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Wyświetlanie 1-15 z 62
Tytuł:
HOW CAN ENGLISH BE TAUGHT FULLY ONLINE? THE EXAMPLE OF AN INTERMEDIATE COURSE IN TOURISM
Autorzy:
Fernández, María Luisa Ochoa
Powiązania:
https://bibliotekanauki.pl/articles/941105.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
ESP
WebCT
online teaching
Opis:
This article considers the question of what ICT can do for English language teaching and learning. It focuses on a pilot teaching English experience at university level in a totally virtual space, carried out since 2007 for the ten public universities in Andalusia (Spain). The paper outlines the design principles of the course integrating all linguistic skills through WebCT, and then discusses how teaching English online can be put into practice. It includes feedback and results, and suggests a definition of the students’ and teachers’ roles within this online environment.
Źródło:
Teaching English with Technology; 2010, 10, 2; 50-68
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Students satisfaction with the online teaching process
Autorzy:
Areșan, Denis
Țîru, Laurențiu Gabriel
Powiązania:
https://bibliotekanauki.pl/articles/1991078.pdf
Data publikacji:
2022-01-01
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
e-learning satisfaction
online teaching
online virtual learning
Opis:
This study is about student satisfaction in the online teaching process. The pandemic situation forced us to move the educational activities in the online environment for the safety of all its participants. The methodological design is the quantitative one, the research method used is the sociological survey. This study tried to identify students' perception, effectiveness, satisfaction, and self-perceived efficiency regarding the teaching process in the online environment. The questionnaire was translated and adapted into Romanian. It consists of 26 questions, divided into five dimensions (. The sampling method was the non-probabilistic convenience one, with voluntary participation. The results provided tell us those female respondents were more open to online methods, resulting in higher satisfaction despite common knowledge. However, the results should be viewed with reservations, as the data collected are not homogeneous, and the respondents were chosen by the voluntary participation method. This approach can be seen as a starting point for future research related to the satisfaction of the teaching process through e-learning.
Źródło:
Academicus International Scientific Journal; 2022, 13, 25; 184-193
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design
Autorzy:
Triyanto
Handayani, Rif’ati Dina
Powiązania:
https://bibliotekanauki.pl/articles/24964704.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
learning design
online teaching practice
peer feedback
Opis:
This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.
Źródło:
The New Educational Review; 2023, 74; 139-149
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching online in Polish higher education institutions
Autorzy:
Górak-Sosnowska, Katarzyna
Tomaszewska, Lidia
Powiązania:
https://bibliotekanauki.pl/articles/28407224.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
COVID-19
Polska
higher education
online teaching
Opis:
This article presents the system of higher education (HE) in Poland and the role of remote (and later online) learning in education with the focus on changes induced as the response to the COVID-19 pandemic. The analysis begins with a historical background that shows how higher education has been changing after the political transformation of the 1989, and proceeds with a discussion about the conditions in which remote learning emerged. On the one hand, these conditions relate to the existing programmes that e-learning offers – the tools. On the other hand, they refer to the level of digital preparedness – the skills. The article is meant to be descriptive and combines didactic (both institutional and student-related) and administrative perspective of responding to COVID-19. The article analyses how the Polish HE system managed the transition to online teaching caused by the pandemic.
Źródło:
Przegląd Krytyczny; 2022, 4, 2; 31-44
2657-8964
Pojawia się w:
Przegląd Krytyczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Student Evaluation of Flipgrid at a Japanese University: Embarrassment and Connection
Autorzy:
Innes, Andrew Richard Burns
Powiązania:
https://bibliotekanauki.pl/articles/2056967.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Flipgrid
video
EFL
ESL
transactional distance
online teaching
Opis:
The present study looked at student evaluations of Flipgrid, a video sharing platform. A total of 100 students gave their consent to take part in the study. Students were asked to make a video between 60 and 90 seconds on various subjects, and then evaluate Flipgrid using an online survey. Student evaluations were coded, and interpreted in relation to the sub-constructs of transactional distance outlined by Zhang (2003). Results of the qualitative survey indicate – among others - positive feedback for mediation of social features (54.9%) and platform features (27.5%), but negative feedback for technical problems (39.2%) and feelings of embarrassment (30.3%).
