Through our dealings with students, we find a low rate of their interaction with electronic classes, and we note a decrease in the e-learning culture of some teachers. It is also difficult to perform objective exams to distinguish between students ’levels, which requires studying and identifying weaknesses and trying to treat it.
I think it may be related to a cultural issue. Even if the students are digital users, but for a function other than learning itself. There is also the fact that many teachers do not use digital technology. which reduces the need for students to be genuinely committed to e-learning.
I think it may be related to a cultural issue. Even if the students are digital users, but for a function other than learning itself. There is also the fact that many teachers do not use digital technology. which reduces the need for students to be genuinely committed to e-learning.
Totally agree with the point on lack of awareness among student.
Because it is almost a new trend and thus difficult to adapt. Besides, the place suitability (e.g. quite or not) where he/she attending the e-learning may also a be factor
It could be due to laziness on the part of the students and lecturers. For some part of Africa, inadequate supply of electricity could be a factor.
Also it could be because e-learning requires self regulation learning skills. So, it may be positive to introduce transversal strategies to promote these capacities
Although there isn't too much of real data that is researched upon, it is commonly understood that online is a more difficult proposition for teaching and learning although online courses are picking up.
The issue is double sided and both parties need to adapt in order to make the experience more meaningful.
From the faculties perspective these are the points to consider:
(a) does the topic render itself for online teaching with the content that is currently out there. If the answer is no - change the content to suit the medium.
(b) is the teaching synchronous or asynchronous. The former needs to be done in smaller groups and preferably concept oriented. The latter is for self-paced learning.
(c) Are we using classroom metrics to measure online learning outcomes? For online, students need to be motivated themselves and teachers need to use the polling option and hand raises to keep the students engaged.
From a student's point of view:
(1) There is a lot of distraction around, unlike in a classroom
(2) The device that is used for learning is the same that is used for chatting and playing (in most cases, read this as for all other reasons than studying). That's conflict point.
(3) Video is more powerful than audio in online and hence the graphics and displays need to be right. Especially if the subject involves concepts that students need to visualise or a steps by step understanding of a concept.
The advantage of online asynchronous is that the student can learn on her own pace and rewind and fast forward contents as per the learning speed. Hence the engagement level is different. So, the topic, the medium and the motivation are three components that need to be considered together to assess students interest in online learning.
I concur with Shekar above. In addition, you can add survey(s) or poll(s) to make and test the attention of the students. These can be done in interludes of 30 - 45 min.
It may also help to have both pre and post-sessions short surveys - sort of like a needs assessment. This will ensure the students are able to state the main issues as well as review what may have been covered or needs to be addressed again.
All in all, it's a space that will need a lot of tweaking, experimentation, and student-lecturer/administration assistance to improve interactivity
Although "cultural issues" might be part of the problem, I think we should not attribute low participation to this factor. For one, it makes us think "there is nothing else we can do", because it is embedded in the students' mindset. On the contrary, it is imperative that we look at ourselves, bothe the instructors and the institution as a whole, and ask ourselves how we are approaching the design of learning experiences in the online class. In my experience, a great deal of these issues have to do with how we design the activities, and especially, the follow-up and feedback provided by the facilitators.
I would agree with you that "some" students have a lack of awareness. However, the teaching way that is employed by the lecturers should has a very important impact on the students' respond.
I thing that the reason is using traditional teaching strategies
The teacher can propose collaborative tasks ( collaborative learning) or common projects (project based learning)
- Badges
- Science topic
- Similar topics
- Philosophy
- Philosophy Of Science
- Reasoning