Relevant bibliographies by topics / Online teaching and learning activities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online teaching and learning activities'

Author: Grafiati
Published: 7 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Online teaching and learning activities"

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Upadhyaya, Paricha. "Non-interactive Activities in Teaching-Learning." Journal of BP Koirala Institute of Health Sciences 6, no. 2 (2023): 1–2. http://dx.doi.org/10.3126/jbpkihs.v6i2.61088.

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A medical curriculum may have teaching learning modalities involving both large group and small groups. Fostering student Interaction, engagement and collaboration is relatively easier in small group. Many of the small group teaching strategies are also applied for effective collaboration and communication to a large group. However, student motivation is the key to student engagement and learning. This editorial explores some of the very simple strategies which allow students opportunities to prepare for their learning as well as to reflect upon their learning. The activities enlisted are simp
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Harri, Ruoslahti. "From Classroom to Online Teaching – A Case during COVID19." Information & Security: An International Journal 46, no. 3 (2020) (2020): 285–92. https://doi.org/10.11610/isij.4620.

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The Covid19-virus outbreak during the spring of 2020 forced many changes in work, life and society. Laurea University of Applied Sciences (Laurea) closed all of its six campuses on March 9, 2020, and all teaching activities were transferred to online communication and learning platforms such as Zoom, Teams and Optima. This article presents qualitative case study research. Six teachers of Laurea University of Applied Sciences wrote short narratives of their experiences in moving from classroom to online teaching. The narratives were analysed, and the results grouped under relevant themes: Level
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Chu-Ling, Chang. "An action research on the application of online teaching in “Infection Control in Nursing Practice” course." Journal of Nursing Education and Practice 13, no. 3 (2022): 43. http://dx.doi.org/10.5430/jnep.v13n3p43.

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This study adopts the action research method to understand the impact of online teaching on the learning outcomes of working nursing students using the “Infection Control in Nursing Practice” course as the research context. The research design focuses on the learning activity process of online teaching. The study subjects consisted of 55 working nursing students, aged 25-55 years old, all of whom were taking the online courses for the first time. The results of the study show that the semester grades of online teaching courses were better than those of physical courses and the length of import
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HELEN, T. ASIO. "A New Benchmarks in Higher Education: Teacher's Engagement in Online Learning." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 07 (2022): 1820–33. https://doi.org/10.5281/zenodo.6912165.

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This study aims to find out the preparedness of Higher Institution’s teachers and administrations in the conduct of online teaching. It was conducted at the Isabela State University during the Second Semester S. Y 2020-2021. There were 117 faculty members who served as respondents. Using a self-made questionnaire, the data was gathered along: Respondent’s Profile, Level of Frequency in the Utilization of Online Teaching Platforms, and Level of Frequency in the Encountered Problems as to Teaching –Related, and the Level of Utilization of Teaching Practices / Aids. A Descriptiv
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Putu, Diah Asrida, and Luh Putu Cahayani Ni. "PELATIHAN PEMBELAJARAN DARING INTERAKTIF DALAM UPAYA MEMAKSIMALKAN PROSES PEMBELAJARAN DITENGAH PANDEMI COVID-19." Widya Mahadi 2, no. 2 (2021): 125–32. https://doi.org/10.5281/zenodo.5759287.

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<em>Online learning is a learning activity carried out using an internet connection. By learning online, students are expected to gain the same knowledge as face-to-face learning, but more relaxed because teaching and learning activities are carried out at home. Counseling and mentoring in interesting technology-based teaching aims to improve teacher competence in classroom learning activities for students in a comfortable and fun way. This activity facilitates economics/accounting teachers to be able to improve their professionalism in the management of distance learning. The learning process
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Wu, Yanxia. "Online Learning Space and Wisdom Teaching." MATEC Web of Conferences 176 (2018): 02026. http://dx.doi.org/10.1051/matecconf/201817602026.

