Mindset Shift in Cyber Pedagogy: A Teacher's Strategy upon Learning from Home

As Covid 19 pandemic hits Indonesia, teaching-learning activities change dramatically. Learning from home becomes the only alternative in conducting distance education. From the earlier, this cyber pedagogy is assumed as an emergency step taken by the government. Consequently, teachers hold the learning process without clear objectives. Many complaints have occurred, and some improvements are proceeded to reinvent the quality of education. As a radical response toward the chaotic situation, this article is aimed at investigating two significant issues. The first is the requirement of mindset shift as the way to solve the cyber pedagogical problem. The second is the teachers' strategy in doing online learning. Theories about distance learning and quality are referred to as library research does. A descriptive qualitative approach was carried out, and in-depth interviews with parents, students, and teachers were taken. The result of the discussion is the mindset shift in teachers, parents, and stakeholders is required. The creative teachers who have good literacy in information technology are needed in running e-learning and conduct interactive learning from home

New Cyber Charter Teachers’ Perceptions of their Induction Program in Preparing them for Online Instruction: A Mixed Methods Study

Those who teach online are often concerned with preservice or in‐service teacher development, specifically the lack of specialized opportunities focusing on online instructional practices. Online educators have acknowledged that this focus is limited and that the induction years of beginning teachers are an important component of teacher development. This mixed-method sequential explanatory study focused on the induction years of cyber charter teachers. It examined their perceptions of their induction program with the intention of adding to the literature in this under-examined area (Creswell, 2013). Twenty new online teachers shared the perceptions of the induction program through Likert scale items on a questionnaire. The researcher utilized a series of ANOVAs for each of the dependent variables of interest, which were scored on the survey\u27s different subscales. The qualitative phase involved a semi-structured focus group interview and journal entries designed to understand teachers\u27 perceptions of their induction program (Creswell, 2013). The results suggested that the induction program\u27s practical focus effectively prepares and builds confidence in new cyber charter teachers. Additionally, respondents indicated that same subject peers and mentor support as well as access to sandbox courses or practice courses contributed to their effective asynchronous lesson development preparation and synchronous lesson delivery

Teaching English Using Social Media for the First Year of University Students

It is reasonable that technology has already become part of people‟s daily life. The number of young learners who are literate with new technologies as new means of communication is growing. Therefore, the use of current Information Communication Technology (ICT) along with its internet and web-based tools in classroom and teaching learning activities becomes increasingly reasonable and demanding. Facebook is chosen for this teaching and learning design since some studies suggest that this ICT successfully encourage students to participate in education settings, and access information anytime and anywhere confidently with students‟ own ability. It is to maintain students‟ interest than a passive teacher directed learning experience. The main focus of this project is to design a Facebook based activities for additional task in the conventional class. Under an English subject for the first year, this paper presents the opportunity to use one of popular social network sites; Facebook for language teaching and learning design. The discussion is about the background of using available technology, particularly Facebook as an online social media in education, and then, it will be narrowed down into the use of this online social media for language teaching and teaching, particularly for ESL students. Intentionally, the discussion will be used as the basic idea for teaching design using online-based media in the classroom. Therefore, it presents the theoretical framework, the opportunity, and alternative implementation of Facebook as a teaching media with its activities

Training Teachers for a Virtual School System: A Call to Action

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling

Charting a new course for translator and interpreter training in Africa: Lessons from the COVID-19 experience in selected countries

Translator and interpreter (T&I) training, using virtual learning environments, was largely uninterrupted by the COVID-19 pandemic lockdown in the Global North. This might not have been the case in the Global South, especially in African countries. Building on earlier studies which focused on a comparative analysis of a number of T&I programmes in Africa, the objective of this paper is to further investigate the T&I training situation in a number of African countries between the pre-COVID-19 (before March 2020) and the initial lockdown (March - September 2020) period. Online questionnaires were administered to T&I students and trainers in five countries: Benin, Cameroon, Nigeria, Senegal, and Togo. The data collected were analysed qualitatively. Our preliminary findings, although not surprisingly, reveal that T&I training was interrupted by the lockdown and the attempted transition to online teaching and learning has not been smooth, due to economic challenges, insufficient technological infrastructure and skilled human resources. We find that the provision of reliable technological facilities and the implementation of blended learning are essential for strategic development in African T&I training. Trainers also require continuous professional development to enable them to acquire technological and pedagogical skills necessary to provide training that meets current T&I market demands.publishedVersio

HIGHER EDUCATION STUDENTS' PERCEPTION TOWARDS THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING MODES

The perception of higher education students towards synchronous and asynchronous learning modes plays a vital role in determining the success of these pedagogical approaches. Students' preferences and attitudes towards these modes can impact their engagement, motivation, and overall learning outcomes. Thus, this research aimed to analyze the students’ perception on the modes of English learning activities employed a descriptive quantitative and qualitative approach. Students of all majors became the respondents and filled online questionnaire via Google form. There were 464 respondents filled in the questionnaire. The result showed that students were fully aware of the implementation, characteristics, and consequences of these two learning modes. Furthermore, students can shift and adapt with ease to the modes employed. Then, it can be concluded that students have adapted to the modes of learning and face no difficulty in the employment of synchronous and asynchronous classes