Service-Learning Faculty Assessment: Report of Results, 2018

In Spring 2018, the VCU Service-Learning Office sponsored an evaluation process that gathered feedback from faculty members who teach service-learning classes. The goal was to deepen understanding of the barriers faced by VCU’s service-learning faculty instructors and to solicit feedback about key strategies for overcoming these barriers. An independent research consultant conducted the evaluation in two phases: an online anonymous survey and a 30-minute phone interview. Eighty service-learning instructors completed the online survey, and a stratified sample of 18 instructors completed the telephone interviews. Findings indicated that both the online survey respondents and phone interview participants experienced similar supports and barriers to teaching their service-learning classes. Key findings and recommendations are outlined in the full report

Why do we teach the way we do? : the relationship between tutors' conceptions of teaching and learning, the design/teaching of their online courses and effecive online teaching principles : a thesis presented in partial fulfilment of the requirements for degree of Master of Education at Massey University, Manawatu, New Zealand

There is an increase in the use of e-learning within tertiary institutions and many courses are moving to online learning as the means to deliver all or part of courses that were previously delivered face-to-face. Online delivery, primarily through the internet, provides new challenges for tutors in delivering courses that demonstrate effective teaching principles. This study researched the perspectives and practice of twelve tutors from three different New Zealand polytechnics via a multiple case study. It investigated how tutors’ conceptions of teaching and learning aligned with the design and teaching of their online courses, and with effective online teaching principles. Enablers and barriers to tutors using effective online teaching principles were also examined. Interaction between students, between tutor and student and between tutor and content were all found to be important conceptions of teaching and learning shared by the participants. It appeared that an understanding of learning theory was related to tutors’ conceptions of teaching and learning aligning with the design of their courses. In addition, this understanding influenced tutors’ use of effective online teaching principles. The research identified that all tutors’ courses aligned with the effective online teaching principles of constructive alignment, the chunking of content and tasks into appropriate sizes, and scaffolding of information. The principles related to student interactivity with content, between students and with the tutor were evidenced on two of the polytechnics’ courses with limited evidence on the third polytechnics’ site. The effective online teaching principles of promoting student ownership of the learning process, and interaction with a larger learning environment was demonstrated on few of the tutors’ online courses in this study. The enablers and barriers experienced by tutors played a key role in the extent to which tutors implemented effective online teaching principles in their courses. Institutional processes related to course design, and tutor professional learning and support played a critical role in providing tutors with the knowledge and time they needed to effectively teach online

Barriers to Removing Barriers of Online Learning

In response to the turmoil and anxiety created by the COVID-19 pandemic, many universities transitioned to online delivery with limited support and resources. University teachers adapted to the online environment to ensure the effectiveness of students’ reaching their outcomes. Using the Universal Design for Learning (UDL) as a framework, this study analysed ethnographic data from two experienced university teacher narratives about their online teaching strategies in two different university settings, in a developed and a developing country. The results showed that teachers used similar strategies based on the affordances provided within the Learning Management Systems (LMS) and by accessing other existing technological tools. However, the results showed inequalities in students’ participation due to their financial, economic, and socio-cultural backgrounds. This paper emphasises the need to investigate personalised and inclusive learning for consolidating and accommodating social and geographical barriers to minimise inequalities in students’ access to education. Students should not be deprived by the digital and technical divide limiting equal opportunities for learning and development in the so-called ‘global village’ in the 21st century and beyond

Students' Barriers in Learning English Through Online Learning

This study aims to identify student barriers in learning English through online learning in class X SMKN 3 Payakumbuh. This research method is descriptive qualitative. Participants were selected using purposive sampling. The questionnaire used as a data source consists of 32 items. The results showed that the barriers faced by students included understanding language, language anxiety, adaptation struggle, diverting attention to the other side, technical issues, cost of online education implementation, technological competence and computer literacy. In conclusion, there are 8 barriers faced by students in learning English through online learning. Understanding language is the most common barriers faced by students, while the least barriers faced by students is computer literacy. Keywords: Online Learning, Student Barrier

An Investigation Into Teachers' Perceptions Of Online Learning At An English Further Education College

The case study research investigated two aspects of online learning in a further education college. It was based on two key research questions: 1. Do the teachers in the college believe that development of online learning improves the teaching and learning process? 2. What are the main barriers that the teachers in the college believe are inhibiting the development of online learning? Through the literature review, beneficial and detrimental effects of online learning development, and barriers to successful development were identified. Through a questionnaire, the views of teachers in the further education college on these effects and barriers were sought. Teachers were also interviewed to independently identify barriers to the development of online learning. From the college data and the evidence from the literature, conclusions were drawn. The principal conclusion is that most of the college teachers believe that online learning development can improve the teaching and learning process if the identified barriers are successfully removed. In view of the current under-use of online learning in the college, which reflects the national under-use of online learning in the secondary and further education sectors, this is a very important conclusion. It shows that teachers in the college are not using online learning because of any concerns about its detrimental effects on teaching and learning but because there are barriers preventing them using online learning. Teachers identified a lack of time to develop online learning as the main barrier to its adoption. Teachers also believe that staff development, focusing on the use of online learning to teach their own subjects, is critical. Poor access to online learning hardware was also identified as a significant barrier by the teachers, who agree that learning would improve if learning opportunities, including online, and resources were gathered together in curriculum-focused centres, supported by an adequate number of technicians. An inexperienced learner will, the teachers believe, need support as online learning requires students to acquire learning skills instead of passively learning in classrooms. In particular, students will need to acquire new skills to be able to locate, select, assess and convert information from online sources into relevant knowledge and understanding. Teachers will need to support students in this process. They will also need to be gatekeepers of the quality and relevance of online information accessed by students. Actions to remove the barriers are proposed. Further research on whether online learning improves student achievement is suggested