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Online Learning Space is a virtual learning environment which has evolved with the development of information technology and the continuous deepening of educational concepts. The wisdom teaching is a teaching by using teaching methods and teaching strategies rationally based on the Online Learning Space, to complete the transition from knowledge to wisdom, so that students can become intelligent talents. The wisdom teaching has two goals: to promote the individual growth and to foster innovative talents. Online Learning Space in different stages provides different support for Wisdom teaching a
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Díaz Len, Raúl, Ascensión Hernández Encinas, Jesús Martín Vaquero, Araceli Queiruga Dios, and Isabel Visus Ruiz. "Evaluation of Teaching and Learning Mathematics with Online Activities." International Journal of Learning: Annual Review 16, no. 7 (2009): 583–92. http://dx.doi.org/10.18848/1447-9494/cgp/v16i07/46391.

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Sarraf, Deependra Prasad, Gajendra Prasad Rauniar, Robin Maskey, et al. "Perception of faculties towards online teaching-learning activities during COVID-19 pandemic: A cross-sectional study at a tertiary care center in Eastern Nepal." Journal of Gandaki Medical College-Nepal 15, no. 2 (2022): 122–27. http://dx.doi.org/10.3126/jgmcn.v15i2.48209.

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Introduction: Online teaching learning activities is totally a new modality of medical education in the country with new opportunities, experiences and challenges. Objectives of the study were to explore the perception of faculties towards online teaching learning activities conducted during the COVID-19 pandemic and to find out barriers and facilitators to conducting online teaching learning activities in our context. Methods: A web-based cross-sectional study was conducted among medical, dental, nursing and public health faculties using a semi-structured questionnaire. A Google Form was prep
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Nurullah, Nurullah Sururi Afif, Putie Maharani Basa, and Anantha Zakharia. "Analisis Motivasi Belajar Mahasiswa Terhadap Pembelajaran Online." COMSERVA Indonesian Jurnal of Community Services and Development 2, no. 4 (2022): 364–71. http://dx.doi.org/10.59141/comserva.v2i4.278.

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During the pandemic, face-to-face learning activities are reduced or even eliminated. Teaching and learning activities at schools and campuses are carried out online, where the teaching and learning process between educators and students is carried out through the internet network. In tertiary institutions, online learning is also applied. Changes in teaching and learning activities that were previously carried out face-to-face to online, of course, are a challenge for lecturers and students. With the implementation of online learning, adjustments in various ways must be made. The research was
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Hudson, Jolanta. "Switching to online learning." GiLE Journal of Skills Development 2, no. 1 (2022): 79–89. http://dx.doi.org/10.52398/gjsd.2022.v2.i1.pp79-89.

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This small-scale study investigates how the flipped approach to learning helped a UK university teaching team deliver the Pre-sessional English for Academic Purposes (EAP) course remotely during the pandemic. The study draws on the theoretical framework of the flipped approach to learning to explore the use of the approach in the Higher Education (HE) context. The study suggests that the flipped approach to learning may be helpful in the delivery of pre-sessional EAP courses remotely as it offers students opportunities to engage in communicative activities and encourages independent learning a
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Dissertations / Theses on the topic "Online teaching and learning activities"

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Inamorato, dos Santos Andreia. "The discourses of teaching and learning online." Thesis, Open University, 2010. http://oro.open.ac.uk/56474/.

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This research investigates the discourses of e-learning and the way in which these discourses underpin the practices in the field. Having reviewed the relevant literature and looked at the teaching practices in two case studies, I propose that the collaborative learning discourse is very significant in e-learning, but that the didactic and institutional discourses, although not as immediately evident, are equally important in shaping the practices of online teaching and learning. The intertextual nature of all texts, in particular the different voices found in the language of the tasks in the
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Velasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.

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As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing car
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Bernard, Julia M. "Teaching Practitioners in Online Learner Formats." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/939.

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Practitioner pedagogy can be difficult to manage online. We are teaching professionals to practice without face to face contact. In some cases, technology is available to interact with our students, but it is not the only way of broadening their skills. Teaching family life education and human services using electronic learning formats must incorporate interaction with the student's community. Strategies for engaging students and making them competent professionals will be addressed. Objectives By the end of the presentation attendees will: 1. outline at least three necessary components of a
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Ziemsen, Eva. "Developing a learning model for teaching film production online." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63862.

