Online Edudation

During the global lockdown in response to the Covid-19 pandemic, there has been an unprecedented wave of innovation in the university sector.  For the most part, this has involved the substitution of online delivery for face-to-face teaching, shielding students’ education from the worst effects of the crisis.  While the pivot to remote teaching has been remarkably successful, there is a general desire by both faculty and students to return to the social interaction and practical, hands-on learning that only a more traditional campus-based university experience allows.  However, there have been some aspects of education that the move to online delivery has significantly improved, to the extent that it is hard to see why we would return to “business as usual” after the crisis.

This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).

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COVID-19 has brought serious challenges to education and many other sectors. Within the educational context, the main difficulties experienced have been reported as challenges related to not only mechanical impediments—such as technology or infrastructure—but also to methodological and personal features, such as lack of motivation or online learning/teaching experiences. The abrupt transition from face-to-face to online education has created the need for some specific abilities, such as digital literacy on the side of the learners at all educational levels. In this context, this mixed-method study aims to determine the digital literacy levels of learners belonging to different school levels and whether age, gender and school degree were significant variables. This study also investigates the technology-related challenges students experienced during COVID-19 pandemic. The sample consisted of 510 participants representing different school levels, age groups, and genders; in addition, ...

Vedic Mathematics is a collection of techniques to solve mathematical problems in an easier and faster manner. 
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The 16 techniques and 13 sub-techniques laid down in Vedic Mathematics are instrumental in solving the problems of arithmetic, algebra, geometry, calculus, and conics.

Massive Open Online Courses (MOOCs) are dramatically restructuring, reshaping, and redefining the vast landscape of teaching and learning across the globe. With MOOCs' ubiquity, openness, and accessibility, they have become a new platform for teacher professional development. Utilizing a co-constructed narrative inquiry, this paper aimed to examine aspects of our memories, perspectives, and experiences in successfully completing Teach English Now! a 150-hour online Teaching English to Speakers of Other Languages (TESOL) Certificate Course from Arizona State University, United States of America via Coursera (www.coursera.org) as the MOOC platform. Acting as reflective practitioners and as teachers-as-researchers, we unpacked how we traversed the massive information superhighway in our quest for teacher professional development, what it was like to be an online learner, how we saw our role, why we believe what we believe about MOOCs' potential, and how we think all of these affect our decisions and practices in our classrooms and contexts. Data from our individual journals, individual reflections, and peer discussion revealed how MOOCs' features such as 'openness' and 'flexibility' as afforded by ubiquitous technology, sound course design, and strong learning community support have influenced us personally, socially, and professionally, making it a practical platform for teacher professional advancement particularly in developing countries such as the Philippines. Andragogical and pedagogical implications are provided in the light of our MOOC experience.

Online-education has been evolving concomitantly with the progress of digital technologies and web-based communication systems. Despite the noble aims of disseminating education to the remote corners and a wider population, serious drawbacks are owing to the lack of infrastructure and trained manpower. However, there has been commendable development due to the digital revolution followed by governments showing an active interest in online communication systems as a medium for administration and economy-strengthening. The pandemic crisis and lockdowns have evoked institutions of all levels across the globe to adopt and transform their curriculum to online modes. Since the world, especially the education system is undergoing active modi ications; it is thereby necessary to understand, adapt and develop our insights on online-education along with its related factors. Various tools, networking features, audio-video features, advantages and disadvantages have to be critically addressed for a holistic understanding of online-learning to aim at future developments. Besides discussing such pointers in the present study, the classroom teaching features of Microsoft Teams as a reference tool for online-education have also been assessed. A survey among University Social science faculties identi ied the technical features necessary for ef icient classroom teaching besides identifying the areas of development.

The COVID-19 Pandemic impacted world society in many ways. The virus rode our interconnected transit systems and exploited a globally connected world where a person can traverse the planet within a day; far shorter a time than the incubation period. The virus challenged our assumptions on communicability of disease and transmission vectors. It challenged our medical systems; in the treatment of the infected, and an evolving understanding of the protocols needed for preserving the health of the vulnerable, and defining who is most vulnerable. COVID-19 challenged our social behaviors, our trust of one another, and the belief we had in our scientific systems to combat such a pandemic. Further, it stalled our educational systems. Unable to hold in-person classes, all levels of education were forced to utilize online platforms. Educators worldwide in disparate disciplines from elementary education through post-graduate study, in every field imaginable were forced to redefine their approaches and learn to adapt the technology we possess to the demands of maintaining progress in education.

This pandemic has been no easy challenge. There is an old Chinese saying, “In the midst of adversity is opportunity.” So it has been in this pandemic. Scientists and medical providers around the globe have fought the virus and in record time produced protocols and vaccinations against it. Governments have shared information and pooled resources. Educators have developed new and impressive methods to not only maintain the education of students, but to ignite potentials and inspire the minds of learners despite having a “new normal.”