Źródło:
Lublin Studies in Modern Languages and Literature; 2020, 44, 3; 151-166
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching English online based on the experience of the “AZS” Language School in Szczytno
Nauczanie języka angielskiego online na podstawie doświadczeń Szkoły Językowej „AZS” w Szczytnie
Autorzy:
Daszewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2056966.pdf
Data publikacji:
2021-12-30
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
e-learning
online teaching
teaching English online
pandemic
COVID-19
nauczanie online
nauczanie języka angielskiego online
pandemia
Opis:
The article examines four major research problems related to the activities of the “AZS” Language School during the COVID-19 pandemic and attempts to answer four research questions. Altogether, 73 people participated in the survey conducted in February 2021. The tools for the study were: the analysis of company documents, survey questionnaires and in-depth questions. The study of the research questions is provided with the theoretical foundations of e-learning, the origins of e-learning in Poland, teaching English online, as well as the conclusion, bibliography, appendices, and summary.
W artykule przeanalizowano cztery problemy badawcze związane z działalnością Szkoły Językowej „AZS” w czasie pandemii COVID-19 oraz podjęto próbę odpowiedzi na cztery pytania badawcze. Łącznie w badaniu zrealizowanym w lutym 2021 roku wzięły udział 73 osoby. Narzędziami do przeprowadzenia badania były: analiza dokumentów firmy, kwestionariusz ankiety oraz pytania pogłębione. Analiza pytań badawczych została opatrzona podstawami teoretycznymi e-learningu, genezą e-learningu w Polsce, nauczaniem języka angielskiego online, a także konkluzją, bibliografią, załącznikami i streszczeniem.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura; 2021, 13, 4; 134-145
2083-7275
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Boosting students creativity through visual bricolage of experiences - how visual collage boards help students in expressing their knowledge during online classes
Autorzy:
Sońta, Monika
Powiązania:
https://bibliotekanauki.pl/articles/2080379.pdf
Data publikacji:
2022-07-29
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online teaching
creativity
creative explorations
creation
visual metaphors
Opis:
The objective of this study is to present various practical applications of collage-based methods (visual bricolage) as a way of boosting creative discussions with students and helping them to express their knowledge and experience using visual representation. This viewpoint paper is based on the experience of twenty classes conducted with the MA program and postgraduate students at Kozminski University between March 2019 and December 2021, when online whiteboards and visual metaphors were used. The method used was participative observation, as the author also acted as the workshop facilitator. To observe the user’s action, the contribution tracking tool that is available on the mural whiteboard (Mural, n.d.) was activated. The explorations during the workshops revealed two elements of online classes: Conceptualization vs Illustration, to determine whether photos and pictures serve as an instrumental illustration in the background of the story, or they are important elements that convey the sense of the students’ statements. Moreover, the paper contains various practical findings that help to facilitate creative educational workshops remotely.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 94, 2; 77-86
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching social science research methods in an online setting: pointers from a literature review
Autorzy:
Kirss, Laura
Hunt, Pihel
Kalk, Karmen
Powiązania:
https://bibliotekanauki.pl/articles/28407223.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
social science research methods
social inquiry
online teaching
online learning
toolbox
Opis:
Social science research methods are being increasingly taught in an online setting. The COVID-19 pandemic has been a major driver of this trend recently. Although there has been extensive research on online teaching and learning in general, very few studies focus on how this needs to be done specifically in social science research methods (SSRM). This literature review summarizes the most current research evidence on SSRM teaching in an online setting. Such information can facilitate setting up future online teaching and learning activities regarding social science research methods. In addition, the article discusses how this knowledge can be transferred to a practical SSRM online teaching and learning tool (a toolbox in the Navigating Social Worlds project).
