Facebook as an integrated online learning support application during the COVID19 pandemic: Thai university students’ experiences and perspectives

Ulla, Mark B.; Perales, William F.

doi:10.1016/j.heliyon.2021.e08317

Cited by 45 publications

(46 citation statements)

References 36 publications

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“…Studies have reported that while migrating to online teaching, teachers faced issues that challenged their classroom pedagogical practices, doubted their teaching abilities, and questioned the learning outcomes of their students (Ulla and Achivar, 2021;Ulla and Perales, 2021a;Maatuk et al, 2022). Teachers were not prepared to migrate to online and remote teaching, given the lack of training, experience, and orientation in conducting online classes (Chakraborty et al, 2021;Ulla and Perales, 2021b). In addition, migrating to online teaching during the COVID-19 pandemic was sudden.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers may not have time to redesign their teaching materials, assessments, and other learning resources that contributed to their encountered issues. Other schools may not have a well-designed learning management system (LMS), internet connectivity, and electronic gadgets that teachers and students could utilize during this unprecedented time (Nhu et al, 2019;Ulla and Perales, 2021b).…”

Section: Introductionmentioning

confidence: 99%

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Hybrid Teaching: Conceptualization Through Practice for the Post COVID19 Pandemic Education

Ulla

Perales

2022

Front. Educ.

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While a number of studies have previously conceptualized hybrid teaching, often used interchangeably with blended learning during the pre-COVID19 pandemic, hybrid teaching has been undertheorized and unexplored during and post-COVID19 pandemic when schools have slowly opened their classrooms for students. This paper explores the concept of hybrid teaching (also referred to as hybrid classroom instruction and hybrid learning) and how such teaching methodology is different from blended learning, fully online, and remote teaching by presenting a teacher’s practice during the COVID19 pandemic. Although our goal is to identify clearly what hybrid teaching is, we do not intend to offer a definite conceptualization and practice of hybrid teaching as teaching is context-dependent. However, we argue that hybrid teaching has the potential to be one of the teaching methodologies in the post COVID19 pandemic education, especially when schools and universities are in the transition back to residential classroom teaching.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Hybrid Teaching: Conceptualization Through Practice for the Post COVID19 Pandemic Education

Ulla

Perales

2022

Front. Educ.

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“…Other factors can not be separated from the positive results of the use of technology in learning a second language. Discussions about learning a second language with the use of technology and its integration in learning are interesting topics to discuss, it cannot be separated from one of the efforts to improve the quality of second language learning (Osipov et al, 2016;Ulla & Perales, 2021).…”

Section:  Introductionmentioning

confidence: 99%

How is Foreign Language Learning Implemented Online? The Case of Indonesian Language for Foreign Speaker

Susandi

Sumarsilah

Suyitno

et al. 2022

JPP

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How is Foreign Language Learning Implemented Online? The Case of Indonesian Language for Foreign Speaker. Objectives: this article aims to describe the platforms commonly used in learning and teaching Indonesian for foreigners online, the problems encountered, and the solutions. Methods: the researcher employed qualitative research. In obtaining information from three resource persons who teach at the State University of Malang, an in-depth interview technique was used with the aim of obtaining comprehensive information. Findings: The results show that there are four types of digital platforms that are often used: Zoom, Google Classroom, WhatsApp, and UKBIPA. Meanwhile, the problems faced are divided into two categories: technical and substance. Meanwhile, the solution proposed by the teacher is to improve digital skills and make maximum use of authentic sources spread across various social media platforms. Conclusion: Online learning using a digital platform has advantages and disadvantages, to overcome these shortcomings, collaborative efforts from various parties are needed.

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“…Although such health issues teachers experienced were primarily caused by the COVID-19 pandemic, some pedagogical challenges also contributed to teachers' negative mental wellbeing (see Pokhrel and Chhetri, 2021;Ulla and Achivar, 2021;Ulla and Perales, 2021b). Factors like the lack of teacher skills and knowledge in conducting remote or online teaching, the lack of internet connectivity, gadgets, and other devices, the challenges in making the teaching materials suitable for online and remote teaching and learning environments, the availability of a teaching and learning platform, and the issue on what teaching methodology and strategy will work online or remotely (Pokhrel and Chhetri, 2021;Ulla and Achivar, 2021;Ulla and Perales, 2021a).…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, schools and universities adjusted the teaching and learning process to adapt to the educational needs during the COVID-19 pandemic. Although some schools had no learning management systems (Ulla and Achivar, 2021;Ulla and Perales, 2021a), they subscribed to paid online platforms such as Zoom and utilized other platforms like Moodle and Microsoft teams. Using these platforms, teachers conducted asynchronous and synchronous teaching.…”

Section: Introductionmentioning

confidence: 99%

Exploring the concept of pedagogical resilience during the COVID-19 pandemic: Teachers’ perspectives from Thailand and the Philippines

et al. 2022

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This brief research report aimed to explore the concept of pedagogical resilience and how teachers in Thailand and the Philippines build resilience in pedagogy during the COVID-19 pandemic. Employing the qualitative research design, the data were obtained from the focus group discussion (FGD) and semi-structured interviews with 12 teachers, 8 of whom were from 1 of the universities in the Philippines and another four teachers from a university in Thailand. The thematic analysis revealed that pedagogical resilience is influenced by teachers’ personal, professional, and social attitudes toward teaching and learning during the COVID-19 pandemic. Although teachers acknowledged that they had no experience in remote and online teaching, they demonstrated resiliency by being flexible and adaptive to the situation. Such an attitude allowed them to build a relationship with their colleagues and design teaching and learning pedagogy that addresses the issues in their online and remote teaching. The findings provide a clear understanding of the conceptualization of pedagogical resilience from the perspectives of teachers in the Philippines and Thailand.

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Facebook as an integrated online learning support application during the COVID19 pandemic: Thai university students’ experiences and perspectives

Cited by 45 publications

References 36 publications

Hybrid Teaching: Conceptualization Through Practice for the Post COVID19 Pandemic Education

Hybrid Teaching: Conceptualization Through Practice for the Post COVID19 Pandemic Education

How is Foreign Language Learning Implemented Online? The Case of Indonesian Language for Foreign Speaker

Exploring the concept of pedagogical resilience during the COVID-19 pandemic: Teachers’ perspectives from Thailand and the Philippines

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