Resilient pedagogy: experiences of kinesiology faculty during COVID-19.

The COVID-19 pandemic required an emergency shift to remote teaching. Despite their limited previous experience with online or hybrid teaching, our cohort of kinesiology faculty (n = 112) had high confidence in their ability to deliver quality educational experiences for their students during the pandemic. With support from their institutions, technology departments, and teaching and learning centers, faculty developed new skills and organizational strategies. To achieve this, 81% of faculty reported needing extra course preparation time to deliver high-quality remote teaching, with 51% needing up to 5 extra hours per week per course. There is a fraction of faculty from this study excited about the prospect of teaching online in the future. These newfound online teaching skills should be leveraged to modernize course offerings in kinesiology departments, supporting student recruitment, retention, and success.NEW & NOTEWORTHY The COVID-19 pandemic caused temporary and permanent changes to higher education, specifically kinesiology programs. This article highlights the resiliency of faculty in kinesiology programs, how they adapted, where they felt supported, and what they hope to bring with them into their future pedagogy practices.

Designing for digital transformation of residency education - a post-pandemic pedagogical response.

BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond. METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching. RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching. CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

Protective and risk social dimensions of emergency remote teaching during COVID-19 pandemic: A multiple mediation study.

The changes in teaching due to COVID-19-related restraints generated distress among teachers, putting their job-related efficacy and satisfaction at risk. This study deepens the community-related protective and risk factors in teachers' experience. An online questionnaire detecting social distancing burnout, job-related distress experience, efficacy and satisfaction, and Sense of Community (SoC) was administered to 307 Italian teachers. A multiple mediation model was tested with Structural Equation Modeling. Evidence showed that social distancing burnout could increase teachers' distress rates and, through them, impact their job-related efficacy and satisfaction; however, its effects on the latter depended on the kind of distress mediating. Conversely, SoC could support their job-related efficacy and satisfaction, yet no association with their distress rates emerged. The role of social distancing and Information and Communication Technologies (ICTs)-related distress as the main threats for teachers stems, along with the one of job distress and the community of belonging as assets on which teachers relied.

Comparing Student Performance in Emergency Remote and Face-to-Face Collaborative Learning Courses.

The start of the COVID-19 pandemic forced an unprecedented shift from face-to-face (F2F) instruction to emergency remote teaching (ERT) for over one billion learners worldwide. Studies from K-12 and higher education have begun to address the impact of ERT on student learning and well-being. The lessons learned from ERT will likely shape the response to future public health emergencies and inform the design and implementation of remote courses. As such, it will be important to identify teaching practices in ERT that promoted student engagement and learning. Here, we address whether undergraduate collaborative learning courses were able to support student content knowledge outcomes at similar levels in ERT as compared to F2F classroom environments. Specifically, we tracked student performance in three different team-based undergraduate neuroscience courses. These courses were all taught by the same instructor during the academic years 2020-2021 and 2021-2022. Importantly, we found that student scores on individual and team assessments as well as measures of course satisfaction were similar between ERT and F2F. Taken together, our data suggest that the virtual collaborative learning environment in these courses was not associated with a decrease in student or team performance when compared to a traditional F2F classroom.

Post hoc identification of student groups: Combining user modeling with cluster analysis.

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.

Data-driven decision-making in emergency remote teaching.

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.

Technology integration in emergency remote teaching: teachers' self-efficacy and sense of success.

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.

The power of positive deviance behaviours: From panic-gogy to effective pedagogy in online teaching.

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.

Post-pandemic pedagogy: Emergency remote teaching impact on students with functional diversity.

The Covid-19 outbreak caused transition from face-to-face teaching to Emergency Remote Teaching (ERT). Due to the hastily and disorganized implementation of ERT considerable difficulties were caused for all the students. Aim of the present study was to investigate (i) parents' views of students with functional diversity regarding ERT during the Covid-19 pandemic and (ii) how their children's functional diversity affected participation in ERT. ERT proved to be an even greater challenge for those students, who faced various learning, psychological and technical problems that further hindered the learning process. In the current research, the views of 12 parents of students with functional diversity were collected with semi-structured interviews. A Modern Greek dataset of qualitative humanistic-linguistic data was created. A novel type of data analysis, combining qualitative descriptive analysis by hand and Artificial Intelligence (AI)-based linguistic analysis was performed on the interview text. Results revealed (i) how those students responded to ERT, (ii) the way that their functional diversity affected their attendance on the online courses and (iii) how their parents evaluate the educational dimension of ERT along with any changes noticed in their children's psychological and emotional state. Parents' evaluations disclosed the overall negative impact of ERT on their children and presented their suggestions for meeting their children's special needs in case of ERT appliance in the future. The current research is considered significant as it investigates ERT impact on K-12 students with functional diversity during the Covid-19 pandemic, based on authentic humanistic data. Our research contributes on (i) the creation of this kind of dataset, as this particular group of students is hard to come by and their collection constitutes a significant contribution and (ii) the two-fold way data analysis methodology, which is novel, combining linguistic and qualitative processes (semantic and sentiment analysis), providing important findings.

AMEE Guide to ethical teaching in online medical education: AMEE Guide No. 146.