Źródło:
Przegląd Krytyczny; 2022, 4, 2; 89-102
2657-8964
Pojawia się w:
Przegląd Krytyczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online teaching and grading during the covid-19 pandemic – attitudes of croatian students
Autorzy:
Ružić-Baf, Maja
Kadum, Sandra
Kvaranta, Katarina
Powiązania:
https://bibliotekanauki.pl/articles/1878484.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
digital teaching material
online environment
organization of online teaching
testing and assessment
the Internet
Opis:
Aim. Extraordinary circumstances of the COVID-19 pandemic have led to new ways of learning and teaching, with students and teachers facing many challenges. The aim of the research was to examine attitudes and to determine the impressions and experiences of respondents regarding online teaching as well as to investigate and evaluate learning goals with regard to the SARS-COV-2 virus pandemic. Methods. The research was conducted in the Republic of Croatia on a sample of 1533 university students. A survey questionnaire designed specifically for the purposes of this research was used.Consisted of three independent variables and ten dependent variables related to online teaching. Results. The data obtained show that in online teaching, the respondents mostly used programs such as Zoom, Microsoft Teams and Merlin, while the least of them used Skype. Regarding testing and assessment, i.e. the grading of success in online teaching, respondents stated that teachers had mostly used colloquia (20.6%) and written exams (19.8%) for grading, while live exams had been used the least. The largest number of research participants, 61.9% of them, expressed the opinion that the criteria and grading procedures were clear and published before individual teaching units Conclusion. Faculties should design different syllabuses for conducting online classes. Centres should be provided/established with the task of collecting digital teaching materials, processing, and storing them, and making them available to teachers and students.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 399-411
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How to teach pharmacology to medical students during the COVID-19 pandemic? Students’ perceptions of novel, online forms of teaching
Autorzy:
Pawłowska, Iga J.
Pawłowski, Leszek
Krzyżaniak, Natalia
Kocić, Ivan
Powiązania:
https://bibliotekanauki.pl/articles/2203185.pdf
Data publikacji:
2022-05-31
Wydawca:
Gdański Uniwersytet Medyczny
Tematy:
Undergraduate
COVID-19 pandemic
Medical education
Online teaching
Pharmacology
Opis:
BackgroundThe COVID-19 pandemic has forced the introduction of many changes into medical student education. The aim of the study was to evaluate medical students’ perceptions of a Pharmacology course delivered at a Polish medical university before and during the pandemic.Material and methodsA cross-sectional anonymous survey conducted among medical students.Results90 out 122 students participated in the study. The vast majority of students found pharmacology to be a difficult subject. The surveyed group of students preferred active methods of learning, including: teacher explanations (86.5%) and discussions (70.8%) during in-person classes, real-time student-teacher meetings via dedicated web-based platforms (73%) during online classes. Students most often described e-learning as interesting (58.9%) and timesaving (52.2%). Less than 30% described it as stressful, difficult, time-consuming and boring. The most commonly reported advantage was the possibility for students to adjust their pharmacology study-time to a more personalised schedule (82.5%). The main disadvantage included the loss of in-person face-to-face contact with the teacher (61.8%).ConclusionsOverall, students held positive attitudes towards the new teaching format and adapted well to the new conditions. Modern innovations enabling medical students to continue their studies efficiently and effectively during the pandemic must be developed and introduced into practice.
Źródło:
European Journal of Translational and Clinical Medicine; 2022, 5, 1; 33-39
2657-3148
2657-3156
Pojawia się w:
European Journal of Translational and Clinical Medicine
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English language teaching in times of crisis: teacher agency in response to the pandemic-forced online education
Autorzy:
Thumvichit, Athip
Powiązania:
https://bibliotekanauki.pl/articles/2085228.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
teacher agency
English language teaching
online teaching
higher education
COVID-19
Opis:
Teacher agency occurs when teachers demonstrate a capacity to solve pedagogical and curriculum challenges. This article delves into how tertiary English teachers in Thailand practice their agency in response to the abrupt conversion to online teaching amid the COVID-19 pandemic. This study drew on teachers’ responses to a questionnaire (n=162) and semi-structure interviews (n=3) to identify their positioning and agentic actions. The results suggest that teachers’ positioning as being professionally responsible for students’ learning outcomes remains intact, even though the situation restricted them from going beyond their fundamental responsibilities. From a pedagogical standpoint, teachers’ agentic actions identified were endeavoring to create an interactive learning environment; implementing social media platforms to compensate for the loss of face-to-face communication; working with students to adjust their teaching practices; promoting autonomous learning; and incorporating formative assessment approaches. Teachers might find themselves struggling to achieve their pedagogical goals, but once they become familiar with the new learning environment and master suitable teaching methods, online learning can be a viable option for formal language education, even in the normal situation.
