Citation: Mark Mishiwo, Cephas Lokpo, Michael Donkor Adane (2022) Learning Mathematics Online: Pre-Service Teachers’ Competences and Challenges, British Journal of Education, Vol.10, Issue 2, pp. 42-55
The study sought to ascertain pre-service teachers’ ICT competence they have to undertake online learning of Mathematics as well as the challenges they encountered when they participated in online learning in Akatsi College of Education. The study used descriptive survey design. A structured questionnaire was used to collect data from two hundred and twenty-three pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that majority of pre-service teachers had advance computer skills that helped them used the internet for online learning as well as search for information to support the lessons they were taught online. The findings of the study also revealed that majority of pre-service teachers were proficient in communicating online using Facebook, Twitter and e-mails to support their online lessons. Besides, majority of pre-service teachers indicated that they were proficient in using online tools such as Skype, Zoom, and web video for online learning. However, only 24% and 33% of pre-service teachers were proficient in designing online content using Google drives and using electronic devices to support their online learning respectively. With regard to the challenges pre-service teachers encountered when they participated in the online lessons, majority of these pre-service teachers had difficulty connecting to internet to enable them participate in their synchronous and asynchronous online lessons. With regard to challenges, majority of pre-service teachers had difficulty accessing internet to support their online learning which affected their performance in mathematics. Pre-service teachers also failed to participate in online lessons due to high cost of data. As a result, pre-service teachers resorted to staying awake up to midnight to download and upload learning materials which affected their sleep. Consequently, it was recommended that Government of Ghana partner with telecommunication companies to provide very effective broadband internet connectivity for pre-service teachers to access to enhance online learning. Stakeholders of teacher education in Ghana ought to review the Pillar of ICT in National Curriculum Framework to enable pre-service teachers to be equipped with the skills of using electronic devices to support their online learning.
The Role of Online Teaching on The Perception of the Saudi High School Teachers During COVID -19 Pandemic (Published)
The learning of English as a foreign language is a key aspect in the state of Saudi since learning a foreign language gives you an edge obtaining to create job and academic opportunities. The purpose of this research is to explore the Saudi secondary school teachers’ comprehension about the role of online teaching during COVID-19 pandemic. To this end, a semi-structured interview was applied to the Saudi high school language teachers. The findings highlight the instructors’ understanding, as well as the interactive role of the tasks in their online teaching, and the alternatives provided to different learning styles. Furthermore, the findings promote students’ learning and encourage teachers to diversify the pedagogical techniques they employ with their students. The findings demonstrate that, in addition to the impact that the latter has on students, their learning styles, and the value of the resource chosen for use, its support for learning, the teacher’s role, and its teaching approach.
Citation:Turky Al-Shaikhi (2021) The Role of Online Teaching on The Perception of the Saudi High School Teachers During COVID -19 Pandemic, International Journal of English Language Teaching, Vol.9, No.5, pp.12-20
The study sought to evaluate pre-service teachers’ perceptions and readiness towards online learning in Akatsi College of Education. The study used descriptive survey design. A structured questionnaire was used to collect data from two hundred and twenty-three pre-service teachers who were purposively sampled for the study. The data collected was analysed using percentages, means and standard deviations. The results revealed that majority of the pre-service teachers preferred face-to-face to online method, found it difficult using online learning facilities. Majority of the pre-service teachers perceived that the use of online learning would improve their creativity in disseminating and experiencing learning. In addition, majority of the pre-service teachers did not have good internet broadband to get them connected to an online learning class. They were also distracted at homes during online lessons coupled with erratic power supply. Majority of the preservice teachers have negative perceptions and were not ready for online learning. Consequently, it was recommended that Government of Ghana invested more in the area of communication infrastructural facilities as well as partnering with telecommunication companies to provide very effective broadband internet connectivity to college servers and students at reasonable cost to facilitate online learning classes.
Citation: Mark Mishiwo, Benedicta Enid Mawuse Danku, Martha Ayivor, Florence Doe (2021) Online Teaching and Learning: Perceptions and Readiness of Pre-Service Teachers, British Journal of Education, Vol. 9, Issue 9, pp.101-113
Perception of Undergraduate Students towards the Use of Google Classroom Application for Online Learning in the 21st Century (Published)
This paperwork studied undergraduate students’ perceived ease of use and perceived usefulness towards the use of Google Classroom Application for online learning in the 21st Century. To guide the study, two objectives, two research questions and two null hypotheses were formulated. The study design implemented descriptive analytic survey. 400 level students in session 2019/2020 of Faculty of Education in University of Port Harcourt among Four Department were the study population consisting five hundred and ninety (590). Proportionate stratified sampling techniques was used to select the sample size of one hundred and seventy-five (175). 106 instruments were properly filled and returned (male 57and female 49). A self-developed instrument named ‘Google Classroom Perceive Ease and Perceive Usefulness Questionnaire (GPEUQ)’ was used in gathering data for the aim of the study. Internal consistency of the instruments was determined using Cronbach alpha method at Co-efficient of 0.78 was the interna; consistency of the instrument. The result showed students perceived ease of use mean score of 2.77508 and standard deviation of 1.04639 at mean criterion of 2.50 which implies that undergraduate students perceived the use of Google classroom app as easy to use while the perceived usefulness at the mean score of 2.94 and standard deviation of 0.99 at criterion mean of 2.50 shows that undergraduate students perceived Google classroom app as useful. The two hypotheses indicated there is no significant difference in Perceive Ease of use among male and female undergraduate students towards the use of Google classroom app as t (104) = 1.601 p >0.05, i.e., p = 0.113 is greater than 0.05 for the perceived usefulness. Recommendations by the researcher are since students finds Google Classroom Application as easy to use and very useful, teachers should develop more engaging and interactive content and use digital tools such as Google Classroom to teach. Also, teachers should learn more other digital tools which will be useful and easy for students to learn online, by so doing students will be exposed to numerous learning tools available for learning.
