To browse Academia. As the world closed schools due to the pandemic, distance education became the lifeline for connecting teaching and learning. For the pandemic, there were additional variables encountered, such as the rapid timeframe, the large number of faculty and students involved, lack of infrastructure, lack of online teaching experience, unknown perspectives and attitudes towards teaching online and more. Along with the shortcomings found, there were also positive aspects of a large number of students and instructors interacting in an online system within the scope of Emergency Remote Teaching ERT. In this connection, this paper intends to share lessons learnt during the pandemic for higher education institutions in Turkey and China. Through the lessons learnt, the authors also provide updated considerations when designing face-to-face or online courses and suggestions to make course syllabus more flexible in case there is a need for transition of the courses in other modes in the future. In higher education, most universities have transitioned from face-to-face teaching to the online format in an improvised way, displaying several types of problems, such as low quality of teaching, work overload, access difficulties, student dissatisfaction and more Gusso et al. This improvised way of using information and communication technologies differs from Distance Education DE and Online Education. An important conceptual contribution made at the beginning of the pandemic was the proposition of Emergency Remote Teaching ERT as an expression to describe the improvised way in which educational institutions dealt with the pandemic Hodges et al. In this brief report, we present the evaluation of an experience involving a course offered to undergraduate and graduate students, as well as to professors. Although the course focused on ERT, it involved the study of empirically supported educational principles and procedures to promote effective online education. Introduction Globally, the first semester of marked a turning point within education; the Covid pandemic lead to the unprecedented situation of having to switch to online instruction. Early on considered as emergency remote teaching-ERT Hodges et al. During the pandemic, most higher education institutions deployed a strategy of ERT, which can be considered as a branch of distance education Bozkurt et al. Stemming from this situation, researchers from across the globe have started to investigate a broad variety of 0555 151 4726 Escort related to teaching and learning during the. The ongoing COVID pandemic has forced schools, universities and other education institutions to shut down for a number of months in Some of these institutions may have reopened, but many are still closed. To facilitate teaching and learning activities during this difficult period, educators from around the world and at all levels have shifted from in-class teaching and learning to emergency distance or remote teaching. This introduction to the special issue on emergency remote teaching and learning ERT sets the stage for 42 papers published by a range of experts in the learning sciences and information sciences, published early in the pandemic in as a response to the urgent transition to online learning, offering guidelines and recommendations. Due to the COVID pandemic, emergency remote teaching in higher education institutions across Turkey in has become mandatory as of March. Emergency remote teaching practices added new applications for most of the instructors such as virtual classroom, online teaching, distance evaluation; those revealed different opinions based on experience on the positive and negative aspects and quality of the applications. This research was conducted to evaluate all these experiences held at a state university with a distance education center and a distance education database system but having only limited experiences on online courses before the emergency remote teaching in Turkey. The data set of the study was composed of the opinions of a group of instructors who participated in the distance teaching process for the first time and the official correspondence and reports made to organize, manage and evaluate the process during the first period of emergency remote teaching. The research is a qualitative case study where data obtained from different data sets are analyzed comparatively, inductively, and deductively. The results of the research show that within the scope of emergency remote teaching, the regulations regarding the application content in different faculties of the university should be differentiated, and this can be partially met during the emergency distance education process. Although instructors generally consider distance education as more student-centered practices and find the opportunities, it will provide positive in this context, but the effect of compulsory emergency remote teaching on learning outcomes was uncertain. Some suggestions are presented for the efficacy, effectiveness, and efficiency of the implementation. The worldwide rapid spread and severity of the infectious disease caused by Coronavirus forced the WHO to declare a global state of pandemic emergency during Marchby leading the governments around the world to adopt policies that created 0555 151 4726 Escort widest rift of education systems in human history. Italy have temporarily closed each educational institution, by causing the disruption of tertiary education for This paradigm shift to fully remote teaching solutions represents the so-called emergency remote teaching ERT in contrast to the traditional teaching inspired by Bologna process principles such as teaching quality and student satisfaction. In a landscape of emerging difficulties connected to ERT contexts, the quality assurance of higher education recalled by the Bologna Process may be not appropriate. We prop The health crisis caused by COVID has urged face-to-face universities to adapt to the distance-teaching mode. The results reveal that design of the course has reproduced face-to-face practices tending towards content-based learning. Lecturers have experienced difficulties deriving from a lack of digital competence and literacy in online pedagogies and students with reference to the paradigm shift that affect their role and tasks. In conclusion, there are pedagogical and technological 0555 151 4726 Escort that are here to stay and that the future of higher education will be hybrid. Considering the COVID crisis and the sudden shift from face-to-face classes to online ones, universities had to initiate a new phase of educating learners using online platforms, known as ERT Emergency Remote Teaching. This study aims to uncover the challenges EFL instructors, their learners, and university administrations encountered during ERT through conducting a qualitative case study. Accordingly, twentytwo learners, six instructors, and two administrative staff members who faced difficulties with online instruction during ERT at Alzahra University participated in this research by invitation. The participants were semi-structurally interviewed through social networking platforms WhatsApp and Telegram as well as telephone conversations. Subsequently, the collected data were manually 0555 151 4726 Escort and subjected to thematic analysis. The study's findings revealed that the inadequate infrastructure of the university, the lack of technical knowledge among learners and professors, unsuitable online materials, absence of training workshops, evaluation challenges, inadequacies of Adobe Connect the chosen video conferencing platform for Alzahra University's online classeslack of interaction among learners, overcrowded heterogeneous classes, suboptimal learning environments, and internet connectivity issues were the most significant challenges faced by language learners and instructors during ERT. Additionally, the study identified that the primary challenge for the online department authorities during ERT was addressing instructors' and learners' problems throughout the semester and conducting online exams at the conclusion of the course. COVID pandemic forced all levels of educational institutions to operate remotely and to put emergency remote teaching into practice. Remote teaching here means learner and instructor, is separated and therefore cannot meet in a traditional classroom setting.
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(PDF) ,yusufhashacibkutadgubiligmustafakacalinpdf | Ahmet Kara - escort-ucuz-kizlar.online , Chinese Sociological Review, Taylor & Francis Ltd, 09/01/, Y , Journal of American & Comparative Cultures, Wiley-Blackwell, 03/ , ACTA MATHEMATICA HUNGARICA, , , ,23 TL. , ACTA , , ,70 TL. , CHINESE STUDIES IN HISTORY, , , ,60 TL. (PDF) ,yusufhashacibkutadgubiligmustafakacalinpdf | Ahmet Kara - escort-ucuz-kizlar.onlineThe study's findings revealed that the inadequate infrastructure of the university, the lack of technical knowledge among learners and professors, unsuitable online materials, absence of training workshops, evaluation challenges, inadequacies of Adobe Connect the chosen video conferencing platform for Alzahra University's online classes , lack of interaction among learners, overcrowded heterogeneous classes, suboptimal learning environments, and internet connectivity issues were the most significant challenges faced by language learners and instructors during ERT. In this study, the ISRM method was preferred due to its extensive usage. There has been a significant decrease in the number of bristle goats in the last decade. Ayhan, V. Fırat University, mkanik firat. In this regard, students, instructors and institution employees in the field of higher education were protected based upon the decision of the Council of Higher Education CoHE.
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