Źródło:
Teaching English with Technology; 2021, 21, 2; 14-37
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“Hi, Madam, I have a small question.” Teaching QM online: Guide to a successful cross-cultural master-course
Autorzy:
Ryen, Anne
Powiązania:
https://bibliotekanauki.pl/articles/2138618.pdf
Data publikacji:
2009-12-31
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Teaching qualitative methods
Online teaching
Cross-cultural methodology
Neo-colonial methodology
Africa
Opis:
A few years ago Centre of Development Studies at my Faculty, Faculty of Economics and Social Sciences, started an online Master’s Programme in Development Management. The programme was implemented by a network of universities from the North (University of Agder/UiA) and the South (Sri Lanka, Tanzania, Ethiopia, Uganda, Ghana) recruiting students from across the world. The evaluation is very positive characterising it as a big success. I will now look into one particular element of this study, teaching the qualitative methodology (QM) courses with a special focus on the South context. Each course QM included has been sectioned into modules based on a variety of students` activities including student-student and student-tutor/teacher interaction, plus a number of hand-ins across topics and formats. Evaluation of the students` performance is based on both online group activity and written material submitted either into the individual or the group portfolio. My focus is twofold. First, how did we teach qualitative methodology and how did that work? Second, what about the contemporary focus on neo-colonial methodology and our QM courses? In a wider perspective the study is part of foreign aid where higher education is a means to transfer competence to the South. As such this study works to enable and to empower people rather than being trapped in the old accusation of sustaining dependency (Asad 1973, Ryen 2000 and 2007a). This study then is embedded in a wider North-South debate and a highly relevant illustration of the potentials, success and hazards, inherit in teaching QM.
Źródło:
Qualitative Sociology Review; 2009, 5, 3; 36-63
1733-8077
Pojawia się w:
Qualitative Sociology Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dydaktyka online i semi-online: jak stosować technologie cyfrowe w nauczaniu filozofii i etyki
Online and semi-online teaching ways: how to apply digital technologies in philosophical and sociomoral education
Autorzy:
Nowak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/950261.pdf
Data publikacji:
2012-12-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
ethics
semi-online teaching
moral and democratic education
digital inclusion
Opis:
Internet access and semi-online teaching methods seem to be useful in a scientific and  technological education. How efficient they can be in a philosophical and sociomoral education? Experiencing of full inclusion and open discourse are preconditions of moral and democratic education. I show supporting opportunities for semi-online teaching by giving an exemple that is based o story from A. Schopenhauer.
Źródło:
Filozofia Publiczna i Edukacja Demokratyczna; 2012, 1, 2; 24-43
2299-1875
Pojawia się w:
Filozofia Publiczna i Edukacja Demokratyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Professional communication in English for engineers: An online course
Komunikacja profesjonalna w języku angielskim dla inżynierów: Kurs online
Autorzy:
Zalewski, Janusz
Powiązania:
https://bibliotekanauki.pl/articles/268477.pdf
Data publikacji:
2019
Wydawca:
Politechnika Gdańska. Wydział Elektrotechniki i Automatyki
Tematy:
professional communication
engineering education
online teaching
komunikacja profesjonalna
kształcenie inżynierów
nauczanie online
Opis:
The paper presents an overview of a single-semester course on professional communication for engineers taught for master level students in a Power Engineering program at Gdansk University of Technology. The general structure of the course allows adopting it to any engineering level or specialization. The course can be taught in a hybrid manner or fully online.
Artykuł omawia jednosemestralny kurs z przedmiotu „Komunikacja profesjonalna w języku angielskim” przeznaczony dla studentów kierunków inżynierskich. Ogólna organizacja wykładu umożliwia oferowanie go na różnych specjalizacjach i poziomach studiów kształcących inżynierów. Przedmiot może być oferowany całkowicie online lub w trybie hybrydowym, w jakim był wykładany dla studentów studiów magisterskich kierunku Energetyka na Wydziale Elektrotechniki i Automatyki Politechniki Gdańskiej.
Źródło:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej; 2019, 65; 125-130
1425-5766
2353-1290
Pojawia się w:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stimulating active participation with class materials using Interactive Document
Autorzy:
Rinaldi, Matteo
Hasan, Dan
Powiązania:
https://bibliotekanauki.pl/articles/1367585.pdf
Data publikacji:
2021-07
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
online learning
Microsoft Teams
FeedbackFruits
interactivity
engagement
active participation
online teaching tools
Opis:
Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students’ critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2021, 90, 3; 84-90
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
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