EFL Instructors and Learners' Perceptions towards Utilization of Online Applications at Palestine Ahliya University and Hebron University

Itmeizeh, Mahmoud J.; Farrah, Mohammed

doi:10.13189/ujer.2021.090201

Cited by 7 publications

(8 citation statements)

References 2 publications

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“…The six reviewed studies (Tirtanawati, 2021;Itmeizeh et al 2021;Baron, 2020;Nartiningrum & Nugroho, 2020;Darsih & Asikin, 2020;and Yulitriana et al, 2020) showed that EFL Students' Perceptions On the Use of Google Meet in Online Learning .........…”

Section: Summary Of Major Resultsmentioning

confidence: 99%

“…The second study (Itmeizeh et al, 2021) showed that students' view of online learning is positive. Students view online learning as flexible and convenient.…”

Section: Students Have Mixed Views On Using Googlementioning

confidence: 96%

“…The first study (Tirtanawati, 2021) explores the information related to students' perception of virtual learning programs during the coronavirus pandemic. The second study (Itmeizeh et al, 2021) investigates which online applications are utilized in Palestine Ahliya University and Hebron University. The study also aimed to examine EFL instructors' and learners'…”

Section: Relevant Studiesmentioning

confidence: 99%

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EFL Students’ Perceptions on the Use of Google Meet in Online Learning During the Time of Coronavirus: A Literature Review

Hastomo

Zulianti²

2021

SELTICS

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During the pandemic, the teaching and learning process is carried out by implementing e- learning or online learning. One of the most common applications that are used in online learning is Google Meet. The researchers focused on EFL students’ perception by looking for significant studies using information and communication technology using Google Meet for students' English learning during the pandemic. The data used in this literature review are published articles in the form of pdf format. Thus, a total of six studies were found relevant to review. The result showed that using Google Meet in online learning during the pandemic is helpful to assist their learning process. However, students still prefer face-to-face learning because online learning tends to get boring and uninteresting. After all, most teachers are incapable of using an online application to provide an engaging, creative, and innovative learning environment. Keywords: Students’ Perceptions, Google Meet, Online Learning, EFL.

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Section: Summary Of Major Resultsmentioning

confidence: 99%

“…The second study (Itmeizeh et al, 2021) showed that students' view of online learning is positive. Students view online learning as flexible and convenient.…”

Section: Students Have Mixed Views On Using Googlementioning

confidence: 96%

Section: Relevant Studiesmentioning

confidence: 99%

See 1 more Smart Citation

EFL Students’ Perceptions on the Use of Google Meet in Online Learning During the Time of Coronavirus: A Literature Review

Hastomo

Zulianti²

2021

SELTICS

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“…In the view of Itmeizeh and Farrah (2021), learning is likely to be more effective if online learning is combined with some degree of face-to-face interaction between lecturers and students.…”

Section: Implications Of Covid-19 On Pre-service-teacher Readiness and Preparedness To Teachmentioning

confidence: 99%

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

Munje

Jita

2021

IJLTER

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The need for quality education in South Africa and beyond encourages research that interrogates the preparation of pre-service teachers and their ability to teach in the classroom after graduation. This qualitative paper focuses on the reflections of final year pre-service Social Sciences teachers in a South African public university. Gibbs’ reflective cycle is used as a lens. We used open-ended questions to gather data from 19 pre service Social Sciences teachers to explore their preparedness and readiness to teach in future. The research process constituted two phases. Phase one was implemented from 10 February 2020 to 9 March 2020 and phase two occurred in July 2020. Phase two was necessitated by the negative educational implications of COVID-19. Findings indicated that the participants faced challenges pertaining to content knowledge, which was aggravated by the introduction of online learning due to COVID-19. Despite these challenges, participants remained resilient and optimistic toward the teaching profession. Deducing from their voices, we recommend clarification of content in Social Sciences core subjects of History and Geography. Balanced tuition for content knowledge and pedagogy is recommended. Ongoing professional development is needed for academic advisors concerning subject specifications and for lecturers to empower them about remote teaching, communication, and technological skills to improve teaching and learning. Regular monitoring by the teaching and learning unit in the faculty is required to identify challenges and to intervene where necessary. The varied challenges of online learning also warrant the equipping of students with the necessary resources to facilitate learning.

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“…Students of this generation are accustomed to interacting with one another via social media platforms and do not view one another as senior or junior. Since the advent of online education, numerous educational institutions across the country have incorporated the internet into their teaching and learning processes (Itmeizeh & Farrah, 2021). Datadriven analysis of the implementation of online learning can assist policymakers (schools, government) in streamlining decision-making processes, optimizing resource allocation, monitoring and assisting students experiencing difficulties while online learning, and modifying pedagogical modes and learning methods (Wahyuni et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Brain-Based Online Learning Design in The Disruptive Era for Students in University

Kristanto

Sulistiowati

Pradana

2021

JESR

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The learning model is a collection of activities that occur during the teaching and learning process with the objective of achieving the set goals. The brain-based online learning model developed is a solution to the students' learning problems. The majority of students struggle to interpret all of the learning materials they receive. This resulted in students' dissatisfaction with the learning materials. The purpose of this research is to develop a brain-based online learning process design based on the aforementioned problems. The Lee & Owens model of development was used in this development research. The stages of the Lee & Owens development model are analysis, design, development, implementation, and evaluation. The development research findings are as follows: (1) the media experts' assessment, which resulted in an 89.35% score with a valid category. (2) The assessment of the developed learning materials by material experts resulted in a score of 91.23% with a valid category. (3) expert evaluation, with an overall score of 86.35% for having a valid category. (4) The results of individual trials produced a percentage score of 88.5% with a valid category. (5) The results of small group trials indicated an overall percentage score of 81.60% of valid categories. (6) Field trials are classified as valid when they receive a percentage of 79.89%. The results of the development indicate that the brain-based online learning design is feasible for use. Received: 11 August 2021 / Accepted: 27 October 2021 / Published: 5 November 2021

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EFL Instructors and Learners' Perceptions towards Utilization of Online Applications at Palestine Ahliya University and Hebron University

Cited by 7 publications

References 2 publications

EFL Students’ Perceptions on the Use of Google Meet in Online Learning During the Time of Coronavirus: A Literature Review

EFL Students’ Perceptions on the Use of Google Meet in Online Learning During the Time of Coronavirus: A Literature Review

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

Brain-Based Online Learning Design in The Disruptive Era for Students in University

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