ABSTRACT
As the need for virtual instruction increased due to the COVID-19 pandemic, teachers faced changes in the way they had to instruct students. This sudden change impacted the delivery of information by middle school teachers who had been accustomed to the traditional (face-to-face) method of instructing their students with disabilities. This study was designed to explore teachers' perspectives on the challenges facing middle school students with disabilities in a virtual classroom during the COVID-19 pandemic. Three research questions guided the study: (a) What were teachers' perspectives on their preparation to deliver virtual instruction? (b) What strategies were implemented to serve students with disabilities in the virtual classroom?(c) What were teachers' perspectives on the benefits and challenges of virtual instruction for students with disabilities? The researcher used data from a demographic survey and interview questions from 15 special education and regular elementary, middle, and high school teachers of students with disabilities to explore the teachers' perspectives on the transition from traditional instruction to virtual instruction. Three themes evolved: Professional Development/Training in technology and adapting virtual learning to students with disabilities, Strategies to better assist these students in virtual learning, and Challenges and Benefits of teachers' transition from traditional to virtual instruction. The results of this study showed a need for professional training to provide new strategies to assist educators as they transition from traditional to virtual instruction. The study also revealed that teachers faced challenges while instructing students virtually, although teachers acknowledged some benefits. Study implications were that teachers found the transition difficult and encountered many problems with their students not experienced in the traditional classroom. Further research is needed with larger populations to explore teachers' transitions from traditional to virtual instruction, their needs for professional development and training, and means of support for students with disabilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This purpose of this study is to help students developing problem-solving skills by using Problem-based Learning (PBL) as a teaching model, combining with the Objective Structured Clinical Examination (OSCE) as a training tool to evaluate students' clinical competencies. Sixty-five college junior students from a therapeutic nutrition course were participated. The topics of PBL included diabetes, kidney disease, cancer, and cardiovascular disease. For each disease, pre- and post-test quiz and after class exam were assessed to evaluate the students' learning effectiveness. Due to the impact of the COVID-19 epidemic, OSCE was performed online. The focus group interview and learning effectiveness questionnaire were conducted by the end of this course for all participants. Moreover, 37 students who attended the dietitian internship filled in the learning effectiveness questionnaire again after the internship. The results indicated that after the PBL, the post quiz score for each disease was increased, and through the online OSCE training, students' abilities to master nutrition education and counseling had been upgraded. Students indicated that both PBL and OSCE training could contributed to the learning effectiveness. The better academic performance students were, the more willing they are to work in nutrition-related fields in the future. For those who finished the dietitian internship agreed that they could understand the work content better in general regional and regional hospitals than in teaching ones. In conclusion, PBL teaching model combined with OSCE training could effectively improve students' learning motivation, learning effectiveness and practical application in a therapeutic nutrition course.Copyright © 2022 Nutrition Society in Taipei. All rights reserved.
ABSTRACT
Teachers have varied perceptions in the implementation of the limited face-to-face classroom interaction. Being the implementers, teachers go through series of preparations in ensuring its success while adhering to the guidelines imposed by the authorities to safeguard the health of both teachers and students. Varied teaching strategies and coping mechanisms were utilized to cater learners' needs and confront challenges. Challenges will always be part of the teaching-learning process, though teachers went on rigorous preparations in the implementation of the limited face-to-face classroom interaction. However, it does not obstruct teachers' focus to cope with these challenges and to innovate strategies to help students achieve their academic success. It is revealed that teachers' flexibility, optimism, and their commitment to their profession, paired with support from the administration were of great help during the implementation of the limited face-to-face classroom interaction in the new normal.
ABSTRACT
This article describes strategies to adapt and ensure equivalency of content coverage for an existing protein assay laboratory practical for concurrent face-to-face and online deliveries during COVID-19 and beyond.
