Towards an e-learning ecologies approach to pedagogy in a post-COVID world

Fataar, Aslam; Norodien-Fataar, Najwa

doi:10.17159/2520-9868/i84a08

Cited by 7 publications

(9 citation statements)

References 10 publications

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“…Teachers can use various kinds of teaching methods, such as the communicative language teaching method, task-based language teaching method, total physical response method, audio-visual method, and group cooperation method. Only the teaching ways are ecological, can students' learning be ecological [23].…”

Section: Basic Components Of An Online Learning Ecosystemmentioning

confidence: 99%

Perspective Chapter: Building an Online Ecosystem for English Teaching and Learning in the Times of Covid-19 Pandemic and Beyond

Luu¹

2023

E-Service Digital Innovation

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Online education is a revolutionary trend of educational technology today, particularly, since the Covid-19 pandemic, online classes have become the cornerstone of modern education. The rapid growth of online learning is challenging the relevance of traditional higher education systems. Although many efforts from educational institutions to promote online teaching and learning have rapidly increased, progress is far from sufficient, especially when a model of an online learning system needs further examination in practice after the pandemic. This chapter reports a case study at the center of foreign languages in Vietnam, addressing the need to develop an online learning ecosystem during the pandemic crisis and beyond. Characteristics of an online learning ecosystem are presented and basic steps of developing an online ecosystem for English teaching and learning are discussed in detail. The suggested ecosystem should cover the five key components including teaching environment, relationships between teachers and learners and between learners and learners, teaching methods, teaching content and resources, and teaching evaluation. Several recommendations for strengthening an online learning ecosystem are also presented.

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Section: Basic Components Of An Online Learning Ecosystemmentioning

confidence: 99%

Perspective Chapter: Building an Online Ecosystem for English Teaching and Learning in the Times of Covid-19 Pandemic and Beyond

Luu¹

2023

E-Service Digital Innovation

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“…Thus, any one-size-fit-all approach to the pedagogical integration of ICT into schools is flawed. Fataar and Norodien-Fataar (2021) argued for "an approach based on e-learning ecologies, promoting students' critical epistemic engagement to enable them to secure viable futures" (p. 155). In this article, we advocate for differentiated professional development activities on digital pedagogies and the development of PLCs to enhance classroom practices.…”

Section: Policy Aspirations For E-educationmentioning

confidence: 99%

Towards learner-centric pedagogies: Technology-enhanced teaching and learning in the 21st century classroom

Fleur¹,

Dlamini²

2022

J. educ. (Univ. KwaZulu-natal)

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Effective professional development contributes to improved teacher knowledge and practice as well as deep and meaningful student learning. Despite professional development being cited by the South African Department of Basic Education as a priority goal, teacher professional development activities have been inadequate. In this article, we use a socio-cultural perspective to investigate the pedagogical affordances of digitalisation and technology integration. This study is part of a larger mixed methods study but for the purpose of this article we focus solely on its qualitative results. The aim of the study was to understand teachers' best practices with digital technologies and how these technologies are being used to inform the 21st century classroom and encourage a learner-centric environment. The findings reveal weaknesses in the professional development activities regarding digital technologies and learner-centric pedagogies that are generally episodic, one-size-fits-all events focused largely on technical knowledge. The chief impediment towards learner-centric pedagogies and the implementation of technology-enhanced teaching and learning is the misalignment between teachers' digital abilities and the demands of the 21st century technology-equipped classrooms. Our recommendation is the continual situated professional development of teachers, including the creation of professional learning communities and the harnessing of digital technologies to provide an effective blended approach to teacher learning and instructional delivery in the 21st century.

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“…Furthermore, e-learning has become the mainstream of education in times of crisis. As the demand for online education increases, the need to improve the quality of online teaching is felt [ 2 ]. Providing quality educational programs to medical educators will be possible when educators are familiar with new technologies and apply appropriate online learning strategies [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behaviour of medical educators

2022

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Objectives Using the Kirkpatrick evaluation model, investigate the effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behaviour of medical educators. Results This interventional study was conducted on 140 eligible medical educators at Shiraz University of Medical Sciences (SUMS) from 2019 to 2021. A researcher-made questionnaire was developed to assess the impact of the course on three levels of reaction, knowledge, and perceived behaviour using the Kirkpatrick evaluation model. According to the findings, the average reaction and knowledge scores are higher than the desired level, but the perceived behaviour score is slightly lower than the desired level. The e-flipped learning approach can improve medical educators’ knowledge, attitude, and behaviour regarding online teaching.

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Towards an e-learning ecologies approach to pedagogy in a post-COVID world

Cited by 7 publications

References 10 publications

Perspective Chapter: Building an Online Ecosystem for English Teaching and Learning in the Times of Covid-19 Pandemic and Beyond

Perspective Chapter: Building an Online Ecosystem for English Teaching and Learning in the Times of Covid-19 Pandemic and Beyond

Towards learner-centric pedagogies: Technology-enhanced teaching and learning in the 21st century classroom

Effect of the e-flipped learning approach on the knowledge, attitudes, and perceived behaviour of medical educators

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