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Testa GMG, de Oliveira Souza MB, Paes ÂT, Magdalon J. Use of Active Learning During Emergency Remote Teaching in COVID-19 Pandemic. Med Sci Educ 2023; 33:913-924. [PMID: 37546198 PMCID: PMC10403487 DOI: 10.1007/s40670-023-01816-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/31/2023] [Indexed: 08/08/2023]
Abstract
The mandatory isolation caused by COVID-19 required the adoption of emergency remote teaching, which caused difficulties for instructors, especially for those who use active learning that depends on student participation in class. This study aimed to investigate the ability of instructors to apply active learning effectively given the pandemic context. This was a cross-sectional observational study carried out in an undergraduate medical school. The sample was composed from one to three classes of 28 instructors that were observed synchronously. Each class was analyzed using a form created from an adaptation of the PORTAAL tool, aiming to evaluate quantitatively essential elements for active learning. We observed that the mean times devoted to activities and active participation of students were 54.8% and 33.1% of the total class time, respectively. Among the time spent in student interactions, the intra-group demanded the highest percentage of the class time. Additionally, 22.0% of the activities presented a high level in Bloom's taxonomy and there was a positive correlation between the percentage of activities at higher Bloom levels and the percentage of class time with student participation, intra-group or between-group interactions, supporting the use of higher-order cognitive skills in a collaborative and student-centered context. In conclusion, our findings indicate that some instructors were able to apply essential elements for an active and collaborative learning even during the emergency remote teaching.
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Affiliation(s)
| | - Mariana Bueno de Oliveira Souza
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, Rua Comendador Elias Jafet, 755 - Morumbi, São Paulo - SP, 05653-000 Brazil
| | - Ângela Tavares Paes
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, Rua Comendador Elias Jafet, 755 - Morumbi, São Paulo - SP, 05653-000 Brazil
| | - Juliana Magdalon
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, Rua Comendador Elias Jafet, 755 - Morumbi, São Paulo - SP, 05653-000 Brazil
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Choi H, Jung I, Lee Y. The power of positive deviance behaviours: From panic-gogy to effective pedagogy in online teaching. Educ Inf Technol (Dordr) 2023:1-19. [PMID: 37361812 PMCID: PMC10011783 DOI: 10.1007/s10639-023-11696-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 02/21/2023] [Indexed: 06/28/2023]
Abstract
This study examines university faculty members' successful behaviours and the factors influencing these behaviours, when dealing with the issues posed by emergency remote teaching during the COVID-19 pandemic. Data was gathered through interviews with 12 carefully chosen instructors who competently prepared and implemented their first online classes despite various challenges encountered during the crisis. Interview transcripts were analysed by applying the theoretical concepts of the positive deviance approach to identify exemplary behaviours in the face of crisis. The results revealed that the participants performed three unique but effective behaviours, called 'positive deviance behaviours', in their online teaching: philosophy-driven decision making informed planning and ongoing performance monitoring. These behaviours were affected by individual factors (e.g., community engagement and emotion management during different phases of emergency remote teaching) and organisational factors (e.g., networks/hardware and training/support). By examining the positive deviance behaviours of instructors who delivered effective classes, this study offers online teaching and faculty development strategies in both crisis and non-crisis situations.
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Affiliation(s)
- Hyoseon Choi
- Department of Medical Education, Chosun University College of Medicine, Gwangju, Republic of Korea
| | - Insung Jung
- Education Research Institute, Seoul National University, Seoul, Republic of Korea
| | - Yekyung Lee
- Graduate School of Education, Sogang University, Seoul, Republic of Korea
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3
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Hershkovitz A, Daniel E, Klein Y, Shacham M. Technology integration in emergency remote teaching: teachers' self-efficacy and sense of success. Educ Inf Technol (Dordr) 2023:1-32. [PMID: 37361745 PMCID: PMC9999315 DOI: 10.1007/s10639-023-11688-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 02/21/2023] [Indexed: 06/28/2023]
Abstract
Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.
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Affiliation(s)
- Arnon Hershkovitz
- School Of Education, Tel Aviv University, Ramat Aviv, PO Box 39040, Tel Aviv, 69978 Israel
| | - Ella Daniel
- School Of Education, Tel Aviv University, Ramat Aviv, PO Box 39040, Tel Aviv, 69978 Israel
| | - Yasmin Klein
- School Of Education, Tel Aviv University, Ramat Aviv, PO Box 39040, Tel Aviv, 69978 Israel
| | - Malka Shacham
- School Of Education, Tel Aviv University, Ramat Aviv, PO Box 39040, Tel Aviv, 69978 Israel
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Crompton H, Chigona A, Burke D. Teacher Resilience During COVID-19: Comparing Teachers' Shift to Online Learning in South Africa and the United States. TechTrends 2023:1-14. [PMID: 36711123 PMCID: PMC9854409 DOI: 10.1007/s11528-022-00826-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/18/2022] [Indexed: 06/18/2023]
Abstract
The Covid-19 pandemic created the largest global disruption of education in recorded history. This unique qualitative study examined teacher resilience as they taught remotely with technology during the pandemic, and the experiences of teachers with a comparison across a developed country (US) with a developing country (South Africa). Data from a teacher resilience survey was gathered to explore factors of teacher resilience and interview data provided insight into teacher experiences. A grounded coding methodology was used to analyze the content. Within the examination of the extant literature, a Socio-Ecological Technology Integration framework (SETI) was developed and presented as a lens to conceptualize the full extent of all the socio-ecological factors involved in teacher technology integration including those in the school, district, and nationally. The findings reveal that teachers in South African reported less support and resources and greater challenges, yet overall reported themselves as more resilient than teachers in the US. From the findings, six factors emerged that impacted teachers' experiences during ERT: self-efficacy, growth, motivation, resources, support, and teacher challenges. The major challenges from both countries were: time management, student issues, isolation, anxiety, meeting student needs, technology, and student engagement.
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Affiliation(s)
- Helen Crompton
- Old Dominion University, 3141 Education Building, Norfolk, VA 23529 USA
| | - Agnes Chigona
- Cape Peninsula University of Technology (CPUT), Cape Town, South Africa
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Engelbrecht J, Borba MC, Kaiser G. Will we ever teach mathematics again in the way we used to before the pandemic? ZDM 2023; 55:1-16. [PMID: 36684476 PMCID: PMC9839221 DOI: 10.1007/s11858-022-01460-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/29/2022] [Indexed: 06/17/2023]
Abstract
After about two years of emergency remote teaching during the pandemic, the teaching of mathematics is slowly returning to (what used to be called) normal. However, after the period of mostly teaching online, there is uncertainty about the extent to which we will return to the way we were teaching before. In this survey paper we attempt to give some background to the impact that emergency remote teaching may have had on teaching mathematics. We examine the possible social implications and then focus on the changing mathematics classroom, focusing on the actual mathematics curriculum, learning design and assessment, the role of collaborative activities and social media, educational videos, and the role of family and parents in future. There are indicators from the literature that educators may not return to the traditional way of teaching entirely, especially in secondary and higher education. We conclude with describing some possible new research areas that have developed through emergency remote teaching, including online education for younger learners, local learning ecosystems, the role of family and parents, instructional design, and the mathematics content of curricula.
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Adekannbi JO, Ipadeola O. Predictors of satisfaction with emergency remote teaching (ERT) during Covid 19 among undergraduate students of Nigeria's premier university. SN Soc Sci 2023; 3:51. [PMID: 36879657 DOI: 10.1007/s43545-023-00638-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 02/13/2023] [Indexed: 03/05/2023]
Abstract
University of Ibadan, Nigeria's premier university commenced emergency remote teaching (ERT) in February 2021 in other to control the spread of Covid-19. After a full session of learning through this mode, this paper investigated determinants of undergraduate students' satisfaction with the institution's ERT. Proportional-to-size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire and data were collected on the factors-attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use); and cognitive engagement. Findings showed that all the variables except accessibility had significant relationships with students' satisfaction. However, only motivation to learn (β = 0.140, p = 0.019) and cognitive engagement (β = 0.154, p = 0.005) were significant predictors of students' satisfaction with the ERT. The study emphasized the need for the institution to take steps towards ensuring that online learning is interesting and motivating for students, such that when faced with such abrupt change in learning mode in the future, students are motivated to learn and are willing to invest their mental effort into understanding their academic work, which may ultimately improve their satisfaction with the learning process.