Improving Students’ Listening Skill and Vocabulary Masteryn through Contextual Teaching and Learning (CTL) By Using Online Learning for Senior High School (Published)
The aims of this research is to describe the process of improving the students’ listening skill and vocabulary mastery through contextual teaching and learning (CTL) by using online learning at the eleventh grade of SMAN 1 Sajira. This study also attempts to find out the improvement of the students’ skill in listening and vocabulary mastery through contextual teaching and learning (CTL) by using online learning. The method used in this research was qualitative research method by implementing classroom action research (CAR). This research was conducted in three cycles actions in cycle I, cycle 2 and cycle 3. The result of the research is the use of contextual teaching and learning (CTL) by using online learning can improve the students’ listening skill and vocabulary mastery. The finding of the research were: (1) the process of teaching and learning using CTL through online learning was conducted successfully in terms of the feeling of happiness and enthusiasm of the students, (2) there was an improvement of the students’ listening skill from the increased mean of score from 57,85 in pre-test became 81,11 in post-test. This study suggests that the English teacher may improve her teaching strategy by optimizing the use of materials at school; the teacher should be creative in selecting, developing and giving materials at class.
EFL Learners’ Perception of Using Online Language Learning Websites during COVID-19 Pandemic (Published)
The following paper presents the results of a study aimed at achieving a better understanding of the EFL Learners’ Perception of Using Online Language Learning Websites (OLLWs) among EFL learners during COVID-19 Pandemic. The purpose of this study is to elicit Learners’ perceptions about improving their language through OLLWs. Data was acquired via a questionnaire administered to 143 female Saudi learners at the College of Sciences and Arts, Unizah, Qassim University. The results provide evidence of learners’ positive perceptions towards using OLLWs. Based on the findings, educational implications for this descriptive study and future researches are suggested.
During the current pandemic, the unprecedented closure of universities and schools has revived the application of fully online teaching and learning. This study aims to explore Thai EFL learners’ views on online learning implementation during the Covid-19 outbreaks. Data were collected qualitatively with 30 Thai undergraduate students majoring in business English through written reflections, and five of whom were selected purposively to participate in a semi-structured interview. Based on qualitative data analysis, the findings indicated that the student participants expressed positive attitudes towards online learning as it was seen as suitable during the current pandemic, yet they preferred learning English in face-to-face classrooms to online ones. Also, unstable internet connection, lack of interaction and teachers’ explanation, as well as potential distractions were common challenges for their online English learning. Suggestions were also provided by the participants, and pedagogical implications were discussed.
A Case for Blended Learning: Integrating Massive Open Online Courses in Traditional Degree Programmes, (Published)
In 2008, when they first emerged, Massive Open Online Courses (MOOCs) were regarded as an opportunity to transform traditional education. They were expected to bring changes to the way knowledge is conceived and delivered and open the door to education that is more accessible, more affordable, more global and, at the same time, more individualized. MOOC platforms were seen as a conducive learning environment in which students could acquire new knowledge and skills in an autonomous and collaborative manner. However, despite the advantages that they offer, MOOCs have had a limited impact on higher education. The present paper will review the potential and challenges of the MOOC learning model and make a case for blended learning as a viable educational alternative.
The use of computers in education is growing fast day by day in the whole world but the quality and its outcomes are not given the proper and needed consideration. In the year 2000 Garrison, Anderson and Archer introduced a conceptual framework in order to find a remedy to reduce these gaps and their work has become the most referenced framework of study in online education so far. According to them, very satisfactory education takes place within a community of inquiry which is consisted with teachers and students and they assume the education takes place as a result of interaction among social, cognitive and teaching presence (Garrison, Anderson and Archher, 2000). There are both pros and cons of this particular model. The purpose of the current study is to critically analyze the learning in community of inquiry. It is highly recommended that much more research should be done on this framework to clarify the mounting body of disconfirming evidence.
The Effectiveness of Adopting Flipped Learning Approach in an Applied Linguistics Course for University Students (Published)
As students enter the fourth year of an English Department, an increased responsibility for a lot of linguistic information is highly desirable. Students need to do a lot of efforts inside and outside the class. Students who arrive in class with assigned tasks completed, notes reviewed, and prepared for classroom activities are developing the ability to be self-directed learners. Limited classroom contact time can be effectively utilized by focusing on further review and explanation. This paper investigated the effectiveness of adopting flipped learning approach and the changes implemented to “Introduction to Applied Linguistics” course at English Department, College of Administrative and Human Science in Qassim Private Colleges. The students were asked to do some tasks inside and outside the classroom. These tasks included short pre-class assignments and quizzes that were designed to increase students’ preparation for the next class meeting, as such flipping class meeting preparation to outside the classroom. A benefit of these changes is that the instructor can significantly reduce the time spent lecturing and focus on students’ understanding of linguistics and focusing on students’ activities in-class. This focus fosters student-centered learning with the student having the responsibility to prepare for each class session. Participants were 33 fourth level students in English Department from Qassim Private Colleges in Saudi Arabia. The pre-posttest comprised five different types of questions including multiple choice, true or false, defining linguistic terms, compare between the advantages and disadvantages, and analyzing structures. Results of the t. test analysis revealed that adopting flipped learning Approach yielded significant effects on students’ linguistic level.