Covid-19 Outbreak and New Normal Teaching in Higher Education: Empirical Resolve from Islamic Universities in Indonesia

Mid of March 2020, the coronavirus 19 pandemic outbreaks caused many offices, markets, schools, and universities closed to maintain its dead spreading. It makes all the offline activities should be changed into online interaction including at higher education. Lawrence & Tar (2018) reflected a study about factors that influence teachers’ adoption and integration of ICT in teaching/learning process. This study is about the activity of new normal in conducting online education relating to the use of six strategies applied which are applied by teachers in the Islamic University of Antasari Banjarmasin Indonesia. Within the new normal period, this study reveals the six strategies on conducting online education namely; a) the strategy of contextualization, b) the strategy of proper delivery, c) the strategy of high adaptation on using technology, d) the strategy of adequate support, e) the strategy of quality participation, f) the strategy of sustainable processes

Expanding Your Traditional Quick Books Course with Labyrinth Learning Digital Tools in an Online Environment

This Study focuses on processes and outcomes associated with an accounting faculty initiative to reform teaching and learning in the undergraduate accounting curriculum at a private university.  The purpose of this study is fourfold. First, the study examines the preparation for students in the workplace.  Second, retention and completion of students. Third, the study examines learning outcomes to improve undergraduate teaching. Lastly, the study aims to develop an understanding of how outcomes of digital tools technology-enhanced reform can serve to alleviate time constraints on accounting faculty and address challenges of faculty in an online environment

Implementation of innovative methods of learning a foreign language in a high school

У статті досліджуються інноваційні методики вивчення іноземної мови у вищій школі. Досліджено інноваційні методики вивчення іноземної мови у вищій школі такі як:аудіо-лінгвальний метод,аудіовізуальний метод,лінгво-соціокультурна методика, репродуктивні методи, проблемно-дослідницький метод, проектна методологія, тематичні дослідження, кейс-метод, дидактичні ігри.Зʼясовано, що з-за сучасних кондицій застосовують наступні інтерактивні методи вивчення іноземної мови у вищій школі: «Dozensofquestions», «Project», «Interview», «Reflexive Circle», «Expert Groups», «Hotsummary», «Excursion» та і нші.Встановлено, що дидактичні ігри потрібно застосовувати під час узагальнення та систематизації, поточного контролю, оскільки вони сприяють закріпленню лексичних знань у поєднанні з граматичними.Досліджено, що основними функціями дидактичних ігор є навчальна функція, виховна функція, мотиваційно-стимулююча функція,комунікативна функція та функція програмування. Зʼясовано, що особливе місце серед системи інноваційних методів займають дискусійні методики, оскільки під час таких форм роботи здобувачі освіти повинні уважно проаналізувати хід своїх думок, викласти їх та обов’язково аргументувати свою позицію у тому чи іншому питанні. Проаналізовано методики, які застосовують для дискусій педагоги у процесі вивчення іноземної мови у вищій школі, такі як: Scientific debate, Competition in small groups, Training, «Roundtable», Judicial sitting, «Brainstorm», Situation. Виявлено, що найкраще процес вивчення іноземної мови реалізовується під час виконання чи презентації проєктів, відео робіт, участі в інноваційних іграх «First million», «Blinking frames» тощо. Визначено, що в умовах організації навчання іноземної мови на основі збереження взаємодії студентів і викладачів найбільш доцільними є такі платформи, як Moodle, Google Classroom та Sakai. Встановлено, що інноваційні методики як структурні компоненти викладання іноземної мови сприяють розвитку комунікативної компетентності, яка є важливою навичкою у XXI століттіThe paper studies the innovative methods of learning a foreign language in higher education. Innovative methods of learning a foreign language in higher education were studied, such as: audio-lingual method, audiovisual method, linguistic-sociocultural method, reproductive methods, problem-research method, project methodology, case studies, case method, didactic games. It was found that due to modern conditions, the following interactive methods of learning a foreign language are used in higher education: "Dozens of questions", "Project", "Interview", "Reflexive Circle", "Expert Groups", "Hot summary", "Excursion" and others. It is established that didactic games should be used during generalization and systematization, current control, as they contribute to consolidation of lexical knowledge in combination with grammatical knowledge. It has been investigated that the main functions of didactic games are educational function, educational function, motivational and stimulating function, communicative function and programming function. It was found that a special place among the system of innovative methods is occupied by discussion methods, because during such forms of work, students must carefully analyze the course of their thoughts, present them and necessarily argue their position on this or that issue. The methods used for discussions by teachers in the process of learning a foreign language in higher education are analyzed, such as: Scientific debate, Competition in small groups, Training, "Roundtable", Judicial sitting, "Brainstorm", Situation. It was found that the process of learning a foreign language is best implemented during the implementation or presentation of projects, video works, participation in innovative games "First million", "Blinking frames", etc. It was determined that in terms of organizing foreign language learning based on the preservation of interactionbetween students and teachers, such platforms as Moodle, Google Classroom and Sakai are the most appropriate. It has been established that innovative methods as structural components of foreign language teaching contribute to the development of communicative competence, which is an important skill in the XXI century