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Photopoulos P, Tsonos C, Stavrakas I, Triantis D. Remote and In-Person Learning: Utility Versus Social Experience. SN Comput Sci 2023; 4:116. [PMID: 36573208 PMCID: PMC9769479 DOI: 10.1007/s42979-022-01539-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 12/01/2022] [Indexed: 12/24/2022]
Abstract
The massive transition from in-person to remote teaching increased the impact of technology on the everyday life of the universities. Without the face-to-face component, learning and teaching became a completely different experience for students and teachers. Recording the attitudes and perceptions of the undergraduate students on the new situation became necessary for the faculties to support them effectively. This research collected quantitative and qualitative data from 336 students of all the years of studies. The students preferred in-person teaching and reported higher engagement, learning, and understanding during classroom teaching. More senior students, who had developed face-to-face ties with their colleagues before the pandemic, found it easier to continue their interactions remotely. They were interested in matching learning with the duties and needs at the particular period of their life, despite their beliefs concerning the effectiveness of in-person teaching. The first-year students found it challenging to develop relationships remotely, and they were the most frustrated. Overall, students in the first years of their studies perceived remote teaching as dissatisfactory compared to the more senior students. Similar to other publications, the respondents of this study challenged the effectiveness of remote teaching and the concomitant transition from in-person to remote social relationships.
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Affiliation(s)
- Panos Photopoulos
- Department of Electrical and Electronic Engineering, University of West Attica, Athens, Greece
| | - Christos Tsonos
- Department of Physics, University of Thessaly, Lamia, Greece
| | - Ilias Stavrakas
- Department of Electrical and Electronic Engineering, University of West Attica, Athens, Greece
| | - Dimos Triantis
- Department of Electrical and Electronic Engineering, University of West Attica, Athens, Greece
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Hau KT, Wu WJ, Chung WT, Chan SC, Ng MH. Emergency remote teaching technology and pedagogy at covid outbreak: different perspectives of students, parents, and teachers in Hong kong. Educ Inf Technol (Dordr) 2022; 28:1-22. [PMID: 36589520 PMCID: PMC9795419 DOI: 10.1007/s10639-022-11526-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Revised: 11/05/2022] [Accepted: 12/11/2022] [Indexed: 06/17/2023]
Abstract
With the COVID-19 outbreak, emergency remote teaching - an unprepared distant mode of education became the only possible alternative for schools. The present large-scale survey with 3,672 Grade 3 and 9 students, their parents, and 863 teachers/principals was conducted in the metropolitan city of Hong Kong after half a year of school lockdown. Results showed teachers, principals, and parents were worried about students' inability to concentrate and learn without teachers' explanations. In contrast, students, particularly younger ones, were less affected. They perceived their academic achievement was not worsened and they were more lively. Generally, lack of computers and stable internet was not seen as problems. Notably, socially disadvantaged students were not different in their perceived challenges, affects, life satisfaction, or perceived academic achievement. For cities with adequate provision of computers and internet facilities, the pandemic probably forced a positive and giant leap in using advanced technologies and pedagogies.
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Affiliation(s)
- Kit-Tai Hau
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong SAR, PR China
| | - Wen Jie Wu
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong SAR, PR China
| | - Wing Tung Chung
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong SAR, PR China
| | - Sze Ching Chan
- School of Psychological Science, The University of Newcastle, Newcastle, Australia
| | - Ming Ho Ng
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong SAR, PR China
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Ajjawi R, Fischer J, Tai J, Bearman M, Jorre de St Jorre T. "Attending lectures in your pyjamas": student agency in constrained circumstances. High Educ (Dordr) 2022; 86:1-14. [PMID: 36536883 PMCID: PMC9750837 DOI: 10.1007/s10734-022-00976-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/22/2022] [Indexed: 06/17/2023]
Abstract
COVID-19 forced the digitalisation of teaching and learning in a response often described as emergency remote teaching (ERT). This rapid response changed the social, spatial, and temporal arrangements of higher education and required important adaptations from educators and students alike. However, while the literature has examined the constraints students faced (e.g. availability of the internet) and the consequences of the pandemic (e.g. student mental health), students' active management of these constraints for learning remains underexplored. This paper aims to "think with" COVID-19 to explore student agency in home learning under constrained circumstances. This qualitative study used semi-structured interviews to understand the day-to-day actions of nineteen undergraduate students managing their learning during the COVID-19 lockdowns in Victoria, Australia. Emirbayer and Mische's multiple dimensions of agency - iterative, projective, and practical-evaluative - are used to explore student experience. The findings illustrate students' adaptability and agency in navigating life-integrated learning, with most of their actions oriented to their present circumstances. This practical evaluative form of agency was expressed through (1) organising self, space, time, and relationships; (2) self-care; and (3) seeking help. Although this study took place in the context of ERT, it has implications beyond the pandemic because higher education always operates under constraints, and in other circumstances, many students still experience emotionally and materially difficult times.
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Affiliation(s)
- Rola Ajjawi
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC Australia
| | - Juan Fischer
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC Australia
| | - Joanna Tai
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC Australia
| | - Margaret Bearman
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC Australia
| | - Trina Jorre de St Jorre
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC Australia
- Student Experience, University of New England, Armidale, NSW Australia
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Sum M, Oancea A. The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review. Int J Educ Technol High Educ 2022; 19:59. [PMID: 36531306 PMCID: PMC9747262 DOI: 10.1186/s41239-022-00364-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 09/04/2022] [Indexed: 06/17/2023]
Abstract
This paper presents a systematic review of scholarly efforts that uniquely emerged at the onset of the COVID-19 pandemic and focused primarily on higher education teachers' perspectives on technology use and on associated changes in the relationship between teachers and students amidst the transition to emergency remote teaching worldwide. Our narrative synthesis of 32 studies, the majority of which come from lower-and middle-income countries/regions, suggests that numerous factors interact to shape academics' technology use in emergency remote teaching across higher education contexts. We report strong findings of teachers' resilience and resourcefulness in their self-exploration of various technologies and teaching strategies in response to the continued severity of the pandemic. Ultimately, this review suggests directions for further research on engaging educational leaders and faculty in reimagining teaching as not only a core academic function of higher education, but also, and importantly, a humanising experience shaped by an ethics of care.
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Affiliation(s)
- McQueen Sum
- Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY UK
| | - Alis Oancea
- Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY UK
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11
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Balaban I, Filipović D, Zlatović M. Post hoc identification of student groups: Combining user modeling with cluster analysis. Educ Inf Technol (Dordr) 2022; 28:7265-7290. [PMID: 36465418 PMCID: PMC9709367 DOI: 10.1007/s10639-022-11468-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 11/14/2022] [Indexed: 05/25/2023]
Abstract
This study aims to discover groups of students enrolled in the emergency remote teaching online course based on the various course-related data collected throughout the first year of COVID-19 pandemic. Research was conducted among 222 students enrolled in the course "Business Informatics" at the Faculty of Organization and Informatics of the University of Zagreb in the academic year 2020/2021. Overlays were used to model students' success on the various quizzes and exams within the course. The k-means clustering was employed to classify students into groups, based on combination of students' overlay values, frequency of accessing course lessons and the final grades. Three distinct clusters (i.e., students' groups) were discovered and explained in the given context. The identified groups of students can be used for future adaptations of the online course design in order to improve the retention and their final grades.
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Affiliation(s)
- Igor Balaban
- Faculty of Organization and Informatics, University of Zagreb, Pavlinska 2, 42 000 Varaždin, Croatia
| | - Danijel Filipović
- Faculty of Organization and Informatics, University of Zagreb, Pavlinska 2, 42 000 Varaždin, Croatia
| | - Miran Zlatović
- Faculty of Organization and Informatics, University of Zagreb, Pavlinska 2, 42 000 Varaždin, Croatia
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Kearney M, Schuck S, Fergusson J, Perry R. Effective practices during emergency school lockdowns: shared experiences of four Australian schools. Aust Educ Res 2022:1-21. [PMID: 36407673 PMCID: PMC9652584 DOI: 10.1007/s13384-022-00588-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 10/17/2022] [Indexed: 06/16/2023]
Abstract
This study investigates common features of a set of diverse schools' responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support of students and teachers during the emergency remote teaching period. Methods included interviews and focus groups with school leaders, teachers and students. The schools had widely differing contexts, technology access and student needs. Despite these varied contexts, the findings provided important insights into common practices supporting effective remote teaching. Emerging principles of effective practice illuminate ways forward to mitigate the significant risks accompanying emergency remote teaching, and guide practices in a variety of school contexts.
