki.pl/articles/955862.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
assessment
language teaching
online learning
perceptions
portfolio
Opis:
Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners’ progress. The current study was carried out in an online English language course at a higher education institution in Turkey. After the portfolio implementation, the researcher collected learners’ perceptions regarding it as an assessment tool through open ended questions. The findings indicated that learners had very positive feelings towards portfolio use in the course because it helped them to see how they were using the target language. They were able to reflect on what they learned, acquired ownership of their work, and took responsibility of their learning process with enthusiasm and enhanced motivation towards the online English language course.
Źródło:
Teaching English with Technology; 2015, 15, 4; 16-28
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social aspects of introducing online learning - the students perspective
Autorzy:
Lis, Magdalena
Wolna, Natalia
Moczulska, Marta
Solińska, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/1827685.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online learning
change process
resistance
stakeholders
universities
Opis:
The article presents the introduction of online learning at universities in Poland, which was a solution aimed at preventing, countering and combating COVID-19. Attention was drawn to the perception of this change by the stakeholders, i.e. students. The analysis examines students’ concerns regarding the implementation of this form of learning in selected areas related to access to technology, the organization of classes, and the participation in them, social interactions and administrative activities. The aim of the research was also to ascertain students’ opinions on the consequences of the implemented change and on the actions aimed at facilitating the transition to online learning undertaken by the authorities and university employees. The research was conducted with the use of an electronic survey questionnaire. The responses of 189 full-time university students were analyzed. Based on the results of the research, communication between students and university authorities, as well as the involvement of participants in the process of change were considered as key elements in the implementation of online learning. Among the important activities there were those that enable participation in online learning (provision of equipment, programs, licenses) and those that support learning (access to library resources). As regards the latter, conclusions were formulated concerning the planning of teaching, i.e. the content and the way of transferring knowledge.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 36-46
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction
Autorzy:
Tila, Dorina
Powiązania:
https://bibliotekanauki.pl/articles/1827672.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
blended learning
hybrid learning
distance learning
online learning
students’ performance
Opis:
This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 62-71
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning Beyond the Game: A Multimodal Analysis of Rocksmith Users’ Interactions
Autorzy:
C. Rodriguez, Ruben
Marone, Vittorio
Powiązania:
https://bibliotekanauki.pl/articles/2084170.pdf
Data publikacji:
2021
Wydawca:
Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Tematy:
affinity spaces
games and learning
multimodality
online learning
Rocksmith
Opis:
In the context of games for learning, rich multimodal conversations online can contribute to extending the educational potential of digital games. In this study, we analyzed the multimodal features of user interactions in an online affinity space dedicated to the Rocksmith digital game. This game allows users to connect a traditional electric guitar to a Sony PlayStation 4 console and interact with the game while improving their guitar playing skills. Findings show that users include several multimodal elements in their online conversations in order to support guitar learning beyond the digital walls of the game. Emoticons, emoji, pictures, YouTube videos, and user-generated videos are all part of a constellation of audiovisual modes that support social learning practices in an interestdriven online space. By understanding how users incorporate these modes in their interactions, game designers, game developers, and educators can make informed decisions on how to design and improve these features within the games themselves and in online communities of learning dedicated to such games. The findings of this study can also help these stakeholders and decision-makers create more engaging and more effective connections between games and online platforms.
Źródło:
Acta Ludologica; 2020, 3, 2; 36-53
2585-8599
Pojawia się w:
Acta Ludologica
Dostawca treści:
Biblioteka Nauki
Artykuł
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