The Covid-19 pandemic, which is still ongoing today, has impacted various sectors of life, one of which is education. Education from early to higher education is carried out online. Many parents are ...not ready to accompany their children in online schools. This study aims to measure the readiness of parents to accompany their children to online school. This study used the purposive sampling method and collected 376 K-12 Indonesian parents as respondents. This research generates comparative data of the parents' readiness level in the first year and second year of the pandemic. Furthermore, it was found that several benefits were experienced by parents while accompanying their children during online schools, such as: Strengthening the relationship between children and parents, improving digital/technology literacy, improving students' creative thinking skills, having more flexible time, and preventing virus transmission.
The COVID-19 pandemic recently introduced significant changes to formal education, and it is difficult to estimate the long-lasting effects it might have on the educational systems worldwide. Without ...compromise, educational institutions had to switch from live classes, where teachers and students had physical contact, to online classes practically overnight. In this situation, lecture capture or the recordings of live lectures have gained much attention. Even though they have already been in use for many years in university teaching, massive open online courses, flipped classrooms, hybrid, and online classroom environments, it is now that their qualities became very appealing. This paper provides an overview of the state of the art of the lecture capture landscape, including different formats of lecture capture, free and commercial players that can create or play lecture captures, the reported results related to using lecture capture, and some additional thoughts on how their usage may affect higher education. In this paper, the broad landscape of lecture capture related technologies, applications, usage outcomes, and trends have been summarized, to provide a review over this domain of rising importance.
Glavni cilj ovoga istraživanja bio je ispitati prednosti i nedostatke online nastave u obrazovanju odraslih, ispitati pripremljenost ustanove u provedbi online nastave s obzirom na organizaciju ...online nastave, kvalitetu komunikacije, kompetentnost nastavnika i pružanje podrške polaznicima, ispitati aktivnost sudionika nastavnog procesa te stavove polaznika o nekim elementima i postupcima vrednovanja tijekom online nastave. Istraživanje je provedeno u tri navrata od ožujka do srpnja 2020. godine pri čemu je ukupno bilo uključeno 149 polaznika različitih programa namijenjenih obrazovanju odraslih. Rezultati dobiveni ovim istraživanjem pokazuju visoko zadovoljstvo polaznika online nastavom te kvalitetom vođenja programa tijekom online nastave. Rezultati zatim sugeriraju pravednost u ocjenjivanju te općenito visoku kvalitetu procesa vrednovanja kao i veliku uključenost i motiviranost polaznika za pohađanje online nastave za što su prema dobivenim rezultatima najzaslužniji visoko motivirani i kompetntni nastavnici.
How do you decide where to enroll in an online class? And how do you settle on a particular program of study? There are three types of online options: fully online schools, traditional schools that ...offer online courses, and hybrid schools. Which model you choose largely depends on how flexible your schedule is, how important you find direct interaction, and how close you live to a traditional university. First, you should learn about the career you want to have. Then, consider the job market for this profession today and what it will look like in a few years. Finally, consider how the skills you will learn will prepare you for work in this field. Once you have decided on the field of study and program, you must decide how far you want to go with it. In choosing an online school, focus on: job placement rates, career service programs, accreditation, quality of faculty, and class size.
This chapter contains sections titled:
Introduction
Researching Online and School Space: Affective Assemblages and Lines of Flight
Heterosexually Striated and Commodified Visual Space on Bebo
...Affective Striations of Friendship, ‘Luv’ and Conflict
What Can a Body Do?
Conclusions
Acknowledgements
Notes
References
At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, "Learning Online" provides a much-needed guide to different forms and ...applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. "Learning Online" synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, "Learning Online" draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
When parents enroll their children who qualify for special education services in fully online schools, that decision was an exercise of agency. Less is known about how parents understand and ...negotiate their agencies after enrolling. Researchers interviewed 18 parents of children with special educational needs in fully online schools in the United States. Parents described using their agencies to blur the boundaries between their bodies and their children's bodies so that schoolwork could be completed and so that their children's bodies could be made more acceptable in the online school setting. Findings centered on being alone, but together with their child physically during online work, collaborating to maintain mutual engagement of bodies in online schooling, and the will to be successful to maintain these agencies.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
The article describes the approach to the formation of intellectual capital in an innovative organization, based on the example of private educational organization of additional vocational ...education. Based on the principles of quality management, the author studies the mechanism of formation of intellectual capital. The empirical material of the study is scientifc and educational events in the format of international seasonal online schools – short-term programs of additional vocational education. The method of observation and organizational analysis made it possible to typologize the features and elements of intellectual capital, to identify the contexts of implicit and explicit knowledge and to outline prospects for further research. According to the results of the study, the author made the following conclusion: taking into account the external challenges affecting the educational services market, it is necessary to pay close attention to the formation and development of the intellectual capital of the organization. The approach to describing the mechanism of intellectual capital formation has prospects for further development and can be validated through other scientifc and educational organizational activities and/or a set of such activities. This approach has prospects for replication in the context of other organizations with appropriate detail and necessary adaptation. To do this, you need to get a larger sample and validate data taking into account industry specifcs.
Aim/Purpose: The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the ...exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates' aspirations to complete virtual field experiences. Background: With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology: Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers' papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution: The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers' interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings: Students' perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research: Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.
PDF