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Affiliation(s)
- M. Kearney
- Faculty of Arts and Social Sciences, University of Technology Sydney (UTS), Ultimo, Australia
| | - S. Schuck
- Faculty of Arts and Social Sciences, University of Technology Sydney (UTS), Ultimo, Australia
| | - J. Fergusson
- Faculty of Arts and Social Sciences, University of Technology Sydney (UTS), Ultimo, Australia
| | - R. Perry
- The Association of Independent Schools of NSW, Sydney, Australia
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Keldgord F, Ching YH. Teachers' Experiences with and Perceptions of Virtual Manipulatives Following the COVID-19 Pandemic. TechTrends 2022; 66:957-967. [PMID: 36249672 PMCID: PMC9547563 DOI: 10.1007/s11528-022-00796-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/26/2022] [Indexed: 06/16/2023]
Abstract
UNLABELLED While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the experiences of teachers using them during emergency remote teaching during COVID-19. The purpose of this study was to explore teacher perceptions and. experiences with virtual manipulatives following emergency remote teaching during COVID-19. To achieve this, the researchers conducted an online survey to gather data on educator's (n = 103) experiences, perceptions, and usage of virtual manipulatives. The qualitative and quantitative data show that educators feel that VM are a valid and feasible support of mathematics instruction when physical manipulatives are not available. Results regarding usage of virtual manipulatives including frequency of use, standards taught, and types used are presented and discussed. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11528-022-00796-9.
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Affiliation(s)
- Fayth Keldgord
- Department of Educational Technology, Boise State University, Boise, ID USA
| | - Yu-Hui Ching
- Department of Educational Technology, Boise State University, Boise, ID USA
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Thurm D, Vandervieren E, Moons F, Drijvers P, Barzel B, Klinger M, van der Ree H, Doorman M. Distance mathematics education in Flanders, Germany, and the Netherlands during the COVID 19 lockdown-the student perspective. ZDM 2022; 55:79-93. [PMID: 36193161 PMCID: PMC9520109 DOI: 10.1007/s11858-022-01409-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/08/2022] [Indexed: 06/16/2023]
Abstract
In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders-the Dutch-speaking part of Belgium-, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.
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15
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Kannan V, Warriem JM, Majumdar R, Ogata H. Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course. Res Pract Technol Enhanc Learn 2022; 17:28. [PMID: 35911173 PMCID: PMC9306417 DOI: 10.1186/s41039-022-00203-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader-BookRoll, Analytics Dashboard-LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases-technology used in "Content Focus" mode, technology used in "Problem Focus" mode and technology used in "Learning Dialogue Focus" mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student's learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor-learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.
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Affiliation(s)
- Vijayanandhini Kannan
- Department of Physics, GITAM School of Sciences, GITAM (Deemed to Be University), Rudraram, Hyderabad, 502 325 India
| | | | - Rwitajit Majumdar
- Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan
| | - Hiroaki Ogata
- Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan
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Gomez DR, Swann W, Willms Wohlwend M, Spong S. Adapting Under Pressure: A Case Study in Scaling Faculty Development for Emergency Remote Teaching. J Comput High Educ 2022; 35:91-110. [PMID: 35813579 PMCID: PMC9255505 DOI: 10.1007/s12528-022-09330-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 06/10/2022] [Indexed: 06/15/2023]
Abstract
This case study examines the adaptation of an existing online, asynchronous faculty development resource at the University of New Mexico to support the unanticipated need for all instructors to teach remotely starting in spring 2020, due to the COVID-19 pandemic. The course-entitled Evidence-Based Practices for Teaching Online (EBPTO)-was previously utilized to support instructor transitions to distance education by applying constructivist principles to the development of evidence-based online teaching practices. The course was adapted to address institutional and instructor needs as a result of the pandemic, including increasing facilitation resources. The largest EBPTO cohort, with 117 participants, began in June 2020. Data were collected through a reflective journal administered at the mid-point and an end-of-course survey. Analysis of the reflective journal provided insight into participants' learning experience in terms of key "takeaways," LMS tools that they had the opportunity to practice, and "lingering questions" that they had. The top 3 takeaways were the usefulness of course mapping, the usefulness of backwards design, and the deepening familiarity with LMS tools. Results from the end-of-course survey showed positive feedback from participants regarding perceived achievement of the course learning objectives, even after scaling the course to accommodate the large number of instructors moving to remote instruction.
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Affiliation(s)
- David R. Gomez
- Lindenwood University, 209 S. Kingshighway Roemer Hall 019, 63301 St. Charles, MO USA
| | - William Swann
- University of New Mexico, Woodward Hall 140A, 87131 Albuquerque, NM USA
| | | | - Stephanie Spong
- University of New Mexico, Woodward Hall 140A, 87131 Albuquerque, NM USA
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17
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Botvin M, Hershkovitz A, Forkosh-Baruch A. Data-driven decision-making in emergency remote teaching. Educ Inf Technol (Dordr) 2022; 28:489-506. [PMID: 35791318 PMCID: PMC9247914 DOI: 10.1007/s10639-022-11176-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Accepted: 06/15/2022] [Indexed: 06/15/2023]
Abstract
Decision-making is key for teaching, with informed decisions promoting students and teachers most effectively. In this study, we explored data-driven decision-making processes of K-12 teachers (N = 302) at times of emergency remote teaching, as experienced during the COVID-19 pandemic outbreak in Israel. Using both quantitative and qualitative methodologies, and a within-subject design, we studied how teachers' data use had changed during COVID-19 days, and which data they would like to receive for improving their decision-making. We based our analysis of the data on the Universal Design of Learning (UDL) model that characterizes the diverse ways of adapting teaching and learning to different learners as a means of understanding teachers' use of data. Overall, we found a decline in data use, regardless of age or teaching experience. Interestingly, we found an increase in data use for optimizing students' access to technology and for enabling them to manage their own learning, two aspects that are strongly connected to remote learning in times of emergency. Notably, teachers wished to receive a host of data about their students' academic progress, social-emotional state, and familial situations.
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Affiliation(s)
- Maya Botvin
- School Of Education, Tel Aviv University, Ramat Aviv, PO Box 39040, 69978 Tel Aviv, Israel
| | - Arnon Hershkovitz
- School Of Education, Tel Aviv University, Ramat Aviv, PO Box 39040, 69978 Tel Aviv, Israel
| | - Alona Forkosh-Baruch
- School Of Education, Tel Aviv University, Ramat Aviv, PO Box 39040, 69978 Tel Aviv, Israel
- Levinsky College of Education, Tel Aviv, Israel
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18
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Joshi MA, Krishnappa P, Prabhu AV. Faculty satisfaction and perception regarding emergency remote teaching : An exploratory study. Med J Armed Forces India 2022; 79:S0377-1237(22)00055-7. [PMID: 35702712 PMCID: PMC9186517 DOI: 10.1016/j.mjafi.2022.04.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Accepted: 04/05/2022] [Indexed: 11/25/2022] Open
Abstract
Background The COVID 19 pandemic which made its presence felt by March 2020 made the educators and administrators, both of whom had very little experience with alternate teaching and learning methods, look for alternate methods of delivering the teaching learning. Because of the mandates from apex bodies, faculty members were forced to delve into an unknown territory of Emergency Remote Teaching (ERT). This study aimed to explore the factors that contributed to faculty satisfaction for ERT, the challenges faced, and suggestions for improving online teaching. Method A modified survey tool to suit ERT was developed which demonstrated favourable preliminary factor analysis (Bartlett's Test of Sphericity (p < .001) and the Kaiser- Mayer- Olkin measure of sampling adequacy, KMO = 0.811). Results The EFA identified four factors, such as faculty-student interaction, faculty and IT-related, faculty training and faculty preparedness with heavy loading on faculty training, as important factors for improving faculty satisfaction for online teaching. Most of the faculty members were satisfied with the ERT. A trend of shared opinion was observed in capacity building and empowering the faculty community with full IT and course development support from the institution in the form of faculty development programmes and infrastructure development in order to equip them with emergency academic transitions. Conclusion The modified Survey tool was valid in identifying the faculty perceptions regarding the ERT. Faculty felt that they managed to quickly move to online teaching due to the pandemic but felt that they needed better IT support and faculty development programmes to effectively adapt to online teaching. Students, too, need to be trained for online learning, as per faculty members.