COMPARISON OF TURKEY'S ACADEMIC PUBLICATION PERFORMANCE IN ASTRONOMY EDUCATION WITH OTHER COUNTRIES ACCORDING TO WEB OF SCIENCE DATABASE

In this study, a bibliometric evaluation of the articles published between 1975 and 2020 in astronomy education in the Web of Science database is aimed to reveal the trend in this field and to compare the articles from Turkey with other countries. During the article search process, the keyword "astronomy" was scanned both in the title and content of the articles. A total of 284 articles were reviewed under the Education/Educational Research category. VOSviewer (V1.6.15) package program was used to create and visualize bibliometric network maps of the articles examined within the scope of the study. In the findings, it was seen that approximately four-fifths of the articles published in the field of astronomy education have been published in the last ten years. It was determined that the most effective country in which publications are made on astronomy education is the USA, and Turkey is in the second place with 25 articles. It is noteworthy that while the average number of citations per publication for all the articles examined is 14.62, the average number of citations for articles originating from Turkey is 3.56. Based on such findings, Turkey's academic publication performance in astronomy education has been tried to be revealed

Participant Experience of the First Massive Open Online Course (MOOC) from Pakistan

Background: In recent years, massive open online courses (MOOCs) have steadily gained popularity. It appears, however, that MOOC learners are concentrated mostly in the affluent English-speaking countries. MOOCs’ free-of-cost, easy accessibility should make them obviously attractive to participants from low-and-middle-income countries (LMIC). The reason why LMIC enrollments in MOOCs are so low is therefore unclear. In the year 2014, the first MOOC was launched from Pakistan. We administered a survey to the enrollees of this MOOC to explore concerns, fears, and limitations that might be deterring the LMIC audience from participating in MOOCs. Methods: The MOOC was a three-week course on bioinformatics that covered current concepts and techniques employed in the area of computer-based drug design. More than 230 participants enrolled for this course. At the end of the course, to examine the MOOC experience from their perspective, we invited the participants to take an online survey. Results: Fifty-four participants, mostly from Pakistan, completed the survey. The participants reported satisfaction with the course, and felt that the course participation was an enriching experience. Although they appeared eager to explore MOOC learning, we found that the learners from LMICs may not be completely comfortable with various aspects of online learning. Conclusion: Our results indicate that there is a definite market for MOOCs in LMICs. Computer accessibility and literacy must be enhanced in the LMICs to allow the citizens of these regions to feel comfortable with e-learning. Moreover, LMIC nations acknowledge their own unique learning cultures and experiences when they produce and share their MOOC offerings with the world

Initial recommendations of MOOCs characteristics for academic discipline clusters

Massive Open Online Courses (known as MOOCs) have been introduced as an extensive and pervasive learning style in order to increase students’ performance. Many academics and students in Malaysian higher education institutions have begun to show their interest in applying MOOCs to deliver course material or conduct distance education in an innovative way. However, there are no guidelines available to assist the application of MOOCs; in particular, there are no guidelines to help academics develop their own MOOCs based on their area of expertise. In the education domain, usually these areas of expertise are arranged according to certain groups referred to as academic discipline clusters. This study investigates existing MOOCs characteristics and recommends specific characteristics in relation to academic discipline clusters. Content analysis was carried out by exploring MOOCs characteristics implemented successfully in six universities worldwide. This included an examination of the platforms used and the courses that applied MOOCs. Based on the results, the desirable characteristics of MOOCs are recommended with regard to academic discipline clusters, with the Universiti Teknologi Malaysia used as a case study

Case Study of sMOOC and its Pedagogy in the online context

En un contexto dominado por las nuevas tecnologías, los MOOCs parecen posicionarse como una alternativa o complemento a la formación tradicional. Se observa sin embargo, que la metodología empleada por este tipo de cursos masivos, no difiere de la comúnmente utilizada en el aula. Este artículo evalúa y describe una nueva tipología de MOOC, denominada Social MOOC, la cual se presenta como disruptiva en cuanto a pedagogía se refiere. A través de la plataforma ECO Learning, se analiza de forma exhaustiva mediante un estudio de caso, la pedagogía empleada y el rol que asume el estudiante en el primer sMOOC llevado a cabo que tuvo lugar durante los meses de marzo y abril de 2015. Se concluye, que la pedagogía empleada en esta nueva versión social de los ya citados MOOC, es innovadora tanto dentro como fuera del contexto digital. Los estudiantes asumen un papel muy activo y la comunicación se torna de un carácter bidireccional entre el facilitador y los mismos.In a context dominated by new technologies, MOOCs seem to be an alternative or complement to traditional training. However, it is observed that methodology used by this type of massive courses, is not different from that one commonly used in a classroom. This article describes and evaluates a new type of MOOC called Social MOOC, which is presented as disruptive in a pedagogical way. Through the ECO Learning platform is analyzed exhaustively through a case study the pedagogy used and the role assumed by the student in the first sMOOC developed and which took place during the months of March and April in 2015. It is concluded that pedagogy employed in this new social version of MOOC is innovative both inside and outside the digital context. Students take an active role and communication becomes a two-way process between the facilitator and pupils