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Through my roles as a film professor, filmmaker and PhD student, I have acquired a strong motivation to develop a learning model for the teaching of film production online. My initial interest for conducting research in this area began a few years ago when I taught a screenwriting workshop in Bhutan. On my return to Canada, I wished there was a way for me to continue teaching my students in Bhutan in the domain of film production. Further research has led me to discover that machinima, a virtual mode of recording animation, could be the solution to teaching almost all aspects of filmmaking, en
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Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.

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Lachand-Pascal, Valentin. "Approche centrée activité pour la conception et l'orchestration d'activités numériques en classe." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEI089.

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La quantité et la variété des dispositifs numériques disponibles dans les établissements scolaires ne cessent d'augmenter. Cependant, les usages pédagogiques n'ont pas suivi cette évolution. La faible utilisation du numérique peut s'expliquer par la difficulté à créer des activités pédagogiques numériques. Nous proposons de combiner des concepts issus de travaux de recherche liés à la création et la conduite d'activités pédagogiques en classe, ainsi que des travaux liés à la conduite d'activités numériques d'une manière plus générale. Nous présentons les apports et les limites de ces deux cadr
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Lai, Ming. "The role of argumentation in online knowledge building activities." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4370394X.

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Oraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies." Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.

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Su, Bude. "Experiences of and preferences for interactive instructional activities in online learning environment." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215221.

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Thesis (Ph.D.)--Indiana University, Instructional Systems Technology, Dept. of School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1304. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
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Moore, Michele Schmidt. "Written communication in an online learning environment." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.

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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 203. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.
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Books on the topic "Online teaching and learning activities"

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Bradley, Linda. Language learning and technology: Student activities in web-based environments. University of Gothenburg, Acta universitatis Gothoburgensis, 2013.

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Inc, ebrary, ed. Moodle 1.9 for second language teaching: Engaging online language-learning activities using the Moodle platform. Packt Pub., 2009.

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Howard, James P., and John F. Beyers. Teaching and Learning Mathematics Online. Edited by II Howard and John F. Beyers. Chapman and Hall/CRC, 2020. http://dx.doi.org/10.1201/9781351245586.

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McKenzie, Stephen, Filia Garivaldis, and Kyle R. Dyer, eds. Tertiary Online Teaching and Learning. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7.

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Stein, Stephen K., and Maureen MacLeod. Teaching and Learning History Online. Routledge, 2023. http://dx.doi.org/10.4324/9781003258414.

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Howard, II, James P., and John F. Beyers. Teaching and Learning Mathematics Online. 2nd ed. Chapman and Hall/CRC, 2025. https://doi.org/10.1201/9781003398547.

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Palloff, Rena M. Building Online Learning Communities. John Wiley & Sons, Ltd., 2009.

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Lamy, Marie-Noëlle, and Regine Hampel. Online Communication in Language Learning and Teaching. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592681.

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Isaias, Pedro, Demetrios G. Sampson, and Dirk Ifenthaler, eds. Online Teaching and Learning in Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48190-2.

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1939-, Stephenson John, ed. Teaching & learning online: Pedagogies for new technologies. Kogan Page, 2001.

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Book chapters on the topic "Online teaching and learning activities"

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Macur, Gregory Michael Adam. "Activities – online teaching and learning strategies." In Teaching Online for Kindergarten and Primary Teachers. Routledge, 2022. http://dx.doi.org/10.4324/9781003250630-11.

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Reed, Zackery, Darryl Chamberlain, and Lynette Ramirez. "A Framework for Analyzing Asynchronous Discussion Activities." In Teaching and Learning Mathematics Online, 2nd ed. Chapman and Hall/CRC, 2025. https://doi.org/10.1201/9781003398547-19.

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Mesgar, Mitra. "Active Learning and Task-Based Instruction (TBI) via Online Platform During COVID-19 Pandemic." In Engineering and Sciences Teaching and Learning Activities. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79614-3_2.

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Khamitova, Aiman, and Anna CohenMiller. "Designing Instructional Activities and Materials for Online Teaching and Learning." In The Sage Handbook of Online Higher Education. Sage Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529673029.n19.

