Proceedings of The 4th International Academic Conference on Education, Teaching and Learning最新文献

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A Comparative Study of Synchronous and Asynchronous Learning during COVID-19 Crisis COVID-19危机中同步与异步学习的比较研究

Proceedings of The 4th International Academic Conference on Education, Teaching and Learning Pub Date : 2021-10-29 DOI: 10.33422/4th.iacetl.2021.10.10

Khalid Baba

{"title":"A Comparative Study of Synchronous and Asynchronous Learning during COVID-19 Crisis","authors":"Khalid Baba","doi":"10.33422/4th.iacetl.2021.10.10","DOIUrl":"https://doi.org/10.33422/4th.iacetl.2021.10.10","url":null,"abstract":"E-learning is gaining popularity all around the world particularly after the unexpected COVID-19 pandemic. Two main formats of E-learning are synchronous and asynchronous learning. With the advent of technology, both these formats have been improved tremendously especially after the pandemic. This study aimed to review the literature for comparing synchronous and asynchronous learning in various ways such as their similarities, differences, advantages over each other, and challenges that are faced while employing these modes of learning. To the best of our knowledge, there is a mixed notion between students and instructors regarding which format is better than the other as both formats have their shortcomings. It was also found that synchronous and asynchronous learning approaches could be blended to overcome the shortcomings that are faced separately in both online learning formats. It can be concluded that an instructor should consider course contents, learning outcomes, students' motivation, and needs before deciding on which format of online learning should be applied in the given coursework.","PeriodicalId":381022,"journal":{"name":"Proceedings of The 4th International Academic Conference on Education, Teaching and Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132654267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Facilitate ESL Class Participation: Establishing and Maintaining an Online Community of Learners 促进ESL课堂参与:建立和维护学习者的在线社区

Proceedings of The 4th International Academic Conference on Education, Teaching and Learning Pub Date : 2021-10-29 DOI: 10.33422/4th.iacetl.2021.10.05

Dian Jiang

{"title":"Facilitate ESL Class Participation: Establishing and Maintaining an Online Community of Learners","authors":"Dian Jiang","doi":"10.33422/4th.iacetl.2021.10.05","DOIUrl":"https://doi.org/10.33422/4th.iacetl.2021.10.05","url":null,"abstract":"The COVID-19 pandemic has presented unprecedented challenges to instructors of higher education. As a result, the level of instruction and student participation has also been affected. Amid navigating technical literacies, maintaining and elevating students' online class participation is instructors' most concern. This study explores one graduate course whose majority of students are ESLs at a U.S. university utilizing a synchronous meeting tool to deliver classes. The study aims to figure out the impact learning online exerted on Graduate-level ESL and the essential factors related to active students' participation. Data of this study was collected through observations and analyzed through the theory of Community of Inquiry (CoI). Analytical data highlighted a relative increase in-class participation in written and oral forms compared to the first set of on-ground classes. The study indicated that the crux of an engaging online course is creating a shared social identity or group commitment, which leads to an online community instead of a class of learners. A set of contributors to cohesive group identity are identified, all of which naturally fall into the three presences of an online CoI. Implications and practical teaching tips for establishing an online community and elevating ESL students' class participation are presented in this article.","PeriodicalId":381022,"journal":{"name":"Proceedings of The 4th International Academic Conference on Education, Teaching and Learning","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126288874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0