Welcome to our
presentation
Institute of Education & Research
University of Dhaka
Topic
Online Teaching-Learning Methods & Techniques
Course Instructor:
Course number: PC-114 Dr. Shilpi Rani Saha
Course name: Instructional Technology Assistant Professor
IER, University of Dhaka
Presented by
Rifa Sanjida (22-206) Farhana Ferdaus (22-297)
Mst Mahinur Akter Mim (22-245) Jannatul Ferdous (22-366)
Samantha Afrin Aimoon (22-279) Sabikun Nahar Noon (22-367)
CONTENTS
★ Core Features
★ Alignment with Educational Theory
★ Functionality - Roles of Teacher and Student
★ Benefits
★ Limitations
★ Personal Insights in the Context of Bangladesh
★ Ways of Improvement
Core Features
➢ It refers to the process of educating learners on virtual platforms to learn
from anywhere at any time, making it ideal for those who can't attend
traditional classes due to work or other commitments.
➢ This approach merges traditional teaching with technology to enhance
learning.In 1989, the University of Phoenix became one of the first
universities to launch fully online degree programs.
➢ During the nationwide COVID-19 shutdown, online education was
introduced to help students continue their studies.
➢ Online education is no longer a trend, but mainstream. Of the 18.2
million students enrolled in higher education in the fall of 2007, 3.9
million (21.4%) were enrolled in at least one online course.
(Allen & Seaman, 2008; United States Department of Education,
2013).
Alignment with educational theory
Connectivism:
George Siemens (2004), one of the early MOOC pioneers, has been the main proponent of connectivism, a
learning model that acknowledges major shifts in the way knowledge and information flows, grows, and
changes because of vast data communications networks.
“The integration of principles explored by chaos, network,
complexity and self-organisation theories learning is a process
that occurs within nebulous environments of shifting core
elements – not entirely under the control of the individual.
We need
Learning (defined to remember
as actionable and can reside outside
knowledge)
of ourselvesfollow
and these simpleonrules
is focused connecting specialized
information sets and the connections
during class. that enable us to learn
more and are more important than our current state of
knowing”
George Siemens
Alignment Connectivism enhances online education by promoting technology-mediated
learning and fostering knowledge-building in a dynamic, interconnected
environment.
• Diverse Opinions: Online learning connects students to various global
resources and perspectives, fostering deeper understanding through
diverse viewpoints.
• Connecting Knowledge Sources: Students access databases, experts,
and online communities, building networks of knowledge.
• Learning Beyond the Brain: Tools like learning platforms and apps store
information, making it easily accessible.
Alignment Connectivism enhances online education by promoting technology-mediated
learning and fostering knowledge-building in a dynamic, interconnected
environment.
• Learning How to Learn: Online education teaches students to find and
update knowledge rather than just memorizing facts.
• Maintaining Networks: Discussion boards, group projects, and
professional communities help learners stay informed and share
knowledge.
• Seeing Connections: Online learning encourages linking ideas across
fields, boosting critical thinking and problem-solving.
Alignment Connectivism enhances online education by promoting technology-mediated
learning and fostering knowledge-building in a dynamic, interconnected
environment.
• Staying Current: Courses and materials are updated in real time,
keeping learners up-to-date with evolving knowledge.
• Decision-Making as Learning: Students learn by choosing resources,
managing time, and evaluating information effectively.
Functionality - Roles of Teacher and Student
An effective online class functions in key 3 stages-
Before Class (Preparation stage)
During class (Interactive stage)
After Class (Assessment stage)
Stages Teacher's Role Student's Role
• Finish pre-class assignments or
• Prepare lesson plans
readings.
• Set up the online learning
Before Class (Preparation
platform. • Set up a conducive learning
stage)
• Create clear instructions for environment
upcoming class activities
• Prepare questions about the
upcoming topic
• Facilitate live online sessions
• Actively participate in online
• Use interactive teaching tools
sessions
• Encourage active student
During class (Interactive • Keep video/audio on (if possible)
stage) participation
• Maintain professional online
• Manage online classroom
behavior
discipline
• Provide materials • Review class materials
After Class (Assessment • Assign post-class assignments • Complete post-class assignments
stage) • Give constructive feedback • Seek clarification
• Track student progress • Self-assess learning progress
Benefits
• Dynamic learning • Efficient time-saving process
• Flexibility
• Live online classes
• Technical skill
• Continuous feedback • Learn self discipline
• Availability of training • Lower cost
• Flipped classroom model
• Online discussion forum
Limitations
➢Absence of face-to-face interaction ➢Deficiency in attentiveness
➢Challenges in time management ➢Evaluation and feedback processes
➢Barriers related to resources and ➢Lack of effective content delivery
technology
➢Technical issues
• Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020)
• Sadeghi M. A Shift from Classroom to Distance Learning: Advantages and Limitations. IJREE 2019;
4 (1)
Personal Insights in the Context of Bangladesh
Area Based
Urban Rural
Primary Secondary Higher Education
Challenges for students
Challenges for teachers
Ways of Improvement
➢ Interactive Content ➢ User-Friendly Platforms
➢ Multimedia Integration ➢ Active Listening
➢ Real-World Applications ➢ Technological Support
➢ Effective Communication ➢ Continuous Assessment
Nilson, L. B., Goodson, L. A. (2021). Online Teaching at Its Best: Merging
Instructional Design with Teaching and Learning Research. United
Kingdom: Wiley.
Reference:
➢ Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online
learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27–S31.
https://doi.org/10.12669/pjms.36.COVID19-S4.2785
➢ Sadeghi M. A Shift from Classroom to Distance Learning: Advantages and Limitations. IJREE 2019; 4 (1)
URL: http://ijreeonline.com/article-1-132-en.html
➢ Ally, M. (2019). "Online Education: Principles, Pedagogical Strategies and Technology Integration"
➢ Moore, M. G., & Kearsley, G. (2011). "Distance Education: A Systems View of Online Learning"
➢ Hodges, C., et al. (2020). "The Difference Between Emergency Remote Teaching and Online Learning"
➢ Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning,
21(3), 166-190.
➢ Nilson, L. B., Goodson, L. A. (2021). Online Teaching at Its Best: Merging Instructional Design with Teaching and
Learning Research. United Kingdom: Wiley.
➢ Faize, F. A., & Nawaz, M. (2020). Evaluation and Improvement of students’ satisfaction in online learning during
COVID-19. Open Praxis, 12(4), [495]-507. https://search.informit.org/doi/10.3316/informit.620310264783188
THANK YOU!