This volume is a collection from educators around the planet who adapted to the changed landscape of education during COVID-19. Each of the contributors refused to accept that education would be stalled, that students would flounder, and that the virus’ impact would dim the lamp of learning. Rather each chapter brings a new and powerful adaption, which was implemented during the pandemic. The authors bring lessons, pitfalls, success, and failure to inform the reader of what worked, what did not, and what holds promise for online education long after the COVID-19 Pandemic is resigned to the history books.

The range of topics in the chapters is vast, but groups around four major themes. First, the broad dynamics of the change under COVID-19 and the impact this has had on education. Diane Boothe provides a global overview in the first chapter, contextualizing the fundamental shift, which all the authors engaged. Then in the second chapter Fernando Almeida and Pedro Carneiro address the issue of privacy in the online environment as education redefined its standards. These two chapters help the reader get a sense of some of the issues, which defined this moment in history.

The second theme is one of educational demands that presented granular and specific difficulties in online education during the pandemic. In the third chapter, Ömer Bilen examines ubiquitous learning and the need for learning management systems. This type of examination is paralleled in the fourth chapter wherein Abdullatif Kaban explores specifics in learning management systems. Then Zaenal Mustakim, Siti Fatimah, and Umi Mahmudah in the fifth chapter examine student perceptions and motivations as they were transitioned to e-learning. The sixth chapter sees Amjad Almusaed,  Asaad Almssad, and Marisol Rico Cortez tackle the issue of student engagement as the difference of virtual education and live education become apparent. Then in the seventh chapter, Derar Serhan examines student learning perceptions when classes are synchronous versus asynchronous.  The eighth chapter by Halil İbrahim Akyüz and Güler Tuluk focuses specifically on preservice mathematics students and looks at their perceptions and motivations. The ninth chapter by Sanaa Shehayeb, Eman Shaaban, and Nina Haifa explores the construction of assessment instruments for better typifying both teacher and student perceptions of online learning. Next, Ibrahim Benek and Behiye Akcay report the effects of the COVID-19 pandemic on metacognitions, emotions and individual characteristics of candidate teachers preparing for national exam in Turkey. Finally, this second theme is rounded out in the eleventh chapter by Yasmeen Saeed Alzhrani, Atheer Mutlaq Alotaibi, Marwa Yousef Al-Huwail, and Abeer Toson Ahmed Nasr who explore the satisfaction of teachers of students with learning disabilities about virtual class during the COVID-19 pandemic in Saudi Arabia.

The third theme in the volume is one of specific issues within national context. Chapter twelve by Nassima Kaid explores the dynamics at play in Algeria in pandemic online education. Basil C.E Oguguo, Christopher A. Ocheni, and Evangelista C. Oguguo in chapter thirteen focus on the structural demands in Nigeria for online education and the long ranging impact. Chapter fourteen then has Poonam Sharma, Sufang Zhang, and Hirsh Diamant examine cross-cultural exchange among three different countries when the pandemic stalled study abroad programs. Finally, David Akombo in chapter fifteen examines musical education in Barbados, addressing both national issues as well as issues specific to music education online.

The fourth theme in the volume is that of subject specific challenges in online education during the pandemic. Steve Jackowicz in chapter sixteen addresses unique demands of clinical education in an online format where physical assessment and skills were reformatted for virtual education. Then in chapter seventeen, Emilio Williams, Julie Boldt, Arthur Kolat, and Renee Wehrle examine the complexities in literary education for complex works, focusing on a reading group for Finnegans Wake. Then in chapter eighteen, Awadhesh Kumar Shirotriya explores the interesting dynamic of physical education in a virtual format and the intrinsic value of physical activities to the student especially in a pandemic. Finally, in chapter nineteen, Maria Papadopoulou, Panagiota Argyri, and Zacharoula Smyrnaiou look at mathematical and historical modelling of epidemics as a unique way to both teach and contextualize the COVID-19 Pandemic to the benefit of those living through its challenges.

Each of the chapters provides a different angle from which to view education during the pandemic. However, their value goes further. They all point to larger educational issues and approaches, which can be implemented in a world, which is increasingly more connected through technology. This volume should serve as a snapshot of the educational community as it addressed COVID-19, as well as a template of techniques and approaches for implementation in varied contexts to come. The editors would like to thank all the contributors for their excellent chapters. It is our hope that the reader finds value in this volume as well as inspiration for future adaption and development of new and progressive online educational methods.

