دانلود مقاله isi با موضوع دگرگونی یادگیری از واقعی به مجازی
در قالب pdf و در 13 صفحه،زبان: انگلیسی، شامل:
فهرست مطالب:
چکیده
مقدمه
مروری بر تحقیقات قبلی
روش تجزیه و تحلیل مقاله و داده ها
نتیجه گیری
منابع
Abstract
Introduction
Literature review
Method
Results
References
موضوع انگلیسی :Transformation of learning from
real to virtual
چکیده:Abstract
Purpose – As online teaching/learning is a new phenomenon with reference to regular degree programs in
institutions of higher education in India (the situation having being thrust upon both students and faculty due
to COVID-19 pandemic), an exploratory-descriptive study was carried out to find out how public university
students in India perceive online teaching/learning (OTL) during the present pandemic, the methods of OTL
being used by faculty and the challenges being faced by the students.
Design/methodology/approach – Online interviews with 40 students of three public universities in Delhi/
NCR were conducted using open-ended and close-ended questions. The questionnaire was emailed to 82
university students of Commerce and Management specialisation out of which 40 responded.Weanalysed each
participants interview responses using content analysis technique and categorised the themes/factors that
emerged under suitable headings using the coding method. The frequencies of the occurrence of the themes/
factors were thus determined and documented, and percentages were calculated. The questionnaire also had
Likert-scale questions as they are useful to measure latent constructs.
Findings – Inadequate bandwidth and poor network connectivity were found to be major hindrances during
OT/L. The other challenges were unsuitable home environment for attending online classes, feeling of isolation
and demotivation due to lack of face-to-face interaction and excessive screen-time causing fatigue. Active
online methods such as live lectures by faculty and article/case study/discussions facilitated live by faculty
were most preferred while the passive method of learning such as online certification courses through
education portals such as Swayam/ Coursera/Udemy, etc were least preferred. The level of satisfaction from
student–faculty interaction was more than that from student–student interaction.
Research limitations/implications – The study covered three public universities in India and the sample
size was small because of limitations created by COVID-19 pandemic situation as campuses were closed and it
was not possible to meet students personally to get responses.
Practical implications – Universities should provide data cards or access to university computer labs to
those students who are from economically weaker sections of society so that online teaching may be effective.
This will also help students who live in very small houses and do not have a quiet corner to study online. Other
solution would be to reduce online teaching duration. This issue needs the attention of educational institution
leaders as most universities have scheduled classes from morning till evening, as it was during real classroom
teaching. Eight hours of online classes every day may not be feasible when Internet access is a critical problem.
Teachers should encourage interaction between students so that the feeling of isolation may be reduced and
students may be motivated to learn and take more interest in virtual classes.
Social implications – 50% of the Indian population does not have access to the Internet, while a large section
that does have, cannot afford the cost of high-speed data that is needed for long-duration online classes
spanning over months. Those who can afford it, do not have the privacy to engage effectively in classes on
video conferencing portals. Both students and teachers suffer due to poor audio and video quality caused by
poor infrastructure. COVID-19 has brought to focus, the severe inequality in some societies. Societies need to
take serious cognizance of this issue and take appropriate measures