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Affiliation(s)
- Medha Anant Joshi
- Faculty (Life & Allied Health Sciences), M.S Ramaiah University of Applied Sciences, Bengaluru, India
| | | | - Avinash Vasudev Prabhu
- Faculty (Life & Allied Health Sciences), M.S Ramaiah University of Applied Sciences, Bengaluru, India
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19
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Ringer N, Kreitz-Sandberg S. Swedish Pupils' Perspectives on Emergency Remote Teaching during COVID-19 - A Qualitative Study. Int J Educ Res Open 2022; 3:100167. [PMID: 35541761 PMCID: PMC9069996 DOI: 10.1016/j.ijedro.2022.100167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 04/08/2022] [Accepted: 04/09/2022] [Indexed: 06/14/2023]
Abstract
Due to the COVID-19 pandemic, schools in many countries were forced to stop face-to-face teaching and switch to emergency remote teaching (ERT). The aim of this study, based on semi-structured interviews with upper secondary-school pupils in Stockholm, was to explore how Swedish pupils perceive their ERT and to understand their preconditions for learning. We found variations among pupils with regard to how they perceived their new morning routine, the increased flexibility in structuring their day, the flexibility to choose their workplace at home, and the decreased control by their teachers. While some perceived the increased flexibility as challenging, others appraised it as a possibility to be more independent. With regard to their classmates, all participants perceived difficulties learning from each other in ERT. Identified difficulties involved comparing one's performance to that of classmates, having deep discussions, encouraging each other, and organizing themselves in a group. The results are discussed in relation to previous studies, and are interpreted through the lenses of the Designs for Learning Theory.
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Affiliation(s)
- Noam Ringer
- Department of Special Education, Stockholm University, Stockholm, Sweden
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20
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Bailey DR, Almusharraf N. A structural equation model of second language writing strategies and their influence on anxiety, proficiency, and perceived benefits with online writing. Educ Inf Technol (Dordr) 2022; 27:10497-10516. [PMID: 35464111 PMCID: PMC9013734 DOI: 10.1007/s10639-022-11045-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 04/06/2022] [Indexed: 06/14/2023]
Abstract
Second language (L2) writing strategies are essential for successful learning outcomes in courses with a substantial writing component and this is especially true during emergency remote teaching (ERT) when online writing tasks help compensate for the missing offline communication. Online writing tasks are multimodal and interactive, and widely delivered through assignment modules, discussion forums, social media, and other online channels, yet little is known pertaining to L2 writing strategies and online writing beliefs. The current study investigates the types of L2 writing strategies students employed during ERT in the midst of Covid-19 and then used structural modeling to understand how strategies relate to online writing task perceptions, L2 writing anxiety, and L2 writing proficiency. The four L2 writing strategy categories are related to planning, monitoring, reviewing, and translating. Following a cross-sectional survey design, a total of 256 South Korean EFL students completed the study's questionnaire administered during their second semester of ERT. Overall, students reported using planning and monitoring strategies the most while using moderate levels of translation and review strategies. Translation strategies produced a significant positive relationship with L2 writing anxiety, indicating effort-avoidance behavior among apprehensive writers. Contrarily, planning and review strategies were positively associated with increased levels of perceived benefits with online writing tasks. When added to the model, the statistically significant correlations among monitoring category and outcome variables vanished, indicating a mediation effect. Along with addressing future directions in L2 writing strategy research in the post-Covid era, some pedagogical implications for the evolving application of translation strategies are discussed.
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Affiliation(s)
- Daniel R. Bailey
- English Language and Culture Department, Konkuk University’s Glocal Campus, Chungju, South Korea
| | - Norah Almusharraf
- Applied Linguistics, Prince Sultan University, Riyadh, Kingdom of Saudi Arabia
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21
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Wieselmann JR, Crotty EA. Teaching during COVID-19: reflections of early-career science teachers. Discip Interdscip Sci Educ Res 2022; 4:15. [PMID: 37520627 PMCID: PMC9011381 DOI: 10.1186/s43031-022-00057-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 04/03/2022] [Indexed: 08/01/2023]
Abstract
The unique circumstances of the COVID-19 pandemic required that instruction be shifted online through asynchronous, synchronous, or hybrid models of instruction. This created a need for many K-12 teachers to dramatically rethink how teaching and learning occurred in their classrooms. In this study, we investigate the experiences of early-career science teachers who were in their first year of teaching when the pandemic struck. Using a comparative case study and an analytical framework focused on technology-related leader practices, we explore the unique opportunities for technology-based leadership that emerged for early-career teachers during the pandemic. We posit that the circumstances of the COVID-19 pandemic presented novel opportunities for early-career teachers to assume leadership roles that were embedded within the classroom teaching experience, which created unique opportunities for innovation and leadership in teaching.
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22
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Jamil N, A. Wahab I, Jamludin NA, Ahmad Hisham S. Development and Conduct of Tele-Objective Structured Clinical Examination (Tele-OSCE) to Assess Clinical Pharmacy Competencies During COVID-19 Emergency Remote Teaching. Med Sci Educ 2022; 32:321-327. [PMID: 35284196 PMCID: PMC8897727 DOI: 10.1007/s40670-022-01527-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/24/2022] [Indexed: 06/14/2023]
Abstract
Restrictions in face-to-face contact during the COVID-19 pandemic have necessitated the conversion to online teaching-learning activities. To assess relevant competencies of a Master's in Clinical Pharmacy student cohort, an online tele-objective structured clinical examination (OSCE) was developed and conducted using Microsoft Teams®. Afterward, a survey was conducted to determine the acceptance of tele-OSCE by students and faculty members. Students' performance was also compared to a previous cohort that underwent face-to-face OSCE. The majority of students generally agreed that tele-OSCE was operationally easy to undertake (94.0%) and did not deter their exam performance. The majority of faculty members also generally agreed that the online platform did not deter the assessment of students' performance and a minority disagreed on the ease of assessing counselling tasks or calculation work (13.0%). There was no statistically significant difference in students' overall scores between the tele-OSCE and the face-to-face cohort (p > 0.05). A thoughtfully planned tele-OSCE is a feasible method of examination that allows acceptable assessment of attained clinical competencies when social distancing measures are mandated. Stakeholders should look towards fortifying IT and online platform access to support optimal emergency remote teaching.
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Affiliation(s)
- Nurdiana Jamil
- Faculty of Pharmacy, University of Cyberjaya, Persiaran Bestari, 63000 Cyberjaya, Selangor, Malaysia
| | - Izyan A. Wahab
- Faculty of Pharmacy, Universiti Malaya, 50603 Kuala Lumpur, Malaysia
| | - Nurul Ashikin Jamludin
- Faculty of Pharmacy, University of Cyberjaya, Persiaran Bestari, 63000 Cyberjaya, Selangor, Malaysia
| | - Shairyzah Ahmad Hisham
- Faculty of Pharmacy, University of Cyberjaya, Persiaran Bestari, 63000 Cyberjaya, Selangor, Malaysia
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23
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DeCoito I, Estaiteyeh M. Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers' Views, Successes, and Challenges. J Sci Educ Technol 2022; 31:340-356. [PMID: 35369535 PMCID: PMC8958807 DOI: 10.1007/s10956-022-09958-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/26/2022] [Indexed: 06/14/2023]
Abstract
Due to the COVID-19 pandemic, school closures were mandated by governments across the globe. This necessitated an abrupt shift to online/distance teaching. Through a mixed-methods study, the authors explored STEM teachers' transition to online teaching and learning in a Canadian context. This subset of the larger study investigated (i) teachers' views of and attitude toward online teaching and (ii) successes and challenges encountered with online teaching. Data were collected through an online questionnaire administered to 70 Grade 1-12 science/STEM subject teachers in a Canadian province between May and July 2020. Findings are discussed through the lens of self-efficacy theory and the technological pedagogical content knowledge (TPACK) framework. Results indicate that despite few successes, teachers faced a wide array of challenges that negatively affected their attitudes and views toward online teaching, and that the support received did not parallel their expectations. Teachers' experiences, self-efficacy, and technological competency slightly enhanced their views of online teaching but were not sufficient to shift their mindset. Recommendations include effective professional development initiatives and support for teachers to facilitate teachers' transition and enhance their personal views toward online teaching.