The paper titled “Online Learning and Examination System” is an Online education and examination system for learns and examination. The system will be used to teacher and student registration, course registration, upload lectures and create lecture based online quizzes, managing results. The teachers will earns money by uploading payable lectures. Moreover the system will manage all the record of teachers, courses, exam section, students, online payment and will be able to search the available record.

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

During the brief coronavirus-induced hiatus in March and April 2020, educational institutions in Bangladesh including public universities began preparations for online classes. By the end of June, almost all private universities and a few public universities had started online classes with limited or no preparation, which was met with appreciation as well as censure from different stakeholders. Against this backdrop, this study was conducted with a view to examining the online teaching-learning scenario at Bangladeshi public universities from the perspective of one important stakeholder, the students, with a specific focus on the challenges they faced with this new mode of instruction. Suggestions were also sought from them regarding how the barriers to online instruction could be overcome. Data were collected from 26 students of English Departments of 11 public universities through semi-structured interviews. The major challenges reported include issues of access and equity, inadeq...

Services and the service sector mostly consist of activities that require one-to-one communication and contact in terms of both employees and consumers/customers benefiting from the service. When considered in this respect, it can be stated that the most important element in services is human. While the human factor is at the forefront in many types of services, from delivery to consumption, the way the service is presented, the perception of quality and other factors also gain importance. One of the factors that affect the provision of services, employees are in one-to-one contact with consumers/customers, their varying demands are met, their complaints are resolved, and the effort to ensure consumer/customer satisfaction is also important. Since there is one-to-one contact with customers in the provision of services such as hairdressing, food and beverage, banking from branches, insurance, accounting, accommodation, cleaning, home care and masseurs, a risky situation may arise in terms of epidemics.
Epidemics have been a problem for humanity throughout history because they affect not only infected individuals but also the whole society in many ways (Parıldar, 2020: 19). Considering that the human factor is at the forefront in the provision of services and services, which is one of the issues that concern the majority of the society, it is an important issue that should not be overlooked that epidemics can cause dangerous and harmful consequences for the service sector and its employees. The world has had many painful experiences in this regard.
Considering some of the painful experiences in the world related to epidemics; Yellow Fever Epidemic and Russian Flu in the late 1800s, Spanish Flu in 1918-1919, Asian Flu in 1957-1958, SARS Flu that was effective in 2002-2003, Coronavirus (Covid-19) that emerged in 2020 and is still effective -19) In all epidemic diseases, the human factor has been an important factor in terms of the risk of transmission, and as a result, the problem of interruption or disruption of services has emerged (Türk et al., 2020: 614). Avoidance of contact, quarantine, vaccines and other practices, which are ways to prevent the spread of epidemics in a way that threatens the whole society at regular intervals, protect people, while at the same time, they can cause negativities in the service sector, which is in many sectors. In fact, the service sector is the most affected sector during epidemic periods. Because while some services are offered through additional benefits such as transportation, assembly and maintenance of tangible products, many services can be offered by people meeting one-on-one, being in contact or being in close proximity. While these conditions create a risky situation for service sector representatives, employees and consumers/customers benefiting from the services, they cause all parties to be adversely affected, both financially and otherwise, due to the suspension or postponement of services.

While online education has already been present in our classrooms for several years, the number of online courses has increased after the COVID-19 world pandemic, as institutions have seen the need to continue offering classes but in a different format. One of the challenges educators are facing is how to effectively convert a face-to-face course for use in an online context, and a common concern is a fear that they will not be able to gauge student engagement. Having a solid foundation that is backed by research in online learning is the first step to getting started (Johnson, 2007). With new modalities come new terms, new technology, and new ways of doing, and we can build our confidence when we begin to understand how these pieces fit together to create a learning experience for students.
A key aspect to consider is whether content should be delivered synchronous or asynchronously (Davidson-Shivers, Muilenburg & Tanner, 2001). It is easy to envision conversations in the physical classroom: we have planned, facilitated, and/or participated in a discussion during which we exchange ideas, solve a problem, or resolve a question. In an online course, discussion boards can provide a platform for similar conversation, even though they may be happening asynchronously (Farmer, 2004). When effectively designed, an online discussion can facilitate active engagement, create opportunities for authentic connections, and create deep and meaningful learning experiences for students and instructors alike (Hamann, Pollock & Wilson, 2012).
On the other hand, synchronous class meetings can be an important approach in supporting learning for students taking online classes, as well as an essential way to translate the on-campus learning experience to the remote setting (Serdyukov, 2020). Synchronous opportunities can provide socially isolated students a schedule and sense of community. They also allow for high levels of engagement, both between student and instructor and among students. While videoconferencing tools, such as Zoom, are relatively easy to start right out of the gate, it can take effort to develop the skills as instructors in this modality to ensure an energetic, interactive, and productive experience for everyone.

