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تجارب التعليم الافتراضى لمواجهة تداعيات جائحة وباء COVID-19، نتائج ودلالات (بحث تحليلى)
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When the COVID-19 pandemic began its unprecedented spread in the United States in early 2020, university preservice teachers were in the process of completing a 95-hour practicum experience in local classrooms. In March, as school districts began closing in response to the pandemic, preservice teachers encountered incomplete practicum experiences; many of them had less than half of their hours completed. The college implemented an online portfolio as a substitute for completing in-person practicum hours. When completed, this portfolio will be shared with the student's cooperating teacher to have as an additional resource. The pre-service teachers completed a survey to provide feedback on the experience for the university department and faculty.
During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.
In early spring 2020, a pandemic forced long-term school closures, resulting in school systems making an emergency transition to remote learning. Educators at all levels were left unprepared for this major pedagogical and psychological shift. This paper presents the use of community of practice theory to design and implement a Twitter chat for facilitating and supporting instructional transitions to remote learning under emergency conditions.
E-learning has numerous potentials to spur education development in tertiary institutions in Nigeria. It impacts positively on the educational process, unlike the physical chalkboard in the classrooms. The outbreak and fast spread of the COVID-19 led to the closed down of schools. Efforts to revamp education due to prolong lockdown made the government enforce e-learning in tertiary institutions across the country. It is however worthy to know that these directives did not make much change as a result of poor infrastructure and networking. Hence, this study investigated compliance with e-learning during COVID-19 pandemic lockdown by the instructors in the private tertiary institutions in Nigeria vis-à-vis their socio-economic factors and limitations encountered. A systematic sampling technique was adopted to select 180 respondents from the staff list. A validated questionnaire was used to collect data on socio-economic variables (SEV), compliance (ϒ) to e-learning, and limitations (Ls) while multiple linear regression model (R) was used to test the interaction between the compliance and limitations. Results show that age (β = 0.351), educational attainment (β = 0.843) and teaching experience (β = 0.169) influence e-learning compliance at p < 0.05. It was also found that 67.3% compliance with e-learning took place in the Universities compared to 59.1% in the Polytechnics and 52.8% in the Colleges of Education. Regression shows that constraints affected the level of compliance (R² = 0.73). The study concludes that constraints are major obstacles to the compliance and prospects of e-learning in the Private Tertiary Institutions in Nigeria.
The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers’ perception regarding their online teaching expectations (prior to the transition to remote teaching) and experiences (after a month of online teaching). Two surveys were completed by 200 Dutch teachers. Results demonstrated a significant change in the perception of teachers regarding their resolutions to implement technology in their lessons in a post-corona era. In this regard, teachers’ gender and prior experiences with the use of ICT seem to play a small role. Findings of this study provide implications for the professionalisation of teachers, such as characteristics of teachers and intentions to implement technology in teaching, as well as experienced positive and negative aspects of online teaching. Future research should focus on constructing and testing educational design principles for effective professionalisation of teachers in adopting technology in their educational practices.
As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching challenges. Second, we analysed potential factors (school computer technology, teacher competence such as their technological pedagogical knowledge, and teacher education learning opportunities pertaining to digital teaching and learning). Findings from regression analyses show that information and communication technologies (ICT) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during COVID-19 school closures. Implications are discussed for the field of teacher education and the adoption of ICT by teachers.
Two central tenets of my seated mathematics education courses are 1) productive small group discussions guided by student thinking and, 2) teacher feedback focused on improving the quality of pre-service mathematics teachers’ verbal and written responses. The challenge we currently face is how to create those same experiences in an online environment, without significantly increasing the workload demands for the teacher or students. The purpose of this article is to share an instructional strategy using Google Apps that was implemented to address this challenge. Preliminary results suggest that the strategy was effective in promoting student-to-student discourse, providing meaningful “in the moment” feedback, as well as a positively impacting student learning.
When the COVID-19 pandemic hit the world, universities moved their instruction online to maintain social distancing and flatten the curve. Instructors who had limited experience in online teaching are challenged to shift the face-to-face courses online within a short time. This chapter explores ways to incorporate student-directed assessment (SDA) to smoothly transit the instructional format and remain sensitive to various student needs. Early results based on student performance and submissions offer insight into how SDA has allowed curriculum flexibility and encouraged students to make decisions on individual learning paths during the pandemic. A table of suggested technology tools for implementing SDA is provided at the end of the chapter.
When the COVID-19 global health crisis disrupted a University semester in-progress, instructors for the technology integration courses at a large, public university faced multiple challenges in maintaining instructional continuity and community. Specifically, we explored instructional strategies and technologies that would foster online learner engagement and connection during this time. We redesigned course activities for the online format and utilized mobile instant messaging, digital whiteboard, and synchronous session technologies in conjunction with the learning management system functionality. Early results based on instructor reflections and student feedback offer insights into how the collaborative strategies and tools have fostered meaningful social connectedness for students and instructors during the pandemic. Suggestions for collaborative technology applications to support online teaching are provided.
