WITHDRAWN: Online teaching: Insufficient application of technology

Vadivel, Balachandran; Mathuranjali, M.; Khalil, Nawroz Ramadan

doi:10.1016/j.matpr.2021.01.454

Cited by 17 publications

(14 citation statements)

References 9 publications

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“…The expected advances in technology for online education are not a need of the future but a need of the current era [14]. Socio-constructivist and cultural insights consider that learning is the result of the interaction between people and environment.…”

Section: Introductionmentioning

confidence: 99%

Remote Academic Platforms in Times of a Pandemic

García

Velásquez

Romero

et al. 2021

Int. J. Emerg. Technol. Learn.

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The pandemic has accelerated the use and development of video conferenc-ing platforms due to COVID-19, and it is necessary to find an application that best suits our requirements. This article evaluates nine features of nine video conferencing applications to find the best choice. A detailed analysis has been conducted in this article using surveys to collect data from two samples at national and international level. The methodology followed is the CDIO methodology, a tool to address complex problems in four stages: conception, design, implementation, and operation. The primary aim of this paper is to examine which is the best livestreaming option according to the selected criteria, using, as references, well-known applications such as Jitsi, Zoom, Microsoft Teams, Google Meet, Big Blue Button, among others. An application of multicriteria analysis is also shown to support the evalua-tion of these platforms compared to the established criteria.

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Section: Introductionmentioning

confidence: 99%

Remote Academic Platforms in Times of a Pandemic

García

Velásquez

Romero

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Internal factors, such as bad time management, boredom, technology, and the internet, obviously had affected the learners to reach lower grades in their CLOs (Derakhsan et al, 2021;Syahputri et al, 2020;Vadivel et al, 2021). As investigated in participants who did not pass CLO 1 and CLO2, failing to manage the time and bad internet connection became their main cause of failure to reach the outcomes.…”

Section: Discussionmentioning

confidence: 99%

Embracing New Normal: Coping With Course Learning Outcomes Amid Covid-19 Pandemic

Septianasari

Wahyuni

2021

PJEE

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This paper aims to throw light on the students’ perception of emergency remote learning and their assessments in completing the Course Learning Outcomes (CLOs). The methods used in this study were statistical quantitative and descriptive qualitative methods. The data were collected by spreading questionnaires to the participants, having an unstructured interview, and taking the secondary data from the classroom teachers. LISREL software was used to analyze the quantitative data and descriptive interpretation was also done to analyze the qualitative data. The finding showed that most students had moderate to positive learning engagement, motivation, and self-efficacy in which affected their CLOs. The students who failed to pass the CLOs were those who faced more challenges in joining the virtual class. In short, students’ ability to cope with emergency remote learning has significant impacts on their CLOs’ assessments.

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“…Obviously, I will not deny that some of the things mentioned here can also be very convincingly conveyed at a distance, e.g. in YouTube manuals or television shows with expert-cooks, but distance education as we have known it during the recent pandemic has made clear that there are serious limitations to conferencing technologies in this regard (Vadivel, Mathuranjali, & Khalil, 2021;Williamson, Eynon, & Potter, 2020).…”

Section: Basic Pedagogical Operations In Jeopardy On-screenmentioning

confidence: 94%

Sharing Love for a Common World On and Off Screen. A Pedagogical and Technocentric Account

Vlieghe

2022

J. New Approaches Educ. Res.

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This contribution deals with the impact of digitisation on what it means to educate and to be educated, especially in the wake of the massive switch to on-screen learning during the COVID-19 crisis. It is argued that we can only adequately relate to this phenomenon if it is based on a strong pedagogical and technocentric account of (school) education. Drawing from authors such as Arendt, Lahire, Stiegler and Serres, the argument is made that four basic pedagogical operations (sharing love for the world, showing newcomers that there is a common world, drawing attention to things that matter, creating the student experience and sense of belonging within a new generation) is under considerable threat. At least, this is the case if we don’t try to conceive of new digital technologies in a pedagogically meaningful manner, instead of unreflectively relying on existing conferencing technologies.

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WITHDRAWN: Online teaching: Insufficient application of technology

Cited by 17 publications

References 9 publications

Remote Academic Platforms in Times of a Pandemic

Remote Academic Platforms in Times of a Pandemic

Embracing New Normal: Coping With Course Learning Outcomes Amid Covid-19 Pandemic

Sharing Love for a Common World On and Off Screen. A Pedagogical and Technocentric Account

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