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Affiliation(s)
- Isha DeCoito
- Faculty of Education, Western University, 1137 Western Road, London, ON N6G 1G7 Canada
| | - Mohammed Estaiteyeh
- Faculty of Education, Western University, 1137 Western Road, London, ON N6G 1G7 Canada
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24
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Kuromiya H, Majumdar R, Miyabe G, Ogata H. E-book-based learning activity during COVID-19: engagement behaviors and perceptions of Japanese junior-high school students. Res Pract Technol Enhanc Learn 2022; 17:12. [PMID: 35342459 PMCID: PMC8934909 DOI: 10.1186/s41039-022-00184-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 02/22/2022] [Indexed: 06/14/2023]
Abstract
Recent spread of the COVID-19 forces governments around the world to temporarily close educational institutions. In this paper, we evaluated learning engagement, level of satisfaction and anxiety of e-book based remote teaching strategy on an online learning platform. The research involves 358 students at an urban junior-high school in Japan. Learning logs were analyzed to measure student engagement, whereas survey responses indicated their perception regarding the remote learning experience. Log analysis revealed that the average completion rate over 267 learning materials was 67%. We also observed a significant decrease in engagement 3 weeks after remote learning and different subjects and grades. Survey analysis showed students felt both satisfaction and anxiety about remote learning. However, there were significant differences in the level of satisfaction between different grades. The results indicated that (1) maintaining students' motivation is a challenge to remote learning in secondary schools, and (2) we need to relieve students' anxiety about their own progress in the class and their classes after the break. This study is the first to report trends in actual teaching-learning engagement, which were recorded during sessions of emergency remote teaching in Japanese schools. The results can inform the future implementation of remote learning in junior-high schools.
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Affiliation(s)
- Hiroyuki Kuromiya
- Graduate School of Social Informatics, Kyoto University, Kyoto, Japan
| | - Rwitajit Majumdar
- Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan
| | - Gou Miyabe
- Saikyo Junior High School Attached to Saikyo High School, Kyoto, Japan
| | - Hiroaki Ogata
- Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan
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25
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DeCoito I, Estaiteyeh M. Online teaching during the COVID-19 pandemic: exploring science/STEM teachers' curriculum and assessment practices in Canada. Discip Interdscip Sci Educ Res 2022; 4:8. [PMID: 37520635 PMCID: PMC8899456 DOI: 10.1186/s43031-022-00048-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 02/16/2022] [Indexed: 08/01/2023]
Abstract
The COVID-19 pandemic necessitated school closures globally, resulting in an abrupt move to online/distance teaching or emergency remote teaching (ERT). Teachers and students pivoted from face-to-face engagement to online environments, thus impacting curriculum, pedagogy, and student outcomes across a variety of disciplines. In this paper, the authors focus on science/STEM teachers' experiences with online teaching and learning in a Canadian context during the pandemic. Qualitative and quantitative data were collected through an online questionnaire administered to 75 Grade 1-12 science/STEM teachers in a Canadian province in May-July 2020. Through the TPACK framework and self-efficacy theory, the authors explore i) curriculum planning and implementation in online settings, ii) assessment practices and their effectiveness, and iii) student outcomes, as observed by the teachers. Results indicate that teachers used a variety of platforms, and choice of platform was mainly due to user-friendliness and interactivity, or administrative decision making. Despite teachers organizing online lessons during ERT, gaps were identified in teachers' TPACK framework and self-efficacy, thus impacting their curriculum development, pedagogical approaches, and assessment practices. In general, teaching strategies included pre-recorded videos and self-directed learning in which teachers assigned specific tasks for students to perform independently. Teachers prioritized subject content and covering curriculum objectives over creative and student-centered pedagogical approaches. Assessment techniques employed were viewed by teachers as unauthentic and generally ineffective. Moreover, teachers reported difficulties addressing student needs and abilities, resulting in challenges providing equitable and inclusive online teaching. Finally, online teaching was viewed negatively by most teachers, in terms of student engagement and outcomes.
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Affiliation(s)
- Isha DeCoito
- Faculty of Education, Western University, 1137 Western Road, London, ON N6G 1G7 Canada
| | - Mohammed Estaiteyeh
- Faculty of Education, Western University, 1137 Western Road, London, ON N6G 1G7 Canada
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26
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Martin CS, Harbour K, Polly D. Examining How Emergency Remote Teaching Influenced Mathematics Teaching. TechTrends 2022; 66:338-350. [PMID: 35262069 PMCID: PMC8890984 DOI: 10.1007/s11528-022-00711-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/14/2022] [Indexed: 06/14/2023]
Abstract
The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virtual teaching). As teachers return to their classrooms for in-person teaching, there is a need to examine how remote teaching influences teachers' instruction. This study examined teachers' use of digital technologies and specific mathematics activities both during remote teaching and during in-person teaching after returning to their classrooms. The study also examined how teacher participants reported how the pandemic influenced their mathematics teaching. Data analysis indicated statistically significant differences in the frequency of use of all digital technologies except for mathematics games, meaning that mathematics games are used now as much during in-person teaching as remote teaching. Teacher participants also reported that the largest influences of the pandemic and remote teaching have had on their in-person mathematics teaching was the use of general, non-mathematics specific technologies to support organization, the use of hands-on or virtual manipulatives, and the benefit of formative assessment. Implications for future research include the need to examine teachers' use of digital technologies and mathematics activities more closely during in-person teaching and leverage interviews as a possible way to more closely study teachers' experiences.
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Affiliation(s)
| | | | - Drew Polly
- University of North Carolina at Charlotte, Charlotte, NC USA
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27
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Cahyadi A, Widyastuti S. COVID-19, emergency remote teaching evaluation: the case of Indonesia. Educ Inf Technol (Dordr) 2022; 27:2165-2179. [PMID: 34400873 PMCID: PMC8358907 DOI: 10.1007/s10639-021-10680-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Accepted: 07/15/2021] [Indexed: 05/09/2023]
Abstract
The global crisis caused by the COVID-19 pandemic has challenged educational institutions worldwide to rapidly shift to an online mode of teaching. In this paper, we discuss the concept of emergency remote teaching (ERT), including its implementation and evaluation, in the context of higher education in Indonesia. The Context, Input, Process, and Product framework was used to evaluate the implementation of ERT based on the experiences of 45 faculty members and 82 students from seven universities and colleges in three provinces in Indonesia. This study revealed several points of view. First, the shift to the ERT process depends on various aspects: internal organizational resources (curriculum, staff development, and technology), and external challenges (lack of access to a fast, affordable, and reliable Internet connection and the socioeconomic problems of the participants). Second, the ERT learning design needs to be framed using three principles: simplicity, flexibility, and empathy. The schools/administrators understand that this is not a normal situation in which learning competency standards must be rigorously met. In a crisis, given the facts that show disparities in technology and Internet networks, curriculum fulfillment is not the sole issue; it is also important to care for and support learners during this difficult time. This study provides recommendations that will serve as input for future strategies and educational policies in Indonesia, and developing countries in general. Additionally, this study can also be used as a benchmark for evaluating learning in similar situations in other countries.
