Quarantine: Teaching English From Home With Google Classroom, Classtime and Quizlet

Saienko, Nataliia; Чугай, Оксана

doi:10.18662/rrem/12.1sup2/258

Cited by 11 publications

(13 citation statements)

References 3 publications

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“…This study is a modest contribution to the ongoing discussions about the efficiency of different aspects of e-learning mode of instructing future translators and interpreters, especially in forming their terminological competence in bilateral interpreting, during the pandemic process. Our results are in good agreement with other studies (Adams Becker et al, 2017;Alcina, 2011;Antón, 2016;Lukianenko & Vadaska, 2020;Saienko & Chugai, 2020;Sikora, 2014) which have shown that terminology-content assignments on the basis of through computer-mediated instruction can substantially improve the quality and efficiency of the educational process.…”

Section: Discussionsupporting

confidence: 93%

Forming Students’ Terminological Competence in the Moodle-Based E-Learning Course

Kalay

Fedorenko

Guryeyeva

et al. 2020

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The paper highlights, analyses and interprets the results of the pedagogical experiment on applying the authors' teaching methodology to form students' terminological competence in bilateral interpreting in the Moodle-based e-learning course. It is stated that online instruction as a competitive option to regular forms of classroom learning is establishing an apparent connection between students' outcomes of learning and the modern world at large enhancing their responsibility in acquiring and exploiting knowledge in practice. The authors argue that future translators and interpreters are more stimulated to learn technical terminology in the digital environment through subject-oriented terminology courses on the basis of e-technologies. In this study, the mixed research design was based on quantitative (experiment, measuring variables, finding frequencies, hypothesis testing) and qualitative methods (analysis of the data collected, monographic methodto interpret the results obtained in a coherent logical perspective). The experiment, conducted by the authors, engaged the fourth-year students of the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" (after this, officially abbreviated name -Igor Sikorsky KPI), majoring in translating and interpreting. To carry out the pedagogical experiment, the subsystem of exercises for forming terminological competence in bilateral interpreting in Moodle-based e-learning course was developed in collaboration between the educators from Kütahya Dumlupinar University (School of Foreign Languages) and Igor Sikorsky KPI (Department of Theory, Practice and Translation of the English Language). The proposed subsystem of exercises was supposed to: meet the ultimate goals of forming terminological competence; gradually contribute to acquiring knowledge and skills, which determined the three-stage training process; have a unified structure; have a built-in assessment system; provide students with self-test capability when performing the exercises. It is noted that the opportunity to do the designed course from any convenient device (smartphone, tablet, laptop, PC) makes it easily approachable, and helps students improve the skills of autonomous learning and self-monitoring.

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Section: Discussionsupporting

confidence: 93%

Forming Students’ Terminological Competence in the Moodle-Based E-Learning Course

Kalay

Fedorenko

Guryeyeva

et al. 2020

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“…al, (2018), menyatakan kebanyakan guru mempunyai pengetahuan asas komputer, namun kurang mahir dalam menyediakan bahan-bahan pembelajaran digital. Manakala, kajian Saienko et al (2020) turut menyatakan bahawa guru-guru yang tidak mempunyai kemahiran teknikal yang mencukupi akan merasa tertekan dalam mengendalikan Google Classroom. Kajian Rahmi et al ( 2019) menyatakan latihan dapat mendorong guru meningkatkan pengetahuan serta kefahaman berkaitan proses pembangunan (Learning Management System) LMS-Google Classroom, guru dapat membuat LMS-Google Classroom sehingga memuat naik bahan pengajaran dan penilaian menggunakan Google Form, serta guru mampu meningkatkan ketrampilan dalam mengintegrasikan teknologi dalam proses pengajaran menggunakan LMS-Google Classroom.…”

Section: Kesediaan Guruunclassified

Penggunaan Pelantar Google Classroom dalam Pengajaran dan Pembelajaran di Rumah bagi Konteks Murid Sekolah Rendah