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Cuffe, Paige, and Jean McAvoy. "Supporting Team Teaching of Collaborative Activities in Online Forums: A Case Study of a Large Scale Module." In Creativity and Critique in Online Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78298-0_10.

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Saroli, Alessandro. "Teaching Skills Online in the BA in Business Studies." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_6.

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Abstract This chapter analyses how the development of cognitive, professional, and key skills is embedded in the learning design of the BA (Honours) Business and Management degree qualification of The Open University. Skills development is central to learning design at The Open University (OU). The study confirmed that as they progress through the three levels of the qualification, students are expected to develop and apply both lower and higher order thinking skills (Anderson et al., A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, Longman, 2001). Throughout the BA, skills development is embedded and scaffolded in digital activities that students are asked to complete alongside module contents, to become self-regulated independent learners (Zimmerman, Zimmerman and Schunk (eds), Self-regulated learning and academic achievement: Theoretical perspectives, Lawrence Erlbaum Associates, 2001). The study found evidence of a coherent approach to skills development in learning design (Conole and Wills, Educational Media International 50:24–38, 2013) and assessment (Nicol, D. (2007, May 29–31). Principles of good assessment and feedback: Theory and practice. REAP International Online Conference on Assessment Design for Learner Responsibility. http://ewds.strath.ac.uk/REAP07), as well as alignment with Bloom’s taxonomy of learning (Anderson et al., A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, Longman, 2001). However, student engagement with skills development activities was found to be limited and uneven, raising concerns that the metacognitive process underpinning the learning design of the qualification and predicated on a ‘dynamic link between personal, situational, process, and outcome variables’ (Biggs, British Journal of Educational Psychology 55:185–212, 1985, p. 191) may be neither activated nor fulfilled. Greater student engagement is required, as part of students’ ‘personal study contract’ (Taylor, E. (1984). Orientation to study: A longitudinal investigation of two degrees in one university [Unpublished doctoral dissertation, University of Surrey]., in Biggs, British Journal of Educational Psychology 55:185–212, 1985, p. 191). In confirming meta-cognition as a ‘second order construct’ (Biggs, British Journal of Educational Psychology 55:185–212, 1985), the study suggests that learning design and constructive alignment are not sufficient to deliver the intended learning experience. Further research is needed to understand what may hinder student engagement with skills development activities and how to train students to become better learners. This is especially important in the light of the increasing popularity and use of generative AI (Artificial Intelligence) by students. As reliance on tools like ChatGPT increases, facilitating and supporting the development of critical thinking skills and meta-learning capabilities should be a priority.
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Henderson, Sarah, and Ben Trupia-Melluish. "Investigating Student Engagement with Digital Interactive Learning Tools at Level One: Actual and Perceived Value of These Resources." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_5.

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Abstract The often-cited Chinese teacher and philosopher, Confucius, noted ‘I hear and I forget, I see and I remember, I do and I understand’ (The Open University, 2019). In responding to an article by Hilliard and Stuart (Internet and Higher Education 41(1):11–24, 2019), Ramanau attached importance to personal interaction for hybrid learners and noted that a greater proportion of online activities leads to a more interactive learning experience (Ramanau in Designing Online Learning for Interactivity. The Scholarship Centre for innovation in online Legal and Business education (SCiLAB), 2020). This chapter will explore an investigation into the use and value of digital interactivities as a means of engaging Level 1 business and law students, as well the perceived and actual benefits of that engagement by students. Using data gathered from a questionnaire and focus group discussions, the chapter evidences that students engage positively with interactivities and value them as an important part of their learning experience. Students expressed preferences for short activities that provide immediate feedback and advised that variety is key to engagement. However, where engagement is lacking, key barriers are time constraints, ineffective ICT and activities felt to be insufficiently challenging. Findings and recommendations detailed in this chapter have, to date, helped to inform the development of module materials in Faculty of Business and Law (FBL) as well as influencing practices at universities in the UK and internationally.
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Davino, Cristina, Marco Gherghi, and Domenico Vistocco. "A quantitative study to measure the family impact of e-learning." In Proceedings e report. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.21.

