Teacher Candidates' Perception of Their First Week School Placement: Comparison between Online and Face-To-Face Practicum Learnings and Challenges

Introduction. The COVID-19 pandemic changed the pre-service teachers' education system because the need for social distancing forced pedagogies to shift the mode of practicum from face-to-face to online spaces. It was noticed that studies highlighting the differences in the pre-service teachers' perceptions about the online and face-to-face modes of practicum are rare in the UAE context. Therefore, this study aims to evaluate the differences between learning outcomes and challenges of pre-service teachers, who have enrolled in face-to-face practicum and those who did online practicum. Study participants and methods. After obtaining the written informed consent, a sample of 20 preservice teachers (10 from online and 10 face-to-face practicum) from the UAE was selected. The data was collected from the participants in the form of qualitative answers in essay format, after the first week of the practicum. The data analysis was performed using the thematic analysis method. Results. The findings show that face-to-face practicum is superior to online practicum in terms of observation and practice-based learnings for skills like classroom management, student-engagement and teaching customization and differentiation. This superiority was mainly due to the lack of proper tools in online classroom management and to achieve person-to-person interactions. The curriculum plan was also more suited to face-to-face teaching. The non-cooperation of the mentors is the common challenge faced by pre-service teachers from both face-to-face and online groups. This study highlights the need for developing proper tools to enhance the online practicum and to improve the personal interactions. Need for improving the mentors' involvement in practicum is also underscored. Practical significance. This study explored the differences in efficacy between the online and face-to-face practicum and the challenges faced by the pre-service teachers during the first week of their practicum in the UAE context. The results of this study highlight the areas of concern in both online and face-to-face mode, which can be used by the policy makers in the UAE to improve the teacher education programs. © 2022 LLC Ecological Help. All rights reserved.

Exploration of In-Service Teachers' Preparedness and Perceived Challenges about Inclusive Education in the United Arab Emirates

The Coronavirus (COVID-19) global pandemic led to the deterioration of exclusive pedagogical practices in different learning institutions. This is because the pandemic forced teachers to make an abrupt instructional switch from face-to-face to online learning without having sufficient time to prepare. Various studies have reported that students with special needs in learning have to tolerate the burden of this tumultuous instructional transition. The educational policymakers have requested that in-service teachers in the United Arab Emirates (UAE) attend an inclusive education professional development program to equip them with knowledge and skills for teaching and supporting special needs children. The purpose of this study is to explore the extent to which in-service teachers were prepared to teach inclusively and the challenges they perceive after completing a six-month inclusive education teacher professional development (TPD) program. The study was done using a qualitative case study within an interpretive paradigm. Fourteen teachers from different schools across the country were purposively selected to complete an open-ended questionnaire and participate in semi-structured interviews. It was found that teachers gained comprehensive knowledge from the program and they felt confident and ready to implement inclusive pedagogical approaches in their classrooms. © 2023 Meda et al.

A NESTED APPROACH TO SUPPORTING SPECIAL EDUCATION NEED AND DISABLED STUDENTS IN ONLINE LEARNING

The COVID-19 global pandemic has affected the education sector in many ways. Institutions were forced to implement emergency remote teaching and learning as a preventative strategy to reduce the spread of the virus. Special education need and disabled (SEND) students were among those most vulnerable to dropping their studies because of a lack of support. The purpose of this study was to examine the nature of the support that was offered to special education need and disabled students at two universities in the United Arab Emirates. The study was conducted as a multiple case study of a federal and a private university in Dubai. We used a qualitative approach and the study's paradigmatic position was interpretive. Sixteen faculty members and support staff were purposely selected to participate in a semistructured interview and complete an open-ended questionnaire. Bronfenbrenner's Social Ecological theory was the theoretical framework for this study, which asserted that as a child grows, they interact with five nested systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. We found that the nature of support offered to students fell into four fundamental nests that helped students' access and succeed in online learning: microsystem, mesosystem, exosystem, and macrosystem. The study concludes that implementing a collaborative working relationship is an indispensable way of enhancing students' access and success in online learning. © 2023, Grand Canyon University. All rights reserved.

Faculty Perceptions of Virtual Field Experience Placement in a Teacher Preparation Program in the Uae