Keywords: asynchronous learning; online teaching; student engagement; synchronous learning.

References
Davidson-Shivers, G. V., Muilenburg, L. Y. & Tanner, E. J. (2001). How Do Students Participate in Synchronous and Asynchronous Online Discussions? Journal of Educational Computing Research, 25(4), 351-366.
Farmer, J. (2004). Communication dynamics: Discussion boards, weblogs and the development of communities of inquiry in online learning environments. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 274-283). Perth, Western Australia: ASCILITE.
Hamann, K., Pollock, P. H. & Wilson, B. M. (2012). Assessing Student Perceptions of the Benefits of Discussions in Small-Group, Large-Class, and Online Learning Contexts. College Teaching, 60(2), 65-75.
Johnson, R. N. (2007). Rubric for assessing course objectives. University Park, PA, United  States: Penn State University.
Serdyukov, P. (2020). Asynchronous/Synchronous Learning Chasm. In Sistek-Chandler, C. M. (Ed.). Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods (pp. 1-33). Hershey, PA, United States: IGI Global.

Estrategias para la participación de los estudiantes en el aprendizaje en línea de manera remota. Un estudio de caso de Chipre del Norte ABSTRACT In unprecedented times like this when societies are experiencing lockdowns, social, and physical distancing, remote online learning becomes the only option for most educational institutions. There is a need for English Language Teaching practitioners to devise strategic means either through technology or without to meaningfully engage the students. This study examines learners' engagement strategies used during remote online learning at Northern Cyprus. To achieve this, a mixed research design was used to elicit information from 63 ELT teachers who were purposively chosen for this research. A 3-credit English language course was used for the study. The course was taught and teachers deployed the use of engagement tools, skills, and resources during the remote online learning teaching period, which lasted for 8 weeks and 2 days. A structured questionnaire consisting of two sections; A and B were used to elicit information on the resources used for student engagements and its effectiveness as well while a semi-structured interview question was used to interview randomly chosen participants. These instruments were faced and the construct validated while the questionnaire was piloted, a Cronbach alpha reliability index of 0.77 was obtained. Descriptive analysis was used to analyze the questionnaire to determine the mean responses of the participants with regards to resources used for student engagement and their effectiveness. Findings obtained were used to conclusions that online resources like Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room are effective and efficient tool for student engagement during remote online learning. Project based learning and collaborative based teaching are strategies that could be adopted to enhance student engagement while teaching. RESUMEN En tiempos sin precedentes como éste, en los que las sociedades están experimentando bloqueos, distanciamientos sociales y físicos, el aprendizaje remoto en línea se convierte en la única opción para la mayoría de las instituciones educativas. Es necesario que los profesionales de la enseñanza del inglés conciban medios estratégicos, ya sea a través de la tecnología o sin ella, para involucrar de forma significativa a los estudiantes. Este estudio examina las estrategias de compromiso de los estudiantes utilizadas durante el aprendizaje remoto en línea en el norte de Chipre. Para lograrlo, se utilizó un diseño de investigación mixto para obtener información de 63 profesores ELT que fueron elegidos a propósito para esta investigación. Se utilizó un curso de inglés de 3 créditos para el estudio. El curso se impartió y los profesores desplegaron el uso de herramientas de compromiso, habilidades y recursos durante el período de enseñanza del aprendizaje remoto en línea, que duró 8 semanas y 2 días. Se utilizó un cuestionario estructurado que constaba de dos secciones; A y B se utilizaron para obtener información sobre los recursos utilizados para la participación de los estudiantes y su eficacia, mientras que una pregunta de entrevista semiestructurada se utilizó para entrevistar a participantes elegidos al azar. Se enfrentaron estos instrumentos y se validó el constructo mientras se probaba el cuestionario, se obtuvo un índice de fiabilidad alfa de Cronbach de 0,77. Se utilizó un análisis descriptivo para analizar el cuestionario a fin de determinar las respuestas medias de los participantes con respecto a los recursos utilizados para la participación de los estudiantes y su eficacia. Los resultados obtenidos se utilizaron para llegar a la conclusión de que los recursos en línea como Padlets, Mentimeter, nearpod, Flipgrid, Zoom breakout room son una herramienta eficaz y eficiente para la participación de los estudiantes durante el aprendizaje en línea a distancia. El aprendizaje basado en proyectos y la enseñanza basada en la colaboración son estrategias que podrían adoptarse para mejorar la participación de los estudiantes mientras enseñan. Palabras clave: Compromiso de los estudiantes; Aprendizaje a distancia; Aprendizaje en línea; COVID-19; Chipre del Norte Ironsi, C. S. (2020). Strategies for student engagement in remote online learning. A case study of Northern Cyprus.