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The Covid emergency has forced universities around the world to transfer teaching activities online. Even if online teaching has made it possible to carry out the planned teaching activities, it is necessary, in retrospect, to evaluate the impact that this teaching method has had on the different types of students, in terms of preparation, characteristics and social background. In this framework, the presents paper aims to evaluate if distance learning can be considered socially less useful because it increases the divide between the advantaged and disadvantaged students. The study is based on the analysis of data collected at the University of Naples Federico II in June 2020. More than 19 thousand students took part in the survey, carried out to monitor distance learning activities. The aim of this work is to analyse whether and how much the distance learning activities has had an impact on the students' families both in terms of the organisation of the spaces and daily rhythms and from an economic point of view, having required additional expenses. This objective will be achieved through the use of a factorial method that will provide a composite indicator measuring the family impact of distance learning. We will then try to explain if the family impact takes different forms and intensity depending on the students' characteristics, the availability of computer equipment and the type of teaching used. Quantile regression will allow to differentiate the study of effects for different levels of family impact. Finally, it will also be evaluated whether the experience lived in terms of the family impact of the distance learning, conditions the judgement on the preferred teaching method for the future, totally online, oriented towards a complete return to face-to-face teaching or a mixed solution that takes advantage of the experience lived.
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Abdallah, Salam. "Learning with Online Activities." In Dynamic Advancements in Teaching and Learning Based Technologies. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch006.

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Learning through social interactions and critical thinking is becoming a fundamental teaching approach, especially for adult students. This approach promotes holistic and deeper understanding for the subject being learned. Online technologies are offering us new opportunities to create communities of inquiry that allow for more active learning that enhances students’ critical thinking. This article introduces an exploratory case in a Middle Eastern context that uses multiple online activities to supplement and strengthen the students’ face-to-face learning environment. This interpretive case discusses the students’ perceptions of their experience when using online activities. The case indicates that students improved their learning, are very positive about their first interaction with online activities and would like to see it as a standard practice to supplement their face-to-face learning.
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Shaw, Melanie, Kelley Walters, Todd Kane, and David Long. "Online Course Activities." In Learning Management Systems and Instructional Design. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3930-0.ch016.

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In this case study research, data were gathered from faculty and students who have online teaching or learning experience to determine the types of assignments, activities, and assessments that are used in the online classroom. Both quantitative and qualitative data were gathered on diverse facets of the online classroom experience from level of education, to field of study, and Learning Management System experience. This study filled a gap in the literature of types of course activities required in online classes. This case study includes details about assignments, assessments, activities, discussions, and live sessions that instructors can use in the development of online classes.
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Conference papers on the topic "Online teaching and learning activities"

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Oproiu, Gabriela carmen. "METHODOLOGICAL ASPECTS OF DESIGNING ONLINE TEACHING ACTIVITIES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-142.

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During the recent years there has been an increase in the use of electronic learning platforms in all educational systems. Learning platforms as virtual learning environments are considered necessary for developing e-learning activities. The Virtual Learning Environment (VLE) is a specific system built around computers, software and Internet access to support teaching, learning and assessment. As a result of the increase in using ICT tools in education it should be noted that more universities integrated VLE in traditional courses in order to satisfy student learning needs and improve teaching
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Mustea, Anca, and Cosmin Herman. "LEARNING ACTIVITIES TO ENGAGE STUDENTS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-090.

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When we consider e-learning or face to face courses, engaging students is essential for teaching efficacy. The key to e-learning success resides in offering students more than information. In on line courses, even though the content of the course is important, the student's engagement with the set content is more relevant. Moodle offers a variety of activities that promote or facilitate the student's engagement with the material. There are assignments that require reviewing the content of the course, collaborative activities that promote critical thinking and integrating different perspective
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Neacsu, Mihaela gabriela, Adrian Adascalitei, and Georgiana Dumitru. "ONLINE PEER COACHING FOR OPTIMIZING THE MANAGEMENT OF TEACHING PRACTICE ACTIVITIES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-041.