HAMBATAN KOMUNIKASI MAHASISWA DALAM PEMBELAJARAN DARING (STUDI: HAMBATAN KOMUNIKASI DALAM MEMAHAMI MATERI)

The purpose of this study is to explain the student communication barrier in online learning. The concepts used are online learning communication and communication barriers. The method used in this study is a qualitative study method with a qualitative deskriftf approach. Data collection techniques are conducted with interviews and documentation. The interview was carried out by 3 sources who are university students of bhayangkara university. The study suggests that there are some communication barriers between teachers and students in online learning, which are technical obstacles, psychological barriers, environmental barriers, and semantic barriers. Those four barriers interfere with the learning of teaching, and they impact students with difficulty in understanding material

English Students Barriers on Learning Speaking Skill in Covid-19 Pandemic Era in Muhammadiyah University of Bengkulu

AbstractOnline speaking learning is learning that is done indirectly and uses media as a mediator. This study was conducted to determine barriers to learning speaking online and determine the most dominant barriers. This research uses descriptive qualitative method. The researcher used a questionnaire as an instrument which was distributed to 24 English students as research subjects. After analyzing the data obtained, the researcher found 21 problems that became obstacles in learning speaking online. While the most dominant barriers found were learners psychological features with a percentage of 39.21%.Keywords: Speaking skill, Online Learning, Barriers, Covid-19A. Introductio

Online Learning Problems; Students' English Learning Barriers

Policies related to online learning which were then simultaneously used as a learning system did not appear without problems. As a result, countries that are not ready with this system, of course, face many problems, especially for teaching staff and students. This study, tries to explore problems that have the potential to hinder students' understanding during online learning, which means that researchers will only focus on obstacles in the learning process, both internal to students and external from teachers and parents, not technical matters such as network constraints, no quota and other related matters. Subjects in this study were 15 junior high school students in Penan, Pejarakan, Ampenan. Qualitative research with this descriptive approach, in the process using Observation and Interview methods as the main way to obtain data where the results of this study classify the main problems that arise into 3 parts, namely; 1) There is a delay from the subject in participating in online class activities, 2) There is a tendency not to take learning activities seriously by doing other activities such as playing games, watching TV and other activities and 3) the lack of time and the ability of companions during the learning process is good because they do not have sufficient understanding of the material or other activities or work to be undertaken. &nbsp

Barriers and motivation for online learning among pharmacy students in Jordan

Purpose: To explore the barriers and motivations of pharmacy students towards online learning in Jordan, as well as the students’ inclinations towards taking online courses in the future.Methods: This cross-sectional study is based on a questionnaire that was distributed from May 20th to December 20th, 2020 to pharmacy students in Jordan. Data were collected and analyzed.Results: A total of 600 pharmacy students responded, and all the participants had previously taken online courses. The highest ranked items on the participants' motivation towards online learning are its convenience in terms of time and location (92.8 %), and getting good grades in online courses (81.7 %). The main barriers were lack of collaboration and interaction (57.5 %), and feelings of disconnection during online learning (56.5 %).Conclusion: This study reveals a positive attitude among pharmacy students on the effectiveness of online learning. Most respondents appreciate the convenience of online learning in terms of time and location. However, lack of collaboration and interaction, and feelings of disconnection during online learning are major barriers

Barriers and Perceptions Among Engineering Students in Conducting Online Learning During COVID-19 Outbreaks

Since the last of 2019, the Corona Virus Disease (COVID-19) identified and its spreading globally as pandemic disease. During the COVID-19 outbreaks all countries all over the world change in terms of regulation include educational system. The majority of countries were implementing online learning from elementary to higher education level. However, how students’ barriers and perceived during attending the online learning were still unidentifed. This study aims to investigate the engineering students’ barriers and perception in online learning environment during the pandemic. This study applied cross-sectional study were participants recruited from engineering schools both mining and civil engineerings. There are 170 students participated in this study, and predominantly who age range 17-20 (81.2%), men (84.1%), mining engineering (55.9%), freshmen (47.6%),  students’ barriers in severe level (50%), and students’ perception in good perception level (55.9%). The statistic analysis using Chi-square test found that there is no effect of socio-demographics on students’ barriers and perception in online learning. While, the correlation test shows that barriers and perceptions has positive correlation in online learning