It is a truth universally acknowledged that Educational Technology empowers teachers and learners to face and promote the change that world education is facing since the beginning of 21 st century in course of its transformation from a traditional ways of instruction and learning towards more innovative ways. Here teachers' roles and their attitude to adapt of Educational Technology play an important role. Majority of teachers in many 3 rd world countries like India still prefer to adopt the old authoritative role of a knowledge transmitter than new roles like facilitator or delegator. But education in the present century lays a great demand for transformation of teacher roles from the traditional knowledge transmitter to the new roles. This research study focuses on the teachers' perception to their new roles and their willingness to accept educational technology in Indian schools. For this purpose a case study was launched among 175 primary and secondary teachers from various schools in West Bengal a state in India. Samples were studied on the basis of five salient teachers' roles namely-expert, authority, personal model, facilitator and delegator-as theorized by Anthony Garsha(1990). The results exhibits that the teachers who were in favour of facilitator and delegator roles were more inclined to adopt educational technology. Simultaneously, this study also focuses on the cultural barriers prevalent in Indian teaching atmosphere regarding the adaptation of ET and a comparison with other developed western countries that have already made an enormous improvement on this field. This study is significant as improving the quality of education is a priority for most developing countries like India in which governments are facing numerous challenges to identify efficient ways to use their scarce resources and elderly culture to raise the quality of education in a tech-savvy environment.

Purpose: The whole calendar year 2020, as well as early indications, suggest, the year 2021, would be challenging for the global community. The COVID-19 pandemics spread through the world, affecting all facets of human endeavor, from industrial development to academic calendar re-adjustments at all educational institutions around the world. Stakeholders and administrators of academic institutions have no choice but to use internet technology, and therefore online learning, to continue academic activities in all institutions around the world. This paper aims to determine if students in higher educational institutions are happy with technology-assisted Online Education during COVID-19 Pandemic. The study used an online survey to find out how students are coping with online education, which has been around for years but is still not widely used, and how happy they are with it.

Methodology: Convenience sampling was employed to collect data for the analysis because it is a non-probability sampling methodology. The aim of using this method is to come up with hypotheses and conduct exploratory research on the topic. It also addresses budget and time constraints. As participants in this research, students from higher education institutions responded to the survey. Higher education students are preferred because they have already been exposed to technology, online platforms, and the ability to adapt, which is the essence of remote learning.

Findings/Result:  The study's findings show that adding online education was a good decision since the majority of students surveyed supported it in this epidemic since it allowed them to complete their studies.  In terms of satisfaction with online education, the study discovered that there is a gender divide. Students are self-sufficient in terms of the devices they use to take online classes, with a large percentage of students attending online classes using their smartphones. Synchronous delivery options, such as live classes, are not preferred by online educators. Female students spend more time on online education activities than male students. Finally, the study discovered that the most significant barrier to students participating in online education is a lack of internet connectivity in both rural and suburban settings.

Originality:  This study examines how satisfied students are with technology-assisted online education at higher education institutions. The results of this study would be very useful to the administrators of higher education institutions in making potential emergency decisions about the planning of online learning services for students from various backgrounds.

Paper Type:  Exploratory data analysis (EDA). This type is used to comprehend and summarize the contents of a dataset, usually to answer a particular query or to prepare for more sophisticated statistical modeling in subsequent stages of data analysis.

The recent global pandemic COVID-19 has created noteworthy aspects of the global education system. Rethinking alternatives of face-to-face classrooms for ensuring continuous education is the foremost concern within the new-normal world. In this global lockdown circumstance where all the educational institutions are mostly shut down, technologically advanced countries are ready and continuing online education, whereas developing countries are yet to put into practice online education in reality. Introducing online education in this epidemic is creating a new paramedic shift in Bangladesh, however, several social barriers arise as well. This study aims to explore the ethical contexts of practicing online education at tertiary level in Bangladesh. The study collected both subjective and numerical data as a mixed-method study. The primary data collected through phone interview and an online survey at the universities in June 2021. The sample sizes for the interview and survey were 15 and 253 respectively who were randomly selected. Descriptive statistical and theme-based qualitative analysis was carried out for exploring the findings. The study found that 71% participant has idea of ethical contexts of online education. Among them more than 50% participant felt uncomfortable performing unethical means in online classes and exams and concerned about unethical practices. Around 70% participant students believed they tried to be ethical while studying online though some reasons are present behind being unethical. Most of the participants agreed that learners and instructors are ethical while online, however, technical issues, lack of personal ethics, laziness and inappropriate learning environment create barriers sometimes.

Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract mixture of technologies in support situations but rather, a necessity to prevent the complete shutdown of formal education. And that inevitability exposed several issues, from technical difficulties to configuration and application of tools, and short-term and potential long-term negative effects on learning derived from lack of motivation, incapacity for autonomous study, inexistent or limited social
interactions and extraordinarily little engagement and immersion in the contents being taught. For decades, the possibility and potential of introducing videogames as learning tools has been discussed, but their implementation should be focused as different genres provide different outcomes. We therefore considered the specific mechanics and outcomes desired and the use of role-playing games as a potential videogame-based learning environment to support distance learning as well as the potential issues with that approach.

The explosion of social networking websites in general, and Facebook in particular, impacts the educational context both positively and negatively. Too much time spent on Facebook leads to negative effects on the university work of students. The objectives of this research are to measure and analyse the relationship between the Facebook dependence and the negative consequences of the excessive use of Facebook on the university work of students. In this respect, a conceptual model has been tested that has two inter-correlated latent variables: the withdrawal syndrome, measuring the Facebook dependence and the negative consequences onto the university work. The analysis of results has been done onto three groups featuring the user's profile according to the network size (number of Facebook friends) of students. The findings show that the larger the Facebook network, the higher the frequency and duration of Facebook use. The analysis of measurement invariance shows that the model exhibits factorial, metric, and scalar invariance on the three user profiles. The comparison between groups shows that students having larger networks and spending more time on Facebook have a higher level of dependence and their university work is more affected.

Bu çalışmanın amacı öğrenme için yeni olanaklar sunan üç-boyutlu çok-kullanıcılı sanal ortamları kullanan katılımcıların bu ortamlara yönelik buradalık düzeylerinin incelenmesidir. Çalışmada ayrıca katılımcıların buradalık düzeylerinde cinsiyetlerine göre bir farklılık olup olmadığı da incelenmiştir. Ek olarak ortam üzerinden yapılan görüşmelerde araştırmacılar tarafından tutulan alan notları ve katılımcılar ile yapılan görüşmeler sonucu elde edilen nitel veriler ile katılımcıların buradalık algıları nitel açıdan incelenmiştir. Çalışmanın katılımcılarını 2010-2011 yılı Bahar döneminde İç Anadolu Bölgesindeki büyük bir devlet üniversitesinde, Eğitim Fakültesi BÖTE bölümünde Programlama Dilleri II dersine devam etmekte olan 24 öğrenci oluşturmaktadır. Çalışma kapsamında veri toplama aracı olarak Sosyal Buradalık Ölçeği ve Sanal Ortamda Buradalık Ölçeği kullanılmıştır. Nitel verilerin elde edilmesi için alan notları ve görüşmelerden yararlanılmıştır. Çalışmanın bulgularına göre katılımcıların buradalık düzeylerinin orta düzeyin üzerinde olduğu, buradalık düzeyinin cinsiyete göre farklılaşmadığı bulunmuştur. Ayrıca katılımcıların görüşleri doğrultusunda buradalığın oluşmasını sağlayan ortam özellikleri belirlenmiştir. Anahtar sözcükler: üç-boyutlu çok-kullanıcılı sanal ortamlar, buradalık, sosyal buradalık

The aim of the present study was to analyze the presence levels of participants who use three-dimensional multiuser virtual environments, which present new opportunities for learning. In addition, the participants' presence levels were compared in terms of gender. Participants' presence levels were examined qualitatively through online interviews, field notes, and interviews with the participants. The sample comprised 24 students, who attended Programming Languages II course in a Computer Education and Instructional Technology Department at a large state university in Central Anatolia Region of Turkey in 2011 Spring semester. Social Presence Scale and Virtual Environment Presence Questionnaire were used as data collection instruments. Field notes and interviews were used in order to obtain qualitative data. The results revealed that participants had a medium presence level and these levels did not differ in terms of gender. Also, the environmental factors leading to the formation of presence were identified in line with participants' opinions.

COVID-19 has brought serious challenges to education and many other sectors. Within the educational context, the main difficulties experienced have been reported as challenges related to not only mechanical impediments—such as technology or infrastructure—but also to methodological and personal features, such as lack of motivation or online learning/teaching experiences. The abrupt transition from face-to-face to online education has created the need for some specific abilities, such as digital literacy on the side of the learners at all educational levels. In this context, this mixed-method study aims to determine the digital literacy levels of learners belonging to different school levels and whether age, gender and school degree were significant variables. This study also investigates the technology-related challenges students experienced during COVID-19 pandemic. The sample consisted of 510 participants representing different school levels, age groups, and genders; in addition, ...