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The article presents the construction and functionality of a virtual peer coaching system, made on a moodle platform (www.moodle.ro), which system is focused on the management of teaching practice activities, experimented for 16 weeks by 6 teaching practice tutors (coordinators from important Romanian university centers) for the purpose of creating an online professional community of experiential learning based on the professional expertise and current practices. The tutors participating in the online peer coaching system are university teaching staff with an experience of over 5 years in the
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Salekdeh, Sadegh Hemmati, and Jaleh Hassaskhah. "Learning activities in online EFL classrooms through the lens of learning theories." In 2023 10th International and the 16th National Conference on E-Learning and E-Teaching (ICeLeT). IEEE, 2023. http://dx.doi.org/10.1109/icelet58996.2023.10139893.

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Trif, Letitia. "CHARACTERISTICS OF THE ONLINE LEARNING ENVIRONMENT ORGANIZATION. TRADITIONAL AND ELECTRONIC TEACHING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-032.

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In this paper, we highlight features of the organization of online learning environment by creating a relationship of interdependence between elements of direct, traditional teaching, face to face type, and features of electronic, virtual teaching. Among the premises that we have in view, we highlight some measures and actions to implement the National Pact for Education, as the strategy for the development of education and research in the period 2009-2015, also stated in the National Education Law, no.1/2011: centring the curriculum on skills, considerably increasing curricular flexibility, i
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Ianos, Maria gratiela. "ONLINE FEEDBACK IN LEARNING. STUDENT'S PERCEPTIONS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-138.

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The feedback represents an essential factor in the teaching-learning process. It has a regulatory role in students’ learning activities, helping them to correct their mistakes in future learning activities, but also to improve their acquirements. Moreover, the feedback can help the teacher to adapt his teaching techniques to student’s needs and performances in order to improve the quality of the instructional process. There are various studies that discuss the importance of feedback in the teaching process, but few of these treats in detail the online feedback. Such detailed studies are needed
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Maroldi, Fabio, Marco Lunati, and Gabriele Vitale. "METADESIGN ARCHITECTURE WORKING STUDIO ACTIVITIES. AN EDUCATIONAL EXPERIENCE BETWEEN FACE-TO-FACE TEACHING AND ONLINE TEACHING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2107.

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Arama, Alexandra. "INNOVATION OF TEACHING AND LEARNING PRACTICES THROUGH ONLINE COLLABORATIVE PROJECTS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-160.

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Year by year, the interest for new technologies and how to bring them effectively in the classroom increased, even if we think from the teacher's perspective or from the students' perspective. The use of ICT in school partnerships is well supported by the European initiatives and programs, as Erasmus+ and eTwinning, and through political strategies as Education and Training 2020 initiative. The educational projects and activities that are implemented at European level are effective tools that schools can use in order to innovate practices, to successfully and actively involve students in their
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Iliffe, Paul. "The Sat-Comms Game: teaching a complex subject for interdisciplinary audiences." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.018.

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This paper addresses general space education for interdisciplinary audiences. In particular, this paper considers education in the field of Satellite Telecommunications (Sat-Comms). The challenge in presenting the field of sat-comms for effective learning is two-fold. Firstly, this field is interdisciplinary, the disciplines are coupled, and it is complex. Secondly, the typical audiences for this subject often have diverse backgrounds. Hence, a suitable teaching strategy is required, so that all students can learn from a training session. Publicly available sat-comms training is largely engine
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Dubovečak, Ivana, and Ivan Prskalo. "SPECIFICS OF ONLINE ENVIRONMENT AND KINESIOLOGICAL ACTIVITIES IN CLASSROOM TEACHING DURING A PANDEMIC." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1410.

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Reports on the topic "Online teaching and learning activities"

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van Puffelen, E. A. M., M. van Berkum, and J. Diederen. Balancing online and face-to-face teaching and learning activities. Wageningen University and Research, 2018. http://dx.doi.org/10.18174/458051.

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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical class
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe
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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an onli
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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individual
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. I
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all
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Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, 2023. http://dx.doi.org/10.53326/lnzk2579.

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This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so sc
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