To train future Austrian teachers in using digital media, a novel didactic design was implemented at several universities in Austria in summer semester 2019: The course includes the participation in a MOOC (massive open online course) on the topic, an accompanying group work at the universities and multiple-choice tests conducted at the universities. In the summer semester of 2020, due to the COVID-19 crisis, the group work and exams had to be switched to virtual space as well. Because the course materials are available under an open license, i.e. as open educational resources, further use is possible and offered. Rationale
In recent years, PK-12 teachers in the U.S. have implemented eLearning days to mitigate disruptions to the instructional process. However, little consideration has been given to specific challenges facing individuals (e.g., teachers, students) accustomed to face-to-face learning environments as they experience eLearning for the first time. We surveyed administrators, teachers, and parents about challenges with and effective practices for eLearning. Initial results suggest that the immediate challenges facing PK-12 teachers' eLearning efforts include issues with preparing students and parents for this shift in context. Strategies for proactive eLearning planning for pre-service and inservice teachers are described.
The COVID-19 pandemic has heightened the awareness that teacher educators and teacher candidates need to be prepared to teach in online learning environments. The Teacher Educator Technology Competencies (TETCs) identify the knowledge, skills, and attitudes teacher educators need for preparing teacher candidates to teach with technology. The pandemic has emphasized the critical importance for all teacher educators to become proficient with the competencies so they can support all teacher candidates in learning to effectively teach with technology, including online learning. This chapter highlights an online professional development program designed to support teacher educators’ understanding and application of the TETCs so they, in turn, can assist teacher candidates in becoming competent with technology in their future teaching.
Innovation of education is highly topical. It is obviously boosted by a range of new technologies, which enable new modes of learning that, are independent of time and place through Web-based delivery and computer-mediated communication. However, innovators in education often encounter intrinsic conservatism or even deliberate obstructions. For innovators it is important to be aware of and to understand the basic premises underlying the idea of innovation. This paper explains the origins of technological optimism and the associated faith in progress. Also, techno-pessimism as rooted in the negative side effects of the industrial revolution is reviewed. To solve the conflict between techno-optimism and techno-pessimism we elaborate Borgmann's "devices paradigm": in order to avoid apathetic and indifferent consumption of technology-based commodities, users of technological devices should be given the opportunity to develop substantial involvement with the technological devices. While extending this idea to educational technologies, we present an explanatory model for the mediating role of technological artefacts. In conclusion, we explain how to approach technology-based innovations in education by arguing for transparent and interactive devices, for products as carriers of meaning, for values that harmonise with the characteristics of man and for a mixed mode of developing new ideas and preserving former achievements. © International Forum of Educational Technology & Society (IFETS).
In this paper, we aim to identify the determinants of online effective learning in the emergency situation created by COVID19 pandemic. Further, we test which of the learning methods (traditional, online, and hybrid) is preferred by Romanian students in economics in this unusual context. Using a sample of 1415 students from five major Romanian faculties of economics and applying ordinal and bivariate logit regressions models, we found that psychological distress and increased concerns about COVID-19 pandemic have a negative effect on learning efficiency, while plays a positive role on such performance. Also, our results revealed that the students who face problems related to unsatisfactory internet access, insufficient time due to other familial issues, who have inadequate working space at home and also the male ones are more likely to be less effective in their online learning process. Finally, the university infrastructure for online activities decreases the likelihood that students will perceive online studies as less effective.
OPEN ACCESS LINK: http://www.learntechlib.org/p/216903/
ABSTRACT: We describe how we further developed StoryCircles to support teacher learning online during COVID-19. In StoryCircles, a facilitator gathers teachers to collectively represent a lesson through iterative phases of scripting, visualizing, and arguing about alternatives. We share new innovations to the StoryCircles process that have helped us overcome common challenges, such as supporting teachers in anticipating elements of the lesson prior to implementation and intervening on teachers’ learning with instructional practices that may be novel for the group. Our work has implications for teacher educators across the world who are committed to supporting teachers to learn in, from, and for the complexities of actual classroom practice but are facing the very real challenges necessitated by times of extreme societal disruption—having to cancel field experiences or offer teacher education courses in blended contexts.
Recently, two multiple-probe across participant design studies of practice-based professional development to support teacher-implemented asynchronous audio feedback with upper elementary and middle school students demonstrated improved performance across number of revision moves and overall writing quality. Asynchronous audio feedback is a strategy teachers can use to provide detailed, differentiated feedback on student writing and has been found to support and improve students’ writing performance. The strategy offers flexibility of implementation and is easily delivered with a variety of readily available technology tools. Following the studies, both teachers and students reported high social validity citing more individualized feedback, self-determined pace, and issues of privacy. The objective of this chapter is to share the details of PD experiences with this strategy as well as suggestions for virtual delivery to support other PD providers in differentiating instruction to meet the needs of teachers, students, and families in this unique time of online learning.
This study investigated teachers’ perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers’ digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity Theory was chosen for a pedagogical framework. Descriptive statistics, frequency distribution, cross-tabulation and thematic analysis were used to analyse the data statistically. Conclusions include that teachers who have advanced ICT competence use ICT frequently in education. The majority of teachers do not have the means or knowledge to fully use ICT in promoting learning. There still are contradictions between the formal structures of educational institutions and daily classroom practices.
Continuing policy initiatives at both National and European levels emphasise the need to increase participation in higher education (HE) through more flexible delivery. One of the key elements of flexible delivery is seen to be the use of communication and information technologies (C&IT). These technologies clearly have the potential to reach a much wider student body, irrespective of geographical and/or social limitations. We briefly explore the role of C&IT in Universities and argue that its use is far less ubiquitous than predicted. We then explore the impact of C&IT on pedagogy in HE as well as on the organisation of teaching and learning, with a particular emphasis on delivery to small companies. We conclude that the current use of C&IT in HE is likely to continue to confirm the already existing gap between those with and those without access to these technologies and predict that the role of multinational corporations in education is likely to increase.
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