Aim/Purpose The purpose of this study was to examine faculty perceptions of virtual field placement of preservice teachers at a university in the United Arab Emirates and to explore the factors that promote or hinder the success of this experience. Vygotsky's concept of scaffolding was used as the theoretical framework of this study and to explain the faculty's engagement with the field placement experience.Background The global pandemic of COVID-19 has affected the provision of teacher education programs around the world. It forced many universities to implement emergency remote teaching strategies including virtual field experiences.Methodology Considering the novelty of this phenomenon, an exploratory qualitative research design was followed to arrive at an in-depth description of the faculty's perceptions. A convenience sampling, which is characterized by the deliberate targeting of information-rich participants, was used to select five faculty members who supervised 40 Emirati preservice teachers during their virtual field experience. Data was collected using semi-structured interviews and analyzed using thematic analysis. Contribution The framework put forth in this study could serve as a guideline for teacher education programs, especially field experience preparation. Findings It was found that faculty had different perceptions of virtual field experiences. Although preservice teachers were faced with unprecedented virtual field experiences, collaboration with different stakeholders helped them achieve the learning outcomes. A main drawback of the virtual field experience, however, impacted preservice Emirati teachers' motivation about online teaching. Recommendations for PractitionersRecommendations for Researchers Preservice teachers' technological skills should be reinforced and built to enable purposeful and practical technological integration in the teaching and learning process. Therefore, a holistic inclusion of all stakeholders' approach is needed to upskill and develop the competencies of all parties involved in the process taking into consideration a more enriching collaborative manner. Such a redesign should be examined to assess its validity and efficiency on a wider and more diverse sample to ensure its reliability and success. Researchers are recommended to explore the impact of virtual field experience on young children learning and engagement by including all stakeholders involved in the teaching and learning process, especially young students' parents since findings showed that children under the age of eight are at a disadvantage in online learning.Impact on Society Implications of the findings of this study show that sustainable virtual field experiences can be attained through a collaborative approach. Collaboration is essential as it enables preservice teachers to succeed in implementing inclusive pedagogical approaches.Future Research Further studies can enrich the findings of this paper by expanding the collected data to provide deeper and more generalizable results. For example, virtual student teachers' and school students' scores should be collected and compared to face-to-face scores in order to assess and evaluate the learning itself.

Examining elementary preservice teachers' self-efficacy and satisfaction in online teaching during virtual field experience

The global pandemic of COVID-19 has forced many learning institutions to close or switch to remote learning as a preventative measure to reduce the spread of the virus. The greatest challenge was with practical courses where preservice teachers had to promptly acquire technological skills and online teaching pedagogies as part of their virtual field experience. This need for learning and applying online pedagogies and technological competencies to increase student performance can lead to different perceptions of self-efficacy in online teaching. The purpose of this study is to examine the predictors for enhancing preservice teachers' self-efficacy and satisfaction in online teaching and to investigate the association of their self-efficacy beliefs and their satisfaction with online teaching. Elementary preservice teachers (n = 257) from two teacher preparation programs in two universities in the United Arab Emirates completed a 5-point Likert scale survey. Results revealed that participants reported a high level of self-efficacy and satisfaction in online teaching mainly regarding their abilities to engage students in online classrooms and use of computers/educational technology. Students' technological knowledge was strongly correlated with participants self-efficacy beliefs. Interestingly, results showed that preservice teachers who have beginner experience in teaching scored significantly higher on their self-efficacy than those with moderate and advanced experience.

THE IMPACT OF THE RELATIONSHIP OF SOCIAL/EMOTIONAL, COGNITIVE, AND BEHAVIORAL ENGAGEMENTS ON DEVELOPING PRESERVICE TEACHERS' DIGITAL COMPETENCIES

Aim/Purpose This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers' digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background Teachers' digital competencies are essential in creating an active e-learning environment that ensures students' engagements and reduces learners' sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners' digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners' engagements and develop their digital competencies based on the conceptual framework of the study. Findings The study's results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers' digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners Instructors need to consider students' well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners' engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners' and educators' digital competency. Recommendations for Researchers The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners' digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners' digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students' online learning. Future Research Future research on measuring the impact of transforming students' design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students' learning is influenced by the teaching presence of their instructors. Also, it is recommended that future re earch considers measuring the instructors' digital competencies and their impact on planning instructional activities.

Establishing Social, Cognitive and Teacher Presences to Develop Students' Digital Competencies through their Engagements in Online Learning

The global pandemic of COVID-19 has resulted in multimodal emergency remote teaching and learning. As a result, academics have been challenged to ensure that students' engagement is maintained in order to enhance their learning experiences. The purpose of this study was to examine ways in which instructors established social, cognitive, and teacher presences during online learning at a university in the United Arab Emirates. The study was done using a qualitative case study within an interpretive paradigm. A field note template and documentary analysis were used to collect data. Results showed that participants established the three critical components of the community of inquiry in multiple ways that catered to students' diverse needs and enhanced their digital competencies and learning experiences. © 2022 by the International Institute of Informatics and Systemics. All rights reserved.

First year experiences of emergence remote learning at a university

COVID-19 forced many institutions of higher learning to make a sudden switch from face-to-face classes to emergency remote learning. This move was welcomed with mixed reactions by first year students. The purpose of this study was to investigate first year students’ experiences of emergency remote learning amidst the time of the global pandemic of COVID-19 in the United Arab Emirates. The study adopted a qualitative approach within an interpretivist paradigm and it was conducted as an exploratory case study in a federal university. Three hundred and ninety two open-ended question-naires were completed by first year students about their experiences of emergency remote learning. Data was analysed using content analysis. It was concluded that the best way to judge the validity of emergency remote learning is by taking context into consideration. The use of different online teaching strategies help cater for diverse needs of first year students and reduce dropout rates. © 2021 Lawrence Meda.