Dezvoltarea profesională şi învăţarea doar în modelul tradițional devin deja istorie. Lucrurile se mişcă rapid, iar profesorii şi elevii trebuie să facă echipă pentru crearea unui mediu de învățare prin utilizarea tehnologiilor moderne. Astăzi, cel mai bun și cel mai important canal de distribuție este cel online. Mediul online sprijină abilitățile secolului XXI precum colaborarea, comunicarea și creativitatea. În întreaga lume, universitățile, colegiile şi şcolile trebuie să îşi pregătească profesorii pentru schimbare. Experimentele pe care le traversează sistemul de educație în timpul acestei crize pandemice ar trebui să ne ajute să construim un sistem hibrid: online și offline. Este nevoie de un plan strategic, de finanţare, de un management performant, de o programă adaptată și să fie urmărit pe o perioadă de câțiva ani acest obiectiv.

Purpose:  The academic year 2020-21 and the first part of 2021-22 have been recognized as the e-learning era. The forced shut down of educational institutions as a result of stringency measures undertaken by the government to contain the COVID-19 pandemic disease, technology-assisted education became an alternative to the existing method. There was a total paradigm shift from conventional methodology to online education.  For both students and the teachers, it was a real challenge to get accustomed to this new mode of teaching learning. Different educational institutions used different technologies and methods with the sole objective of imparting quality education to their students. This paper focuses on how well the integration of different online education methods are effective among the students of higher education as the education sector observed unprecedented changes during the outbreak of COVID-19 pandemic. A survey was conducted to investigate the views of students about online education. The responses of students about different methods used for e-learning are collected and the analysis of the  will enable to give some recommendations to the stakeholders of education sector.

Methodology: The data essential for analysis is collected using non-probabilistic sampling method. Based on the data collected, some hypotheses were developed to carry out analysis. The technique also addresses issues such as funding and budget limitations. The respondents are the students who are pursuing their higher education. Priority is given to the student of higher education because of their familiarity with the advanced technology, flexibility in adopting new learning platform.  The required values were taken out from the original dataset and used to construct sub-datasets to be used for the analysis.     

Findings/Result:  The findings of this study show that students in higher education are satisfied with how education is being delivered in the midst of the pandemic. Educators are using and integrating many types of online education tools as an alternative to traditional methods of instruction, especially in this time of crisis.

Originality:  This study is an effort to analyze the satisfaction of students about effectiveness of integration of different online education methods at higher educational institutions. The results of this analysis can be useful for the policy makers and other stakeholders of the higher educational level for operative decision-making about measures to be followed for making online education more effective.

Paper Type:  Exploratory research that uses primary data and summarizes it for further analysis. Furthermore, some statistical techniques are applied for the data analysis.

There are numerous names for open and distributed learning activities, including; E-Learning, Massive Open Online Courses (MOOCs), Web-Based Learning (WBL), Web-Based Instruction (WBI), Web-Based Training (WBT), Internet-Based Training (IBT), Distributed Learning (DL), Advanced Distributed Learning (ADL), Distance Learning, Online Learning (OL), Mobile Learning (or m-Learning) or Nomadic Learning, Remote Learning, Off-site Learning, a-Learning (anytime, anyplace, anywhere learning), etc.
Design, development, implementation and evaluation of open and distributed learning systems (e.g., MOOCs) require thoughtful analysis and investigation of how to use the attributes and resources of the Internet and digital technologies in concert with instructional design principles and issues important to various dimensions of online learning environments.

e-Learning plays a vital role in the present technological era as it leads to the development of individuals along with that of the nation. The concept of e-Learning evolved in the late 1990s by keeping in mind the objective of enhancing the knowledge of people through the usage of interactive devices (Vora, 2020). Due to its flexible nature, the demand for e-Learning has been increasing day by day. Conventional learning doesn't necessarily give the expected outcome i.e. quality education. Also, conventional learning doesn't allow teachers to be present at many places at the same time-e-Learning can remove the barriers that are innate to conventional learning such as limited to the physical space of a classroom, time-bound, limited learning etc. e-Learning leads to the intellectual development of an individual (Vivekananda, 2017). In a country like India, e-Learning is a boon and plays a vital role in developing critical thinking skills among students. In the Indian context, the entire focus in e-Learning is on the development and implementation of new methodologies in the context of technologies such as gamification, mobile e-Learning, cloud-based e-Learning, micro-learning, internet of things etc. The current study aims at 'Unfolding Online Mode of Teacher Education in Context of Indian Education System'. It is based on secondary data. Therefore, researchers did a review of the collected literature. In the present study, the research tool used for the analysis of data is content analysis and the research method is descriptive research. The findings of the study indicate that e-Learning is beneficial for all the stakeholders-teachers, learners, society and the nation.