Subject(s)
COVID-19 , Humans , COVID-19/epidemiology , LaboratoriesABSTRACT
Post-Covid-19 pandemic situation has created a dire need to use computer in the instructional methodology synchronising with other online resources in the classrooms. The present study was conducted to examine the effects of using computer synchronised by Penzu software as online source for teaching English to the higher secondary school students in Punjab, Pakistan. The study used experimental design and conducted a classroom experiment of 40 higher secondary school students (20 experimental & 20 in control group) through pre/post-tests over different period of time to examine development in students' writing skills. On post-test-I, it was observed that students in the control group showed sudden rise in the development of writing skills compared to experimental group. But, on post-test-II and III, students in the experimental group showed consistency in the development in writing skills while control group could not maintain their consistency of development in writings. Hence, findings of the study revealed that using computer as a tool for instructions and Penzu as online resource to conduct writing activities proved more useful in improving students' writing skills compared to the students in the control group. Finally, findings also revealed that students became more independent in self-corrections in the experimental group and continued to expand their learning outside the classroom while control group was dependent on teacher and could only find time in the classroom for corrective feedback which limited students' learning to their classroom. In addition to this, the study recommends that further computer applications and other online resources can be more useful in language instructions apart from teaching writing skills. Besides, findings of this study have significant theoretical and practical implications pertaining to EFL teachers' professional development, teaching skills and students' learning environment.
ABSTRACT
This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic. © The Editor(s)(if applicable)and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
ABSTRACT
The COVID-19 pandemic caused a tectonic shift in the way that institutions, ranging from k-12 to higher education, approach their teaching and learning strategies. It is an understatement to say that teaching effective and gamified Cybersecurity courses amidst the COVID19 pandemic placed an extreme pressure on faculty. While Zoom, WebEx, and Google Classroom virtual meeting were sufficient for some, others were in pursuit of platforms which could address the hands-on interaction component that happens in a class setting while isolating and/or removing some of the distractive and engagement-adverse ingredients that occur in traditional remote meeting platforms. To this end we present some challenges and opportunities which exist in the intersection of Cybersecurity learning and teaching through the Metaverse. As an extension we plan to measure the effectiveness of Metaverse towards Cybersecurity gamified remote learning by providing future research directions towards the ultimate goal of metamorphosing traditional Cybersecurity classrooms. © 2023 IEEE.
ABSTRACT
Building on aspects of Vygotsky's sociocultural theory centering around social interaction and adult scaffolding as essential to children's learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3-4) in the context of remote instruction during the 2021-2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28-44 years, M = 32 years) varied in teaching experience from five to 29 years (M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom. The interviews were digitally recorded and then transcribed for analysis. A thematic analysis of the data revealed that the three most salient strategies the teachers implemented to virtually scaffold the children's SEL were: (1) involving book reading and discussion, (2) utilizing visuals, and (3) engaging in targeted conversations. In addition to adapting these three traditional strategies applied during in-person instruction to remote instruction, the teachers creatively and appropriately leveraged online resources to further scaffold and enhance children's SEL in the unconventional virtual environment, thereby expanding their toolboxes. Despite their intentional efforts, these teachers found that there were unconventional opportunities and novel challenges in scaffolding children's SEL during remote instruction not traditionally found during in-person instruction. Collectively, the findings of this study suggest that in-person instruction, due to its social nature, is still the most optimal condition for promoting children's SEL.
