Shifting from Face-to-Face Learning to Zoom Online Teaching, Research, and Internship Supervision in a Technologically Developing 'Female Students' University in Pakistan: A Psychology Teacher's and Students' Perspective

Autor/in	Eman, Saima
Titel	Shifting from Face-to-Face Learning to Zoom Online Teaching, Research, and Internship Supervision in a Technologically Developing 'Female Students' University in Pakistan: A Psychology Teacher's and Students' Perspective
Quelle	In: Psychology Teaching Review, 27 (2021) 1, S.42-55 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eman, Saima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Student Attitudes; Females; College Students; Adjustment (to Environment); Technology Uses in Education; Internet; Technological Literacy; College Faculty; Cultural Awareness; Developing Nations; Teaching Methods; Computer Mediated Communication; Educational Resources; Discipline; Internship Programs; Supervision; Theses; Barriers; Computer Assisted Testing; Pakistan + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Schülerverhalten; Weibliches Geschlecht; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Fakultät; Cultural identity; Kulturelle Identität; Developing country; Developing countries; Entwicklungsland; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Bildungsmittel; Disziplin; Berufspraktische Ausbildung; These
Abstract	During the COVID-19 pandemic, students, and teachers of the developing countries had to shift from the face-to-face traditional classroom to an e-learning environment, which elicited various reactions to teaching and learning. I conducted this research to understand how students perceived online learning and to share my reflexive experiences about this shift in a Pakistani public sector women university. I administered a short survey in seven domains. As a teacher, I found (working from home) online teaching, assessment, internship, and research supervision extremely productive, interesting, rewarding, and excellent for my health and wellbeing. More than 50 per cent of the students appeared adjusted to online mode of learning. Improvement in internet connection, development of teachers' and students' computer skills, and development of teachers' cultural sensitivity can enrich students' learning outcomes. Online educational systems need to be improved in developing countries. Students engaged in practical work or those progressing to online careers need more online hands on experience. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01