The Covid-19 pandemic necessitated Emergency Remote Teaching (ERT): the sudden move of educational materials online. While ERT served its purpose, medical teachers are now faced with the long-term and complex demands of formal online teaching. One of these demands is ethical online teaching. Although ethical teaching is practiced in face-to-face situations, online teaching has new ethical issues that must be accommodated, and medical teachers who wish to teach online must be aware of these and need to teach ethically. This Guide leads the medical teacher through this maze of complex ethical issues to transform ERT into ethical online teaching. It begins by setting the context and needs and identifies the relevant fundamental ethical principles and issues. It then guides the medical teacher through the practical application of these ethical principles, covering course design and layout (including the curriculum document, implementation, on-screen layouts, material accessibility), methods of interaction (synchronous and asynchronous), feedback, supervision and counselling, deeper accessibility issues, issues specific to clinical teaching, and assessment. It then discusses course reviews (peer-review and student evaluations), student monitoring and analytics, and archiving. The Guide aims to be a useful tool for medical teachers to solidly ground their online teaching practices in ethical principles.

Stress development during emergency remote teaching in higher education.

Higher education includes e-learning in addition to on-site learning. Still, the shift to Emergency Remote Teaching (ERT) as reaction to the Covid-19 pandemic in the summer semester 2020, presented a challenging situation for students. Cross-sectional studies pointed towards higher stress levels of students. However, only a few studies addressed the development of students' stress across several dimensions (joy, worry, tension, demands) within one semester. The current study analyzed trajectories of stress in ERT in relation to age, gender, digital readiness, and experience of loneliness, based on a sample of N = 2795 German students. Latent Growth Curve Models (LGCM) revealed a significant increase in demands, tension and worries and a decrease in joy during the summer term 2020. The development of tension and demands was influenced by age, gender, digital readiness, and loneliness. The decrease in joy and increase in worries could be primarily attributed to digital readiness and loneliness.

"Attending lectures in your pyjamas": student agency in constrained circumstances.

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.

Providing emergency remote teaching: What are teachers' needs and what could have helped them to deal with the impact of the COVID-19 pandemic?

When schools closed due to the COVID-19 pandemic in March 2020, teachers suddenly had to teach remotely. To better understand the possible impact of these measures on teachers' work functioning and well-being, this study examined teachers' needs. Using a thematic analysis approach analyzing the 1,115 open-ended answers, three domains related to needs were identified: work-life balance and working from home, teaching and interaction with students and parents, and school management and colleagues. Findings are interpreted from existing frameworks (i.e., Jobs Demands-Resources (JD-R) model and Self-Determination Theory (SDT)). We also identified several unique needs, such as adjusting learning goals.

Effective practices during emergency school lockdowns: shared experiences of four Australian schools.

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.

Faculty satisfaction and perception regarding emergency remote teaching : An exploratory study.

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.

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers' Views, Successes, and Challenges.

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.

A systematic review of K-12 education responses to emergency remote teaching during the COVID-19 pandemic.

Emergency remote teaching (ERT) has potential for transforming future instruction and learning across the K-12 educational domain. The study presented here evaluated empirical evidence from peer-reviewed literature pertaining to the challenges and opportunities experienced by teachers and students during the implementation of ERT prompted by the COVID-19 pandemic. To locate relevant reports and research, the authors explored three databases: Web of Science, ScienceDirect and Scopus. Based upon predefined selection criteria, they selected 51 studies for thematic and content analysis. Next, they developed a taxonomy which comprised three categories: (1) K-12 education responses to ERT; (2) educational inequality; and (3) learning outcomes. Using this taxonomy, the authors conducted a deep analysis and critical review to highlight multiple challenges and critical gaps in the literature surrounding ERT in K-12 education settings. Their review reveals innovative strategies for overcoming obstacles to technological readiness, online learning adaptation and teachers' and students' physical and mental health. This knowledge will be valuable to policymakers, researchers, practitioners and educational institutions in reducing the adverse effects of catastrophic situations on childhood education in the future.

COVID-19, emergency remote teaching evaluation: the case of Indonesia.

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.

Emergency remote teaching technology and pedagogy at covid outbreak: different perspectives of students, parents, and teachers in Hong kong.

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.

The coping of academic staff with an extreme situation: The transition from conventional teaching to online teaching.

The emergence of the COVID-19 virus has generated the greatest worldwide disruption of education systems (among others) in generations. In Israel, from the beginning of the pandemic, all universities and colleges quickly adopted an online education system, while the other educational systems did similarly, in part or in full. This study examines the impact of the involuntary immersion of students and instructors into digital learning environments due to the COVID-19 pandemic - the impact on the pedagogical practices, pedagogical conceptions, and inclinations toward pedagogical change of university and college instructors during the "Corona Related Teaching Situation" (CRTS). Our research followed a mixed-methods approach, combining qualitative with quantitative components. The explanatory design is a two-phase mixed methods-approach design, which began with the collection and analysis of quantitative data and was followed by the subsequent collection and analysis of qualitative data. The current report places special emphasis on the qualitative components of the research. The major contribution of this article is the development of a typology based on a conceptual model that allows for the identification of three teacher profiles that emerged during the CRTS: Experienced teachers, Enthusiastic teachers, and Cautious teachers. The study found that the main variable affecting a teacher's fit into one of these profiles is the level of digital literacy before the crisis. Our typology can be applied to different crisis situations and can be useful for the training and development of university teachers in the field of digital literacy.