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Affiliation(s)
- Ani Cahyadi
- Universitas Islam Negeri Antasari, Banjarmasin, Indonesia
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28
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Almpanis T, Joseph-Richard P. Lecturing from home: Exploring academics' experiences of remote teaching during a pandemic. Int J Educ Res Open 2022; 3:100133. [PMID: 36161267 PMCID: PMC9490561 DOI: 10.1016/j.ijedro.2022.100133] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Revised: 01/27/2022] [Accepted: 02/01/2022] [Indexed: 05/20/2023]
Abstract
This study aims to explore home-working academics' experiences of remote teaching during the COVID-19 pandemic. The disruptions caused by the pandemic have posed several challenges to academics. These challenges included familiarising themselves with the use of digital technologies and their related pedagogies within a short period of time, so that classes can be moved online. In this study, we use the UK Professional Standards Framework (UKPSF, 2011) as a lens through which to bring to light ten academics' experiences of adapting their teaching and learning strategies to address the challenges they faced during the pandemic. We reveal how they made surface-level adaptations in lesson plans and teaching delivery, intensified institutional focus on assessments, increased efforts to support 'connected, but disengaged' students, and emerged as 'learning' practitioners. This research will inform pedagogical approaches to technology-enhanced learning and teaching, as well as staff development for blended and online learning in higher education.
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29
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Iglesias-Pradas S, Hernández-García Á, Chaparro-Peláez J, Prieto JL. Emergency remote teaching and students' academic performance in higher education during the COVID-19 pandemic: A case study. Comput Human Behav 2021; 119:106713. [PMID: 34866769 PMCID: PMC8631572 DOI: 10.1016/j.chb.2021.106713] [Citation(s) in RCA: 87] [Impact Index Per Article: 29.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 01/20/2021] [Indexed: 11/01/2022]
Abstract
The COVID-19 pandemic has caused a massive disruption in the way traditional higher education institutions deliver their courses. Unlike transitions from face-to-face teaching to blended, online or flipped classroom in the past, changes in emergency remote teaching -a temporary shift of instructional delivery to an alternate remote delivery mode due to crisis circumstances- happen suddenly and in an unplanned way. This study analyzes the move to emergency remote teaching at the School of Telecommunication Engineering (Universidad Politécnica de Madrid), and the impact of organizational aspects related to unplanned change, instruction-related variables -class size, synchronous/asynchronous delivery- and use of digital supporting technologies, on students' academic performance. Using quantitative data of academic records across all (N = 43) courses of a bachelor's degree programme in Telecommunication Engineering and qualitative data from a questionnaire delivered to all (N = 43) course coordinators, the research also compares the academic results of students during the COVID-19 pandemic with those of previous years. The results of this case study show an increase in students' academic performance in emergency remote teaching, and support the idea that organizational factors may contribute to successful implementation of emergency remote teaching; the analysis does not find differences across courses with different class sizes or delivery modes. The study further explores possible explanations for the results of the analysis, considering organizational, individual and instruction-related aspects.
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Affiliation(s)
- Santiago Iglesias-Pradas
- Departamento de Ingeniería de Organización, Administración de Empresas y Estadística, ETSI de Telecomunicación, Universidad Politécnica de Madrid, Spain
| | - Ángel Hernández-García
- Departamento de Ingeniería de Organización, Administración de Empresas y Estadística, ETSI de Telecomunicación, Universidad Politécnica de Madrid, Spain
| | - Julián Chaparro-Peláez
- Departamento de Ingeniería de Organización, Administración de Empresas y Estadística, ETSI de Telecomunicación, Universidad Politécnica de Madrid, Spain
| | - José Luis Prieto
- Department of Electronic Physics, Electric Engineering and Applied Physics, ETSI de Telecomunicación, Universidad Politécnica de Madrid, Spain
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30
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Lengetti E, Cantrell MA, DellaCroce N, Diewald L, Mensinger JL, Shenkman R. Learning environment and evidence among professionals and students satisfaction (LEAPS), experienced during the COVID-19 pandemic. Teach Learn Nurs 2021; 16:342-346. [PMID: 34539284 PMCID: PMC8442533 DOI: 10.1016/j.teln.2021.07.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/01/2021] [Indexed: 11/29/2022]
Abstract
The COVID-19 pandemic required schools to transition courses to an online platform. This shift to Emergency Remote Teaching (ERT) created gaps in the literature about its impact on students. The purpose of this study was to test the relationship between learner and instructional attributes and learner satisfaction with ERT. A modified version of the Student Satisfaction Survey assessed learner and instructional attributes and learner satisfaction among a convenience sample of 12 graduate and 83 undergraduate nursing students. Open-ended questions assessed students’ responses to their satisfaction with ERT. Multiple regression analysis was used to test associations of learner and instructional attributes with student satisfaction. Overall satisfaction with ERT was neutral with a mean of 2.76 on a 1 to 5 scale; students rated instructional attributes higher with a mean of 3.64. Instructional engagement/technology use (single factor) and learner technology competence were associated with student satisfaction, beta = 0.93(0.09), p<.001; beta = 0.24(0.09), p = .008, respectively. Between-class technology use and prior experience with online courses were not associated with student satisfaction, beta = -0.08(0.09), p = .379, beta = 0.26(0.15), p = .079, respectively. Qualitative findings revealed faculty engagement was a major determinant in learner satisfaction with ERT. Supporting faculty competence for the use of technology may increase learner satisfaction with ERT.
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Affiliation(s)
| | - Mary Ann Cantrell
- Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, PA, USA
| | - Nicole DellaCroce
- Continuing Education, Family Nurse Practitioner Program Student, Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, PA, USA
| | - Lisa Diewald
- MacDonald Center for Obesity Prevention and Education, Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, PA, USA
| | - Janell L Mensinger
- Biostatistician, Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, PA, USA
| | - Rebecca Shenkman
- MacDonald Center for Obesity Prevention and Education, Villanova University, M. Louise Fitzpatrick College of Nursing, Villanova, PA, USA
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31
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Cahyadi A, Hendryadi, Widyastuti S, Mufidah VN, Achmadi. Emergency remote teaching evaluation of the higher education in Indonesia. Heliyon 2021; 7:e07788. [PMID: 34466694 DOI: 10.1016/j.heliyon.2021.e07788] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 06/03/2021] [Accepted: 08/11/2021] [Indexed: 11/26/2022] Open
Abstract
The present study introduces the qualitative and quantitative results obtained in a pilot study of emergency remote teaching (ERT) evaluation in Indonesian higher education. In particular, this study aims to provide basic principles for future ERT implementation. Seven universities in Indonesia were involved in the first phase of the study, aiming to obtain initial information regarding the relevance, content validity, and readability of fundamental initial principles of ERT. The second phase aims to assess the quality ERT scale quality using confirmatory composite analysis (CCA) procedure, involving 2,957 undergraduate students from 22 universities in ten provinces in Indonesia. The results seem to indicate that the ERT principles can be viewed as 1) a complementary tool for ERT design covering five principles including simplicity, accessibility, affordability, flexibility, and empathy; and 2) In Indonesian higher education, affordability and flexibility are the two principles that are rated the lowest based on students' experiences. The lack of access to a fast, affordable, and reliable Internet connection in some areas of Indonesia is a fundamental problem in implementing ERT. This result is likely to be the case in other developing countries with similar geographical characteristics. The findings provide information based on practical experience - showing that learning design in a crisis is dynamic and open to revision based on socio-economic considerations, technological infrastructure, and students 'and teachers' readiness.
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32
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Bond M, Bedenlier S, Marín VI, Händel M. Emergency remote teaching in higher education: mapping the first global online semester. Int J Educ Technol High Educ 2021; 18:50. [PMID: 34778537 PMCID: PMC8403509 DOI: 10.1186/s41239-021-00282-x] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Accepted: 06/18/2021] [Indexed: 05/05/2023]
Abstract
Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s41239-021-00282-x.
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Affiliation(s)
- Melissa Bond
- EPPI-Centre, Institute of Education, University College London, London, UK
| | - Svenja Bedenlier
- Faculty of Humanities, Social Sciences, and Theology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Victoria I. Marín
- Faculty of Education, Psychology and Social Work, Universitat de Lleida, Lleida, Spain
| | - Marion Händel
- Faculty of Humanities, Social Sciences, and Theology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
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33
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Chand AA, Lal PP, Chand KK. Remote learning and online teaching in Fiji during COVID-19: The challenges and opportunities. Int J Surg 2021; 92:106019. [PMID: 34252594 DOI: 10.1016/j.ijsu.2021.106019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2021] [Accepted: 07/02/2021] [Indexed: 10/20/2022]
Abstract
Fiji is a small Pacific Island Country with a population of around 902,536 people. The current pandemic of COVID-19 is impacting the well-being, social life, and economic status of the country. Besides, the well-known health difficulties caused by this virus, education is another crucial sector that has been crippled. To prevent the local transmission of such deadly virus the common exercises used globally are lockdowns (stay-in), social distancing, and use of PPEs (facemask, hand glove, and face shield). As a result, students, and teachers at all levels of school have been obliged to quickly adapt to online learning. Therefore, in this paper, an outlook of COVID-19 and its impact on the educational system is discussed.