ABSTRACT
The pandemic caused by COVID-19 has brought a sudden change in society and education. Thus, it was necessary to readapt the management of resources and knowledge already acquired to create new environments for the teaching and learning process. In this new paradigm, it was imperative not to give up and the watchword was to differentiate, as each child was an individual being with their own needs and motivations. On the other hand, it was vital to continue to promote educational experiences that articulated knowledge, with special emphasis on Mathematics, an unloved subject for many children. Based on these conceptions, in the Supervised Teaching Practice of the master's in teaching of the 1st CEB and of Mathematics and Natural Sciences in the 2nd CEB, it was important, in this distance learning period, to study what is the influence on the learning of the content on Statistics based on the child's real-life data. The methodology used was the case study which was implemented in a classroom and the technics implemented were the qualitative and interpretive. This teaching strategy was significant for the child, and a pedagogical differentiation promoted since different individual teaching activities applied for the use of new educational platforms. At the end, beneficial consequences for children were observed specifically on significant mathematical learning. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Hybrid learning became more important in the context of the Covid-19 pandemic. In this sense, the University of Sciences and Humanities implemented adequate strategies to guarantee the continuity of the teaching and learning process. At first, the virtual modality was chosen in its entirety, and then it went to a hybrid modality;however, the teachers were not trained;students had problems with connectivity and access to technological resources, which led more than 35% of them to drop out of their studies. Therefore, the purpose of the study is to know the perception of students about the hybrid modality, through a questionnaire applied to 142 students of the 2021-1 cycle, considering 19 integrated questions in 4 dimensions using the Likert scale with ordinal data: didactic strategy, didactic resources, evaluation and tutoring system - all this in order to evaluate the strategies of the hybrid model proposed by the university. The results obtained in the dimensions show the highest score in the evaluation dimension, with an average of 4.51, specifically in the planning of the study program;however, the lowest average is found in the tutoring dimension, with an average of 3.22, which corresponds to participation in psycho-pedagogical workshops to improve academic performance. It is concluded that the didactic strategy in the hybrid modality has been satisfactorily approved by the students. However, tutoring must be strengthened through academic counseling, so that the beneficiaries of this research are students, teachers and parents. © 2023 Authors. All rights reserved.
ABSTRACT
Nurse educators meet frequently in conference settings and peer groups seeking an answer to "How do you do clinical?". The purpose of this qualitative, phenomenological study was to explore faculty perceptions of clinical teaching experiences at the patient bedside at a level one or two associate's degree nursing program by faculty within the Virginia Community College System (VCCS) that teach a rural student population.Rural students struggle with work-life barriers that complicate their educational journey. This was compounded by the COVID-19 pandemic that presented new challenges to the way nursing education could be delivered creating a need for on line and blended learning environments. Many programs experienced a shutdown of clinical teaching facilities and were forced online. This new learning environment proved to be another educational challenge for rural healthcare communities. This study explored faculty perceptions with interview sessions addressing clinical teaching practice over the last five years at the patient bedside with eight nurse educators from VCCS rural community colleges. A literature review revealed gaps in the research;the utilization of a comprehensive clinical teaching model and an overall disagreement on any one "best" teaching method. Three research questions on the teaching of clinical reasoning, safe patient care outcomes, and the experiences of new teaching environments during the COVID -19 pandemic were developed. Following hermeneutic analysis, the primary themes of Collaborative Teaching Practices, Traditional Teaching Methods, and Pandemic Teaching emerged with secondary themes of Concept Based Curriculum and Blended Learning Environments. Academic nursing leaders and faculty should use this information to create a common clinical teaching model. Health care leaders should use this information to enhance bedside teaching practices to produce safe outcomes for patients in their care. Nursing educators should use this information to make strong clinical thinkers that will address the growing need for nurses in the United States in the wake of the most significant nursing shortage experienced in this profession. This hermeneutic phenomenology is the beginning of a much-needed change in clinical education. Nurse educators must develop critical reasoning skills in nurses that will care for an aging population using innovative methods for critical thought. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Purpose: Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education. Design/methodology/approach: The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis. Findings: In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers;(2) required online teaching skills and competencies;(3) issues surrounding mental health and wellbeing;(4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements. Originality/value: The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment. © 2023, Emerald Publishing Limited.