Nor

Matore²

2023

MJSSH

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Penularan wabak Covid-19 menyebabkan pembelajaran dalam talian melalui pelantar Google Classroom mula giat dijalankan bagi memastikan pengajaran dan pembelajaran di rumah (PdPR) dapat dilaksanakan. Google Classroom mula menjadi keutamaan dan dilihat mesra pengguna dalam membantu mewujudkan pengajaran dan pembelajaran yang berkesan dan efektif. Namun begitu, hasil sorotan mendapati terdapat beberapa isu dan kekangan yang wujud seperti Google Classroom belum diteroka sepenuhnya, kurangnya pendedahan dan sokongan, kesediaan guru dan murid, capaian internet yang terhad serta kekangan alat peranti. Beberapa cadangan penyelesaian dikemukakan seperti membantu tahap kesediaan dengan latihan guru, meningkatkan kesedaran dan kesediaan ibu, bapa dan penjaga, menggalakkan kerjasama kerajaan dan sektor swasta dan memperbaiki kemudahan dan infrastruktur ICT. Implikasi kertas konsep ini adalah menambahbaik kualiti penyampaian pengajaran dan pembelajaran kepada pelajar Sekolah Rendah melalui Google Classroom. Kajian lanjutan juga boleh dikembangkan dengan meneroka peluang kolaborasi antara pihak sekolah bersama industri bertujuan meningkatkan penggunaan Google Classroom secara lebih efektif dan menyeluruh.

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“…The biggest issues that students saw with online learning were miscommunication (34%) and lack of information (34%). Poor or unstable Internet connection was the next biggest issue (29%) [12]. Online education tools such as 'Google Classroom' provide a platform to store lecture recordings, submit assignments, and provide grading feedback.…”

Section: Challenges Of Blended Learningmentioning

confidence: 99%

“…Online education tools such as 'Google Classroom' provide a platform to store lecture recordings, submit assignments, and provide grading feedback. Though they lack direct communication between faculty and students, utilizing 'Skype' or 'Zoom' can compensate for that loss [12].…”

Section: Challenges Of Blended Learningmentioning

confidence: 99%

Analysis of Engineering Technology Students’ Digital Footprints in Synchronous and Asynchronous Blended Courses

et al. 2022

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The advent of Covid-19 provided an enormous academic and logistical challenge to almost all academic institutions in the United States and around the world. As a precautionary measure surrounding the novel coronavirus and in line with recommendations from the Center for Disease Control and Prevention (CDC) at that time (spring 2020), most higher education institutions in the United States shut down campuses and completed the second half of the spring 2020 semester virtually. During the fall 2020 semester, when relatively more was known about the virus, some institutions started with face-to-face classes but had to switch to virtual learning after noticing a spread of the coronavirus on their campuses. Others adopted a blended approach that supplements face-to-face meetings with virtual learning synchronously or asynchronously. Whichever approach adopted in place of the traditional face-to-face meetings did not necessarily solve the challenge faced by Engineering Technology programs, which typically infuse hands-on learning in most of the courses in their curriculum. Due to the applied nature of engineering technology, it is important to ensure that students stay engaged with creative ways to learn by doing. And to ensure that the students do not miss critical course content in virtual and blended engineering technology courses, it is vital that the students maintain high interactions with online resources such as class video recordings. This paper reviews students’ patterns of interactions with course videos to assess its impact on the academic success of engineering technology students in some upper-level blended courses delivered during the spring and fall 2020 semesters.

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Quarantine: Teaching English From Home With Google Classroom, Classtime and Quizlet

Cited by 11 publications

References 3 publications

Forming Students’ Terminological Competence in the Moodle-Based E-Learning Course

Forming Students’ Terminological Competence in the Moodle-Based E-Learning Course

Penggunaan Pelantar Google Classroom dalam Pengajaran dan Pembelajaran di Rumah bagi Konteks Murid Sekolah Rendah

Analysis of Engineering Technology Students’ Digital Footprints in Synchronous and Asynchronous Blended Courses

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