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Affiliation(s)
- Aneesh A Chand
- School of Information Technology, Engineering, Mathematics and Physics (STEMP), The University of the South Pacific, Suva, Fiji.
| | - Prashant P Lal
- School of Information Technology, Engineering, Mathematics and Physics (STEMP), The University of the South Pacific, Suva, Fiji
| | - Krishneel K Chand
- College of Medicine, Nursing & Health Sciences, Fiji National University, Suva, Fiji
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34
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Toti G, Alipour MA. Computer Science Students' Perceptions of Emergency Remote Teaching: An Experience Report. SN Comput Sci 2021; 2:378. [PMID: 34278329 PMCID: PMC8275638 DOI: 10.1007/s42979-021-00733-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Accepted: 06/02/2021] [Indexed: 12/01/2022]
Abstract
In the first 6 months of 2020, the COVID-19 pandemic forced numerous universities across the globe to quickly transfer all their courses online, a response known as Emergency Remote Teaching. Courses initially designed for face to face delivery had to be quickly adapted to a new online format. In this paper, we study the perception of the transition to remote teaching in a group of computer science students. Despite the advantage given by an average higher computer literacy, the results of this study suggest that students found the transition challenging, especially regarding tasks such as asking questions during video lectures and interacting with instructors. The transition seems to have had a greater impact on students of lower level courses. Differences were found also across race and residence status (but not gender). The initial format of the course was also relevant: students fared better if their course relied on online tools before the transition.
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Affiliation(s)
- Giulia Toti
- Department of Computer Science, University of British Columbia, Vancouver, Canada
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35
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Ezra O, Cohen A, Bronshtein A, Gabbay H, Baruth O. Equity factors during the COVID-19 pandemic: Difficulties in emergency remote teaching (ert) through online learning. Educ Inf Technol (Dordr) 2021; 26:7657-7681. [PMID: 34220285 PMCID: PMC8239124 DOI: 10.1007/s10639-021-10632-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 06/08/2021] [Indexed: 05/30/2023]
Abstract
Since the onset of the COVID-19 pandemic, Emergency Remote Teaching through Online Learning (ERT-OL) has become the prevalent form of learning at many universities worldwide. At the same time, voices around the world have pointed to difficulties in online learning in general and to concerns regarding educational equity in particular. The current study sought to increase knowledge about specific hindering elements in ERT-OL and about the relationships between these elements from the standpoint of the following equity factors-socioeconomic status, language, and juggling among students who are also parents or working. To this end, the study analyzed 154 open-ended textual statements concerning the difficulties perceived by students at a university in Israel. The qualitative thematic analysis generated a map of hindering elements categorized in terms of a) processes: technology, pedagogy, content, situation and individual characteristics, and b) outcomes: cognitive, affective, social, and physical. The map revealed a mesh of intricate mediating and moderating links whose effect can intensify for each equity factor. On the positive side, seeds of mitigating strategies emerged as well. The study advances knowledge regarding ERT-OL hindering elements and their relationships and provides a better understanding of how these debilitating relationships may be exacerbated when equity factors are considered. Researchers and teachers interested in ERT-OL or in "normal" online learning in the future can use the map as a research and teaching framework to identify inequities and prevent further gaps.
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Affiliation(s)
- Orit Ezra
- School of Education, Tel Aviv University, Ramat Aviv, P.O.B 39040, 69978 Tel Aviv, Israel
| | - Anat Cohen
- School of Education, Tel Aviv University, Ramat Aviv, P.O.B 39040, 69978 Tel Aviv, Israel
| | | | - Hagit Gabbay
- School of Education, Tel Aviv University, Ramat Aviv, P.O.B 39040, 69978 Tel Aviv, Israel
| | - Orit Baruth
- School of Education, Tel Aviv University, Ramat Aviv, P.O.B 39040, 69978 Tel Aviv, Israel
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36
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Khlaif ZN, Salha S, Kouraichi B. Emergency remote learning during COVID-19 crisis: Students' engagement. Educ Inf Technol (Dordr) 2021; 26:7033-7055. [PMID: 33935578 PMCID: PMC8077864 DOI: 10.1007/s10639-021-10566-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Accepted: 04/23/2021] [Indexed: 05/31/2023]
Abstract
UNLABELLED Student engagement in online learning enhance students performance and the outcomes of the learning process in online learning environment. The existed literature revealed various factors influencing student engagement in online leaning, however these studies were before the COVID-19 crisis. The purpose of the current paper is to explore the factors that influence student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries where is a lack of studies about the factors influencing student's engagement in emergency remote learning during the crisis. A qualitative approach was used for data collection and analysis. Semi-structured interviews with 34 participants (14 students, 13 teachers, and 7 parents) were conducted for 20-30 min. Furthermore, online class observations were used for data collection; 13 online classes were observed. Each class was 40 min. A thematic analysis was used to categorize the findings into themes and subthemes. The findings of the study revealed that various factors influence student engagement in online learning during the crisis including infrastructure factors, cultural factors, digital inequality, and the threat to digital privacy. Cultural factors were the important factor that influences females because of parents' culture and their bias against females using online learning compared to male students. Teachers' presence and quality of content were the major factors that influence student engagement, where parental concerns, norms, and traditions emerged as the major factors in the crisis, influencing engagement. Most of the participants reported that teaching and learning online during the crisis has broadened the digital inequality and threatened their digital privacy which influenced negatively student engagement. The limitations of this research included the limited number of participants covering a large geographic area, and the research design using diverse and often limited educational software and delivery methods. Future studies could utilize a mixed-method approach and include more participants. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s10639-021-10566-4.
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Misirli O, Ergulec F. Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Educ Inf Technol (Dordr) 2021; 26:6699-6718. [PMID: 33814956 PMCID: PMC8006625 DOI: 10.1007/s10639-021-10520-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Accepted: 03/22/2021] [Indexed: 06/12/2023]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic caused an emergency transform from traditional to distance learning at all levels of education, which is called emergency remote teaching. To explore parents' views on students' experiences of remote teaching during the COVID-19 pandemic, and their experience and perspectives toward remote teaching during the lockdown of the COVID-19 pandemic, a questionnaire was developed and distributed to parents who have at least one child who had attended a face-to-face learning environment prior to school closures and started remote teaching during the pandemic. 983 parents participated in the study. The parents' views on students' experiences of remote teaching during the COVID-19 pandemic, their experiences and perspectives toward remote teaching were discussed. The results suggested that the remote teaching process has been challenging for both students and parents. It is found that the remote teaching practices were mainly covered in core courses; remote teaching is considered as unsuitable for young children and students with special needs; the parents complain about social isolation, lack of interactivity, and increased screen time; and remote teaching has placed a heavy burden on parents. Lastly, the parents stated that their children acquired self-regulated learning skills and digital socialization during emergency remote teaching.
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Affiliation(s)
- Ozge Misirli
- Eskisehir Osmangazi University, Eskisehir, Turkey
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38
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Bond M, Bedenlier S, Marín VI, Händel M. Emergency remote teaching in higher education: mapping the first global online semester. Int J Educ Technol High Educ 2021. [PMID: 34778537 DOI: 10.1186/s41239-021-00298-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
UNLABELLED Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s41239-021-00282-x.