ABSTRACT
After the COVID-19 pandemic, there was an increasing demand for remote learning and an expansion in the substitution of traditional practical sessions with lab-based virtual tools. This study aimed to assess the effectiveness of virtual labs in practicing biochemical experiments and to examine the student's feedback regarding this tool. Virtual and traditional labs training were compared in teaching qualitative analysis of proteins and carbohydrates experiments for first-year medical students. Students' achievements were assessed, and their satisfaction regarding virtual labs was estimated using a questionnaire. A total of 633 students were enrolled in the study. There was a significant increase in the average scores of students performing the virtual lab of protein analysis compared with those trained in a real lab and those who watched videos explaining the experiment (p < 0.001). The opposite was noticed in the qualitative analysis of carbohydrates with significantly high grades of students trained conventionally compared with those who practiced with virtual labs (p < 0.001). Students' feedback rates on the virtual labs were high (>70% satisfaction rate). Most students believed virtual labs were supported with a clear explanation, yet they thought it did not give a realistic experience. Students accepted virtual labs, but they still prefer using them as preparatory to classic labs. In conclusion, virtual labs can offer good laboratory practice in the Medical Biochemistry course. Their impact on students' learning might be increased if selected cautiously and implemented properly in the curriculum.
Subject(s)
COVID-19 , Students, Medical , Humans , COVID-19/epidemiology , Laboratories , Pandemics , Perception , Personal Satisfaction , CarbohydratesABSTRACT
The COVID-19 pandemic continues to present severe challenges to the education sector more than 2 years after the first case was detected. We explore the strategies South African teachers used to support continued mathematics learning at home during the COVID-19 pandemic across different stages of the response to it and across different contexts. We explore these strategies, first, in relation to the initial shift to emergency remote teaching when learners needed to be reached in their homes under severe lockdown regulations, then through the gradual reopening of schools later as regulations were relaxed. Activity theory informs our perspective on the way in which teachers worked to mediate learning across school and home activity systems. Twenty-five Grade 4-7 mathematics teachers from the Eastern Cape responded to two questionnaires given at the start of the COVID-19 lockdown period and during the phased return to school. Questions focused on the strategies used to support mathematics learning. The results show that strategies focused on engaging caregivers through various technologies and getting resources into the home. WhatsApp, a free internet-based messaging service, was the most frequently used communication app across all types of schools for both messaging parents and sending instructional material and support in the form of videos, pictures and text messages. Department issued workbooks and teacher designed work packs were key resources sent to homes. Differences are evident in the range of use of different technologies across wealthier and poorer schools. Primary teachers' voices inform possible ways forward for the purpose of managing young student mathematical learning gaps and meeting ongoing learning needs.
ABSTRACT
The COVID19 pandemic situation provided the adoption of new educational strategies in higher education, and a challenge in the performance of teachers and students. We will thus identify the strategies taken in the Communication Design IV discipline, of the Communication Design course, University of Algarve. To carry out the work, we used a qualitative methodology, intensive analysis and case study, document analysis, observation and interviews. We verified that the greater focus was on the students' needs, providing them with more autonomy and the acquisition of new skills, in the professional scope. © GKA Ediciones, authors.
ABSTRACT
The study aims to analyze the opinion of students at three Mexican public universities about the performance of their teachers in the framework of the virtual modality required by the COVID-19 pandemic. Since the declaration of the global pandemic situation, all educational levels worked remotely in an urgent, improvised and, in many cases, unplanned manner. This study considers dimensions associated with teaching planning, methodologies and work dynamics, teaching and learning strategies, along with learning assessment during the 2020-2022 period. The results show that most of the teachers continued to work under synchronous class dynamics, and that they had little preparation or knowledge in the elaboration of instructional designs for distance education, perpetuating traditional educational models focused mainly on the transmission of contents. It is noteworthy that the majority of the students gave a positive opinion about the work modalities favored by their teachers. Regarding their evaluation of learning, a positive opinion of the students was observed: they felt comfortable with these strategies, they considered that their own learning was promoted and improved, stating that their teachers recreated real and authentic situations to evaluate the contents. © 2022, Arizona State University. All rights reserved.
