Challenges and Issues of Teaching Online

Baylen, Danilo M.; Zhu, Erping

doi:10.4018/978-1-60566-198-8.ch034

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…Online teaching is the delivery of instruction using different web-based technologies from the internet/ intranet and other communication technologies, that enable students to participate in learning activities beyond the campus, meaning there are no physical/ on campus class sessions (4). Conventional teaching refers to the pre-dominant regime of classroom lectures, practical sessions in labs, ward and OPD clinical postings; all involving a physical gathering.…”

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confidence: 99%

Conventional v/S Online Teaching During the Covid-19 Pandemic: Perception of Undergraduate Medical Students of India

Arunkumar¹,

Arunkumar²,

Keshav³

2020

IJAR

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Background: During COVID-19 Pandemic, conventional campus teaching was withheld in medical colleges throughout India for maintaining physical-distancing as a preventive measure to curb the spread of the SARS CoV-2 virus. Online teaching was started as a breakthrough in many medical colleges. We aimed to know the advantages and shortcomings of conventional and online teaching in undergraduate medical students of India, problems faced during online teaching and most preferred platform. Methods: This cross-sectional study was carried out from March - July 2020 in UG medical students who were attending online teaching, via a Google Form. Total 700 students from 35 Medical colleges across India participated in the study. Result: Out of 700 UG medical students 47% were likely to attend online classes while 53% chose conventional classes.72.4% students missed social interaction with friends and teachers in current online teaching.61.3% students experienced increased incidence of eye strain, eye redness, headache and fatigue due to online teaching.79.7% students agreedthat practicals are more convenient and informative when taken conventionally.45% students agreedthat teachers were incompatible with online teaching systems and needed training.Maximum students faced problems of unstable network, high data consumption and high expenditures on mobile data due to online teaching.For online teaching 324 students preferred Cisco Webex, 123 ZOOM, 96 YouTube, 81 Google. Conclusion: A blended teaching method is convenient for students.Further research is required.

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confidence: 99%

Conventional v/S Online Teaching During the Covid-19 Pandemic: Perception of Undergraduate Medical Students of India

Arunkumar¹,

Arunkumar²,

Keshav³

2020

IJAR

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Cultural Inclusivity in Online Learning

Milheim

2015

Advances in Educational Technologies and Instructional Design

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This chapter addresses the complexities of building an effective learning environment in light of a diverse, multicultural student group. Existing research focuses on how to foster learning in traditional classroom environments, comprised of students from varied cultures and backgrounds. Yet, little is known about what strategies towards cultural inclusion are effective in an online learning environment. This chapter discusses the influence of cultural difference in online learning and provides ways courses can be more inclusive. This chapter is beneficial for instructors, course designers, and administrators who want to learn more about how to foster a culturally inclusive learning environment in online course settings.

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Reflecting on Self-Reflection

Bell

Banu

Bordea

et al. 2022

Research Anthology on Remote Teaching and Learning and the Future of Online Education

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This chapter discusses the challenges of online teaching faced by six English teachers in a state school in Romania in the context of the COVID-19 pandemic. As first-time action researchers, these teachers self-reflected on their challenges to make sense of their experiences as they transitioned from face-to-face to online teaching in a collaborative research self-study. Reflective practice is the conceptual framework within which the complexities and tensions of online teaching will be explored, as well as the process by which the authors have responded to the social and technological changes caused by the pandemic. Excerpts from the authors' voices highlight their personal views and experiences as online teachers. It is hoped that not only will this self-study reflection-in-action research provide some useful lessons regarding online teaching, but it will also showcase the benefits of collaboration and reflective practice and the action it led to.

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Challenges and Issues of Teaching Online

Cited by 4 publications

References 3 publications

Conventional v/S Online Teaching During the Covid-19 Pandemic: Perception of Undergraduate Medical Students of India

Conventional v/S Online Teaching During the Covid-19 Pandemic: Perception of Undergraduate Medical Students of India

Cultural Inclusivity in Online Learning

Reflecting on Self-Reflection

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