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Affiliation(s)
- Melissa Bond
- EPPI-Centre, Institute of Education, University College London, London, UK
| | - Svenja Bedenlier
- Faculty of Humanities, Social Sciences, and Theology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Victoria I Marín
- Faculty of Education, Psychology and Social Work, Universitat de Lleida, Lleida, Spain
| | - Marion Händel
- Faculty of Humanities, Social Sciences, and Theology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
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Buttler T, George D, Bruggemann K. Student input on the effectiveness of the shift to emergency remote teaching due to the COVID crisis: Structural equation modeling creates a more complete picture. Int J Educ Res Open 2021; 2:100036. [PMID: 35059665 PMCID: PMC7905384 DOI: 10.1016/j.ijedro.2021.100036] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 02/10/2021] [Accepted: 02/11/2021] [Indexed: 05/10/2023]
Abstract
A study was conducted to assess student reaction to the shift to Emergency Remote Teaching (ERT) due to the COVID crisis in March of 2020. Four hundred students were randomly selected from a small private university database in central Alberta, Canada. A 65.5% response rate resulted in a final N of 262. These students responded to a 32-item questionnaire that assessed a number of factors that impacted four criterion variables: professor performance, quality of learning, affect on the final grade, and likelihood of returning in the Fall if their university was online. Results showed that the greatest predictors of the criterion variables were: professor support, professor caring, satisfaction with the final exam format, a relaxed schedule, quality of presentation, emotional response, adequate technological resources, and student input. Structural equation modeling creates a model that sorts out the relative impact of predictors on each criterion variable.
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40
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Shim TE, Lee SY. College students' experience of emergency remote teaching due to COVID-19. Child Youth Serv Rev 2020; 119:105578. [PMID: 33071405 PMCID: PMC7550861 DOI: 10.1016/j.childyouth.2020.105578] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Revised: 10/01/2020] [Accepted: 10/02/2020] [Indexed: 05/09/2023]
Abstract
This study analyzed South Korean college students' experiences of emergency remote teaching as a result of COVID-19 utilizing thematic analysis, which is a flexible and in-depth qualitative method used to analyze the similarity and association between individually derived theme words and discover meaningful associative relationships. The subjects of the study were college students at D University selected by purposeful sampling technique. A semi-structured questionnaire focusing on students' satisfaction and dissatisfaction with emergency remote teaching as well as their desired improvement was distributed online, and a total of 393 student responses were collected for analysis. According to the results of the study, the most common environment and method for participating in classes were student homes and personal laptops. Students noted some positive features of emergency remote teaching such as comfortable educational environments, smooth interactions, and efficient time utilization, while network instability, unilateral interactions, and reduced concentration were shown to be causes of students' complaints. Areas students identified for improvement were closely related to the causes of complaints, such as network stabilization, recorded lecture sharing, and the activation of interactions. The results of this study concluded that college students' educational environments are important, and the quality of interactions can vary depending on the teachers and technology used. Based on the results of this study, an improved and effective emergency remote teaching system maintaining academic achievement similar to traditional classroom teaching can be designed in preparation for any possible future crisis like COVID 19.
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Affiliation(s)
- Tae Eun Shim
- Competency Development Center, Dongguk University, Seoul, South Korea
| | - Song Yi Lee
- Dharma College, Dongguk University, Seoul, South Korea
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41
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Rucker J, Steele S, Zumwalt J, Bray N. Utilizing Zoom Breakout Rooms to Expose Preclerkship Medical Students to TeleMedicine Encounters. Med Sci Educ 2020; 30:1359-1360. [PMID: 33078081 PMCID: PMC7556762 DOI: 10.1007/s40670-020-01113-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/06/2020] [Indexed: 05/20/2023]
Abstract
Emergency Remote Teaching (ERT) presented various challenges as the Oklahoma State University Center for Health Sciences (OSU-CHS) campus closed to students in response to COVID-19 mitigation efforts in late March 2020. While some classes transitioned easily to virtual platforms already in place, such as learning management systems and the lecture recording software, other classes that involved coordinated group activities did not have as many suitable alternatives. One College of Osteopathic Medicine (COM) class utilized the teleconferencing tool Zoom. Zoom's breakout rooms and waiting room features were used to facilitate a clinical interviewing skills lab and telemedicine-type encounter with standardized patients. We were able to successfully designate groups of approximately 10 students into three rooms, amongst which the standardized patients moved at set intervals. Faculty facilitators participated in each room to guide students, and one support staff member served as host to manage the technical aspects of the overall meeting. We found this approach to be a successful alternative to live group activities and a worthwhile opportunity to expose preclerkship students to telemedicine.
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Affiliation(s)
- Jessica Rucker
- Oklahoma State University, Center for Health Sciences, Tulsa, OK USA
| | - Susan Steele
- Oklahoma State University, Center for Health Sciences, Tulsa, OK USA
| | - Justin Zumwalt
- Oklahoma State University, Center for Health Sciences, Tulsa, OK USA
| | - Natasha Bray
- Oklahoma State University, Center for Health Sciences, Tulsa, OK USA
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42
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Karakaya K. Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach. Educ Technol Res Dev 2020; 69:295-299. [PMID: 33250609 PMCID: PMC7679059 DOI: 10.1007/s11423-020-09884-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/07/2020] [Indexed: 06/01/2023]
Abstract
This paper is in response to the article entitled "The process of designing for learning: understanding university teachers' design work" (Bennett et al., Educ Tech Res Dev 65:125-145, 2017). Bennett et al. (Educ Tech Res Dev 65:125-145) present a descriptive model of the design process that reports findings from a qualitative study investigating the design processes of 30 instructors from 16 Australian universities through semi-structured interviews. This exploratory study provides rich, contextualized descriptions about university teachers' design process and pinpoints key design characteristics as top-down, breadth-first, iterative, responsive, and reflective. These key design characteristics revealed by the rich contextual descriptions could provide applicable insights into the design process especially for new instructors. The findings of the study could inform how learning design could be adapted during an emergency remote teaching (ERT) as it is dynamic and open to revision. A noteworthy limitation of the study is that complementary data such as design artifacts could be utilized to ensure data triangulation in addition to self-reported data obtained via interviews. The study found that university instructors' design process did not appear to draw on instructional design models. Therefore, future studies could focus on to what extent and how such models could be used by university instructors. Lastly, future studies may explore how technology is used in ERT design to support their needs. In this article, I share how design can be informed by humanizing pedagogy and pedagogy of care during ERT.
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Kaiper-Marquez A, Wolfe E, Clymer C, Lee J, McLean EG, Prins E, Stickel T. On the fly: Adapting quickly to emergency remote instruction in a family literacy programme. Int Rev Educ 2020; 66:691-713. [PMID: 33071304 PMCID: PMC7554294 DOI: 10.1007/s11159-020-09861-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The COVID-19 pandemic has led to extraordinary changes in family literacy instruction, forcing face-to-face programmes to shift rapidly (or "on the fly") to online, remote instruction. This study is one of the few on online teaching and learning in family literacy and, to the knowledge of the authors, the first on emergency remote instruction in a family literacy programme during the COVID-19 pandemic. This article examines how the Goodling Institute for Research in Family Literacy at The Pennsylvania State University in the United States has responded to the pandemic by converting its face-to-face family literacy classes into emergency remote instruction using online platforms. Serving eight immigrant families in 2019-2020 who live in the State College area in central Pennsylvania, the Family Pathways programme includes adult education, parent education and interactive parent-child literacy activities. The article discusses how teachers created online learning opportunities for parents and children to learn together, the strategies and resources instructors used to teach remotely, how challenges such as discomfort with technology were addressed, and what has been learned from the experience. Although COVID-19 presents unprecedented challenges for educators and learners in family literacy programmes more broadly, it has also compelled instructors in this particular programme to use remote instruction creatively and has revealed the critical importance of family literacy programmes as an educational support system for low-income and immigrant families.
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Affiliation(s)
- Anna Kaiper-Marquez
- Goodling Institute for Research in Family Literacy, The Pennsylvania State University, University Park, PA USA
| | - Emily Wolfe
- Goodling Institute for Research in Family Literacy, The Pennsylvania State University, University Park, PA USA
| | - Carol Clymer
- Goodling Institute for Research in Family Literacy, The Pennsylvania State University, University Park, PA USA
| | - Jungeun Lee
- Goodling Institute for Research in Family Literacy, The Pennsylvania State University, University Park, PA USA
| | - Elisabeth Grinder McLean
- Goodling Institute for Research in Family Literacy, The Pennsylvania State University, University Park, PA USA
| | - Esther Prins
- Goodling Institute for Research in Family Literacy, The Pennsylvania State University, University Park, PA USA
| | - Tabitha Stickel
- Goodling Institute for Research in Family Literacy, The Pennsylvania State University, University Park, PA USA
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