ABSTRACT
The transformation from conventional to online teaching and learning created an unprecedented learning environment and many challenges for the trainers and learners during COVID-19 in India. In this context, many synchronous and asynchronous online teaching tools were used to continue the pharmacy educational process and to develop and update the instructional strategies with suitable online tools & interactive methodologies. Indian Ministry of Education (MoE) initiated massive online open courses platforms which were utilized to understand the fundamentals of pharmacyrelated subjects. Introductory and advanced pharmacy practice experiences learning was provided to students through online simulation activities, video reflection, case, and problem-based online discussions, and objective structured clinical and practical examination. Virtual conferencing applications and digital education platforms of MoE were majorly used to conduct the pharmacy education during the crisis and investments in digitization become mandatory in pharmacy education and COVID-19 fast-forwarded its process. Information and communication technology enabled continuity of pharmacy education during the pandemic and improved the student-teacher contact hours, self-paced, collaborative, and contextual learning environment in India. © 2022 Sadagoban Gopal Krishnamoorthy et al. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
ABSTRACT
The research considers the efficiency of using computer games in teaching the English language to primary schoolchildren. The aim of the study was to reveal that the reasonable use of computer games in English lessons has a motivating force which results in students’ developing linguistic competences, because students gain all-round experience through language skills and dynamic practical activity. The findings of the research testify that foreign language teaching including elements of computer technology has a motivational capacity for the assimilation of knowledge and results in a better mastering the language simultaneously allowing to tackle other educational tasks: to accelerate the process of assimilation of theoretical material, to increase the volume of completed tasks, the cognitive activity of students and to develop their creativity. The timeliness of the research lies in the fact that the spread of the coronavirus infection COVID-19 and quarantine restrictions have created the need for expanded use of computer technology making teachers adapt to new, rapidly changing environment. © 2022, Association Res Militaris. All rights reserved.
ABSTRACT
Nurse educators meet frequently in conference settings and peer groups seeking an answer to "How do you do clinical?". The purpose of this qualitative, phenomenological study was to explore faculty perceptions of clinical teaching experiences at the patient bedside at a level one or two associate's degree nursing program by faculty within the Virginia Community College System (VCCS) that teach a rural student population.Rural students struggle with work-life barriers that complicate their educational journey. This was compounded by the COVID-19 pandemic that presented new challenges to the way nursing education could be delivered creating a need for on line and blended learning environments. Many programs experienced a shutdown of clinical teaching facilities and were forced online. This new learning environment proved to be another educational challenge for rural healthcare communities. This study explored faculty perceptions with interview sessions addressing clinical teaching practice over the last five years at the patient bedside with eight nurse educators from VCCS rural community colleges. A literature review revealed gaps in the research;the utilization of a comprehensive clinical teaching model and an overall disagreement on any one "best" teaching method. Three research questions on the teaching of clinical reasoning, safe patient care outcomes, and the experiences of new teaching environments during the COVID -19 pandemic were developed. Following hermeneutic analysis, the primary themes of Collaborative Teaching Practices, Traditional Teaching Methods, and Pandemic Teaching emerged with secondary themes of Concept Based Curriculum and Blended Learning Environments. Academic nursing leaders and faculty should use this information to create a common clinical teaching model. Health care leaders should use this information to enhance bedside teaching practices to produce safe outcomes for patients in their care. Nursing educators should use this information to make strong clinical thinkers that will address the growing need for nurses in the United States in the wake of the most significant nursing shortage experienced in this profession. This hermeneutic phenomenology is the beginning of a much-needed change in clinical education. Nurse educators must develop critical reasoning skills in nurses that will care for an aging population using innovative methods for critical thought. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The Covid-19 pandemic unexpectedly led school teachers to exclusively using digital technologies. Few insights exist so far on how teachers choose, in such situations, digitally supported teaching strategies to actively engage their students in the learning process. We explored these choices by conducting semi-structured interviews with eight secondary school teachers from a large city in southern Germany during school closures. Relaying on the ICAP framework, we found that, for instance, teachers used websites with hypertexts to engage students actively, playful programming platforms to engage them constructively, or online group discussions to engage them interactively. Teachers’ choice had to take technical constrains into account, such as the limits of available mobile data volumes, students’ digital literacy, and the purpose for which new material was presented. Our findings suggest that categorizing learning activities according to students’ ICAP levels of cognitive engagement can help teachers make decisions about their use of educational technologies. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.