Distance education has become a prominent part of the education system around the globe in recent years. The limitations and problems encountered during online lessons have made teachers and ...administrators overlook the many benefits that distance education can offer. In an attempt to dispel this misconception, this study shows that not only can online lessons match the efficiency of traditional face-to-face lessons, but they can actually become more efficient in teaching writing to EFL students. Sixteen undergraduate students from a state university received online EFL writing lessons for two months using Google Classroom. A questionnaire was created to investigate the benefits of using this online platform in such lessons. The results were interpreted by calculating the average means for each questionnaire section and examining participant answers to open-ended questions. Overall, the participants declared that the use of Google Classroom improved both the quality and quantity of feedback, interaction, and group work in online lessons, resulting in better learning outcomes.
The paper examines the effectiveness of special apps for online piano lessons and measures the apps' impact compared to the control group that studied without the use of additional software. The ...study involved 350 students. The effect of Skoove and Simply Piano apps on the learning of piano skills has been analyzed. First-year students from small control group A received the lowest scores, with the mean score of 72.4. Students from small groups B, who used Skoove app, received the mean score of 78.9, which is 8.2% higher compared to the control group. Students from small groups C, who used Simply Piano app, had the mean score of 78.3, which was 7.5% higher compared to the control group. Among fifth-year students, the lowest scores were also obtained by small groups A, with the mean score of 74.7. Small groups B and C performed better: 81.5, or 8.3% higher score than in the control group, and 81.4, or 8.2% higher than the control group. These data reveal the effectiveness of apps for online piano lessons. Attention should be drawn to the fact that both apps were approximately equally effective among students.
As a result of the COVID-19 pandemic lockdowns across the globe, many English Language Teaching (ELT) practitioners swiftly switched to teaching fully online. This paper explores students’ ...perceptions of the durations and types of interactions in online synchronous lessons that focus on teaching technical oral presentation and report writing skills, as well as the benefits and challenges that students experience. The data were collected from a group of 18 Computing Engineering students who completed a post-course survey approximately 3 weeks after the course completion. The results of this study reinforce the importance of instructor, cognitive, and social presences in an online learning community. Despite the challenges that students may encounter in online lessons, students still find online education beneficial if instructors support students before, during, and after lessons, and are able to use technologies to effectively scaffold materials with adequate instructorstudent and student-student interactions to engage students in learning.
The purpose of this research was to determine whether there is a need for students to take online geography lessons during states of emergency situations when schools are temporarily closed as a ...result of unforeseen events such as pandemics, natural disasters, technological mishaps, the effects of terrorism, war, and other significant catastrophes. With this research we investigated whether the number of online geography lessons was increasing or decreasing and whether students searched for online help during school closure. Research was conducted through an online survey. Our study will contribute to the understanding of investigating how students at any school in the world are prepared for online learning. The results show that students need online assistance and tutoring when learning geography in unpredictable situations when schools are closed.
AIM: To study the effect of intensive online courses on myopia in primary and middle school students with orthokeratology-lens during Corona Virus Disease 2019(COVID-19)epidemic.METHODS:A total of 77 ...children in myopia with orthokeratology lens in outpatients from February to August 2020 were included in the study. Take a questionnaire to statistics times spending on online course, school class, playing digital electronic good, outdoor activity, homework, sleeping during the COVID-19 epidemic and school time, and analyze the differences of axial length(AL)variation between the COVID-19 epidemic and school time.RESULTS:For elementary school students, the time spending on online course and school class were 2.69±1.02h and 4.07±0.78h per day respectively(P<0.001), 6.67±1.82h and 6.31±1.19h per day were spent on short-distance use of eyes during the COVID-19 period and school time, respectively(P<0.001). For middle school students, the time spending on online course and school class were 4.35±1.59h and 6.33±0.66h per day respectively(P<0.001), 9.19±2.46h and 7.85±0.81h per day were spent on short-distance use of eyes(P=0.010)during the COVID-19 period and school time, respectively. For elementary school students, the average increase of right eye AL were 0.15±0.09mm and 0.06±0.06mm(P<0.001), the increase of left eye AL were 0.12±0.16mm and 0.07±0.09mm(P=0.048)during the COVID-19 period and school time, respectively. For middle school students, the average increase of right eye were AL 0.08±0.08mm and 0.05±0.05mm(P=0.242), and the average increase of left eye AL were 0.13±0.09mm and 0.04±0.06mm(P<0.001)during the COVID-19 period and school time, respectively. The results showed that both the time of short-distance use of digital electronic product and totally time on close visual study increased significantly during the epidemic period, the growth of AL was faster than that in school time, and the myopia increased rapidly.CONCLUSION:During the COVID-19 epidemic, intensive online lessons resulted in the time of short-distance use of digital electronic product increase significantly. Meanwhile, the AL growth accelerates significantly compared with that during school time and finally lead to myopia increased.
During the second quarantine period in Italy (Oct. ‘20–June ‘21), students once again faced a remote teaching and learning format. Much research has been conducted on students’ perceptions during the ...first pandemic period; however, far less is known about the second period, especially in the case of students within the Slovene minority in Italy. We aimed to investigate (1) students’ satisfaction with their teachers’ teaching methods in remote learning and in-class teaching formats, (2) students’ perceptions regarding the main differences between in-class and online mathematics lessons, and (3) whether students’ grades in mathematics changed as a result of the pandemic. The findings showed that students’ grades during the quarantine period increased compared to their grades before the pandemic. However, students were more satisfied with their teachers’ in-class teaching methods and believed that in-class teaching was more efficient. They were also more motivated and concentrated at school than online.
COVID-19 forced extreme measures in cities worldwide, including school shutdowns and limited social contact. Semi-structured interviews with 14 Israeli music teachers were conducted to expose the ...challenges of teaching musical instruments and vocal during social distancing, focussing on struggles and technical challenges, teacher-student relations, and creative leveraging. The study explores solutions or advantages to online teaching offered by the participants' experience, while also stressing advantages of face-to-face lessons, which could have been taken for granted. Music educators who participated in the study reported that the pandemic forced them to accommodate teaching methods, demonstrations, and physical guidance, which required reshaping to online communication; latency and poor sound quality required compromise and adjustment. They shared perceptions of online learning, coping methods, creative approaches, attentiveness to students, temporary solutions to technical problems, and forward-looking insights. The role of the teacher as a source of empathy and human connection was highlighted, as was the need for face-to-face, intimate lessons. Findings indicate that online music lessons enable creative methods that may enrich future post-pandemic lessons, but that their positive effect on the learning process is of a short-term nature. The study's limitations include teachers' nationality, and future research could examine cultural and gender coping differences.
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