Some 4.8 billion persons worldwide have online access, yet this number fails to show the full scope of online education today. In truth, every individual with online access is a learner—someone who goes online to learn something they do not know. The result is a context where online learning has become lifelong learning as multiple generations regularly consult online sources to acquire the knowledge they need and skills they desire. The question becomes: How do we realize these opportunities? The answer involves understanding content creation—or composing of texts in order to convey ideas, create conversations, and establish communities when online.

With the emergence of coronavirus, online learning has become the promising solution for the tertiary educational institutes which are currently in an environment of intense change. Considering students' readiness for online learning under this situation is important to continue education without interruption and for the success of students especially in tertiary education. One of the aspects of online learning readiness is technological readiness. Hence present survey investigated the technological factors, ICT skills, and competencies influencing readiness in online learning and challenges faced during online learning among diploma students at the selected HEI in Sri Lanka. A self-administrated online questionnaire (Google Form) was distributed among Accountancy and Business Finance diploma students in the selected institute during the period of closure. Results show that respondents rely heavily on smartphones (62.4%) and mobile data to connect internet (74.4%). The results revealed that the respondents are familiar and experienced with the required ICT such as basic and advanced computer skills, using online tools, and online communication. However, the students' overall readiness for online learning is moderate. The biggest challenges for the students are a poor internet connection, high cost for data, and limited broadband data. It can be concluded that students are well equipped in using technology in formal environments and are ready to use these technologies to support and continue their learning.

Tasarım stüdyosu, tasarımcılar, akademisyenler ve tasarım öğrencileri arasında bilginin kolektif inşasının ger- çekleştiği, tasarım eğitiminin bel kemiğini oluşturan öğrenme ve üretme süreçlerini kapsar. Bu yönüyle öne çıkan tasarım stüdyolarının güncelliği, özellikle teknolojinin tasarım stüdyolarına entegrasyonun ile birlikte, tasarım pedagojisi araştırmalarını uzun süredir meşgul eden sorular üretmektedir. COVID-19 salgını sonrası dünya çapında uzaktan eğitime geçişle birlikte, tasarım stüdyolarının geleceği, teknolojik altyapı ile yeniden kurulma süreci ve yeni tasarım stüdyosu modellerinin geliştirilmesi konuları tartışmalı bir gündem haline gel- miştir. Tasarım stüdyosunun ve tasarım eğitiminin geleceğini tartışmak için öncelikle web tabanlı stüdyoların potansiyeli anlaşılmalıdır. Bu amaçla yola çıkan bu çalışma, web tabanlı tasarım stüdyolarını kavramsal olarak sınıflandırmaktadır. Bu sınıflandırmanın doğru ve anlaşılır yapılabilmesi için, çıktıları bilimsel araştırmalarla değerlendirilmiş tasarım stüdyolarından seçilen örnekleri incelenmektedir. Bu sınıflandırma ve inceleme ile web tabanlı modellerin gelecekteki tasarım stüdyosu için sunduğu potansiyeller ortaya konulmaktadır. Bu değerlen- dirmenin sonucunda, farklı öğrenme stillerini desteklediği ortaya çıkan bu stüdyo modellerinin eğitime nasıl entegre edilebileceği ve geleneksel tasarım stüdyosuna katkılarının neler olabileceği tartışmaya açılmaktadır.

The Hebrew University & eTeacherBiblical: A Fatally Flawed Experiment Academic Excellence vs the Profit Motive © 2018 Philomena M French Ph.D. Cert.Ed " The Israeli Institute of Biblical Studies actually has over 15 years of experience in teaching online and with our unique learning method and flexible schedule we have reached a 90% success rate " 1

This research paper investigated demotivation in online and foreign language learning in students of secondary school level during the COVID-19 in Argentina. It sought to analyse different teaching strategies that may help learners increase their motivation to learn English in virtual classes during the pandemic time, making them get familiar with the new educational system they are immersed in. Several studies have been carried out about online classes at universities and high schools when the pandemic started. Previous research has focused on the lack of knowledge, resources and technological tools that caused demotivation to the students when learning virtually. However, none of them was addressed the motivational strategies implemented by teachers to bring motivation back to the classes. This paper integrates a quantitative study with questionnaires for students of 4th, 5th and 6th year and a qualitative study with interviews with teachers of English from different secondary school levels in Buenos Aires and Tandil that were compared and contrasted. Students from both cities showed different preferences concerning the type of activities they prefer to work within virtual classes but they agreed on the cause of their demotivation highlighting the lack of interest in the contents provided by the teachers. Considering this unfamiliar context, teachers have included plenty of technological resources to get the students involved in the lessons. Since the pandemic has arrived to stay among us from some time onwards, closer studies to the field of virtuality are still paramount. 
      Keywords: motivation, foreign language learning, COVID-19, online learning, technological resources, students´ preferences.