Challenges of online teaching during
            <scp>COVID</scp>
            ‐19: An exploratory factor analysis

Siddiquei, Mohd Imran; Kathpal, Shashank

doi:10.1002/hbe2.300

Cited by 33 publications

(29 citation statements)

References 61 publications

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“…This finding is in line with what have been found by Hashemi (2021) and Krishan et al (2020) that the most significant challenge in conducting a distance learning from the perspective of teachers is controlling the students' attitudes toward learning and facilitating an active communication and collaboration among the students. A similar finding is also found by Nartiningrum and Nugroho (2020) and Siddiquei and Kathpal (2021) stating that managing an online classroom activities particularly facilitating discussion among students is quite difficult than face-to-face interaction. In this regard, teachers will slightly be able to strengthen caring relationships among students and facilitate students' small-group collaboration on learning projects.…”

Section: Discussionsupporting

confidence: 83%

Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Vergonia¹,

Mombas²

2022

JEMIN

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In post-COVID-19 era, education system around the world seems to experience a shifting from traditional in-class learning to online activities, or it can be blended style which is the combination of both modes. Hence, exploring teachers’ and learners’ readiness for the different model of learning activities is a must and becomes a worth inquiry. The present study is at the cutting edge of profiling high school teachers’ readiness for blended teaching activities in Philippines at the time of post-COVID-19 era. A survey research design was adopted by involving 107 high school teachers in the city of Tupi, South Cotabato province, Philippine. This study provided an alluded picture that Philippines high school teachers are ready to conduct a blended learning system in post-pandemic era. This conclusion was drawn from the excellent results of survey items in four dimensions for blended teaching readiness model developed by Graham et al, comprising technical literacy, planning blended activities, facilitating student-student and teacher-student interaction, and managing the blended learning environment. The results indicate that a responsive, supportive, and relevant teacher professional development programs should be developed in order to enhance teachers’ readiness for blended learning in post-COVID-19 era, as well as improving Philippines future educational system.

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Section: Discussionsupporting

confidence: 83%

Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Vergonia¹,

Mombas²

2022

JEMIN

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“…Interestingly, a study showed that COVID-19 had a negative effect on medical students from high-income, middle-income, and low-income countries [ 5 ]. In order to address the challenges posed by COVID-19, the entire education sector saw a pedagogical shift in teaching towards e-learning [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

Albalushi

Mushaiqri

Sirasanagandla

et al. 2022

IJERPH

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In recent times, online teaching and assessment have provided a great opportunity to explore better methods in medical education. There are inconsistent views concerning the effectiveness of online assessment. Hence, the present study aimed to evaluate online teaching and assessment methods in relation to face-to-face methods by comparing students’ performances. The students’ assessment results in two basic anatomy courses, which are part of the Doctor of Medicine and Biomedical Sciences programs at Sultan Qaboos University, were analysed. We compared the students’ mean scores and coefficient of variance in the multiple-choice written exams and the objective structured practical exams during the spring semesters of 2019, 2020, and 2021, containing face-to-face teaching and exams, partial online teaching and online exams, and online teaching and both proctored online and face-to-face exams, respectively. The sudden transition to online teaching and assessment halfway through the semester resulted in higher means and a lower coefficient of variance among students’ scores in both theory and practical exams. However, when the fully adopted online method of teaching and assessment was employed, the mean scores decreased, and the coefficient of variance increased to figures close to those witnessed before the pandemic, when teaching and assessment were face-to-face. This trend applied to both the Doctor of Medicine and Biomedical Sciences programs’ anatomy courses. The results indicate that online assessment of theoretical and practical anatomical knowledge is comparable to that of face-to-face assessment. However, proper planning and preparedness are mandatory to achieve the desired outcomes.

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“…So, the attitude and role of the teachers should be further oriented toward technology use. Siddiquei and Kathpal [31] point out that the teachers were aware of using technology for enhanced learning in general, but not everyone is ready for such revolutionary change. It is acknowledged that a teacher needs to be involved in mediating or contributing to students' collaboration, the amount of control, instructor presence, or frequency of input still needs to be established [32].…”

Section: Discussionmentioning

confidence: 99%

On Postediting of Machine Translation and Workflow for Undergraduate Translation Program in China

Yang

Mustafa

2022

Human Behavior and Emerging Technologies

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With the improvement in machine translation output quality, postediting of machine translation has made far-reaching impact upon the language service industry. As a result, it has been introduced to translation training to avoid split between academic discipline and profession. However, postediting of machine translation and its application to undergraduate translation program in China are less studied, and few researches have touched on the students’ own perceptions. Based on a literature review on postediting of machine translation, this study is aimed at identifying the vital role of it and then proposing a practical postediting workflow for undergraduate translation education in China. The study adopted a mixed methods approach. Data were collected via online questionnaire responded by students of undergraduate translation program at a university in northwest China and then analyzed from the perspective of technology acceptance model. The results and findings showed that as a promising workflow, postediting of machine translation gained positive responses in general from students who have learnt the basics of translation technology. The themes of negative responses include confusing postediting standard, inconsistent quality, ways to choose machine translation providers, and technical issues. The results and findings indicated that a tailored postediting workflow for undergraduate translation program is feasible. By focusing on undergraduate pedagogical settings in China, this study confirmed the findings of previous studies on the more positive attitude on postediting of machine translation, suggesting that postediting be considered as an important subcompetence in translation education.

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Challenges of online teaching during COVID ‐19: An exploratory factor analysis

Cited by 33 publications

References 61 publications

Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

On Postediting of Machine Translation and Workflow for Undergraduate Translation Program in China

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