Student Responses During Online Learning in the Covid-19 Pandemic Period

Ahmad, Mohammad; Hasnawati,; Mulyadi, .; Apriyanto, Mulono; Oklianda, A.; Putra, Dede Dwiansyah; Warmi, Attin

doi:10.1088/1742-6596/1764/1/012125

“…Several studies were conducted to identify the quality (Vadakalu Elumalai et al 2020;Nugroho et al 2021) or student response to online learning (Ahmad et al 2021;Bączek et al 2021). In addition, most studies are still discussing the negative impacts and barriers to learning during the COVID-19 pandemic in developing countries.…”

Section: Discussionmentioning

confidence: 99%

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Arifin,

Fauzi,

Wiraatmaja

et al. 2024

0

View full text Add to dashboard Cite

show abstract

“…Educational researchers attended to the pivot to online learning both to question the place of technology in education, raising concerns about the perceived injustices inherent in a technologically dependent system (Blundell et al, 2020), and to interrogate the specific challenges faced by students and teachers (Kumar, 2020;Webber, 2021). Researchers also examined professional development programs for teachers (Ahadi et al, 2021) and tapped student perceptions and reactions to online learning (Ahmad et al, 2021).…”

Section: The Pivot To Online Teaching and Learning In Response To The...mentioning

confidence: 99%

The use of digital tools in French as a Second Language teacher education in Ontario

Boreland

¹

,

Lotherington

²

,

Tomin

³

et al. 2023

TESL Canada

0

View full text Add to dashboard Cite

This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?

show abstract

“…Educational researchers attended to the pivot to online learning both to question the place of technology in education, raising concerns about the perceived injustices inherent in a technologically dependent system (Blundell et al, 2020), and to interrogate the specific challenges faced by students and teachers (Kumar, 2020;Webber, 2021). Researchers also examined professional development programs for teachers (Ahadi et al, 2021) and tapped student perceptions and reactions to online learning (Ahmad et al, 2021).…”

Section: New Technologies In the Classroom And In Teacher Educationmentioning

confidence: 99%

The use of digital tools in French as a Second Language teacher education in Ontario

Boreland,

Lotherington,

Tomin

et al. 2023

TESL Canada

1

0

View full text Add to dashboard Cite

This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?

show abstract

Student Responses During Online Learning in the Covid-19 Pandemic Period

Cited by 6 publications

References 8 publications

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

The use of digital tools in French as a Second Language teacher education in Ontario

The use of digital tools in French as a Second Language teacher education in Ontario

Contact Info

Product

Resources

About