Impact des inhibiteurs de checkpoints immunitaires au cours de la COVID-19 chez les patients atteints de mélanome

Introduction La restauration immunitaire induite par les inhibiteurs de checkpoints immunitaires ont révolutionné le pronostic des cancers métastatiques [1]. La contribution de cette stratégie thérapeutique pour la prise en charge des infections reste toutefois controversée, malgré quelques études en faveur de leur utilisation, notamment dans le contexte de paralysie immunitaire au décours d’un sepsis sévère [2], [3], ou dans les situations d’épuisement immunitaire au cours des infections virales chroniques [4], [5]. Au cours de la COVID-19, des études suggèrent qu’un état d’épuisement immunitaire en lien avec une anergie et/ou une déplétion des lymphocytes T serait partiellement responsable de la virulence du SARS-CoV-2 [6], [7], [8], [9], [10]. Certains proposent donc l’utilisation des anti-PD1 comme stratégie thérapeutique tandis que d’autres suggèrent qu’au contraire, elle pourrait aggraver l’hyperinflammation [11], [12]. Patients et méthodes Nous avons suivi de façon prospective 292 patients atteints de mélanome lors de la première vague de COVID-19 (de mars à juin 2020) dont la moitié était traitée par immunothérapie (anti-PD1±anti-CTLA4). Les patients présentant des symptômes de COVID-19 étaient dépistés par PCR. Une sérologie SARS-CoV-2 était recherchée de façon systématique. Les patients présentant une infection symptomatique active (<21 jours du début des symptômes, PCR positive) ou convalescente (>21 jours du début des symptômes, PCR négative, sérologie positive) ont été inclus pour une étude approfondie de la réponse immunitaire par une analyse transcriptionnelle (Nanostring), protéomique (SIMOA, Luminex) et cellulaire (cytométrie de masse). Résultats Quinze patients atteints de COVID-19 ont été identifiés (infection active ou convalescente) avec une estimation de la séroprévalence à 8,6 % de la cohorte. Quatre patients sur 15 ont nécessité une hospitalisation (26,7 %). Les données cliniques ne retrouvaient pas d’éléments en faveur d’une forme plus sévère de COVID-19 lors d’un traitement par anti-PD1, seul un patient ayant également une leucémie lymphoïde chronique, a développé une forme sévère de la COVID-19 et est décédé de défaillance respiratoire. L’analyse de la réponse immunitaire, en comparaison avec une cohorte de patients non traités par immunothérapie, retrouvait une réponse immunitaire innée semblable dans les deux cohortes. De même, le taux d’anticorps anti-Spike (IgG et IgA), la capacité neutralisante ainsi que la longévité des anticorps (suivi du taux sur une période d’1 an) étaient similaires en présence ou non d’un traitement par immunothérapie. En revanche, l’analyse de la réponse cellulaire mettait en évidence, chez les patients traités par immunothérapie, une expansion de la population de lymphocytes T CD8+ effecteurs mémoires, une augmentation de l’activation des lymphocytes T CD4+ et CD8+, et une augmentation la production d’IFN-gamma lors d’une stimulation ex-vivo par des peptides issus du SARS-CoV-2. Conclusion Nos résultats sont en faveur d’une augmentation de la réponse cellulaire T anti-SARS-CoV-2 lors d’un traitement par anti-PD1 chez les patients suivis pour mélanome, et de l’absence d’une exacerbation de la réponse inflammatoire. Il est nécessaire de confirmer ces résultats avec un plus grand nombre de patients, dans d’autres types de cancers et dans d’autres centres.

Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university

Purpose This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The authors examine how lecturers employed a community of inquiry (CoI) in their online classrooms within the context of emergency remote teaching (ERT). The study further aims to ascertain students' feedback concerning current ERT practices at the university toward cultivating a CoI. Doing this would offer more appropriate interventions and support for lecturers and students from, within and for an African context. If not, instructors might risk reproducing and perpetuating the same outdated pedagogies before the pandemic. Design/methodology/approach A mixed-method research design informed by a pragmatist paradigm was used. Primary data were collected from 40 lecturers at the university through online questionnaires of which 10 lecturers responded to e-mail interviews. The original CoI survey was distributed among 150 students in the Faculty of Education at the university. Findings The findings revealed that, despite the rushed and trial nature of the use of ERT, there were instances of a CoI among students. The findings further revealed that the majority of the lecturers were not adequately prepared for ERT as a result of limited experience with asynchronous and synchronous online teaching. There was evidence of an absence of a strong active teaching presence that was found to have negatively influenced the development of social and cognitive presences during ERT. Research limitations/implications Only a single faculty at one university was selected in this single case. Practical implications The results of the study have significant implications for faculties and academic staff who are currently teaching online in response to the teaching challenges paused by the COVID-19 pandemic. These findings will assist lecturers in developing appropriate pedagogical intervention strategies to enhance strong and active teaching and social presences necessary for cultivating the cognitive presences among students during ERT. Originality/value This is one of the first empirical studies to explore the influence of ERT on the cognitive, social and teaching presences at a university in an African context. The findings and conclusion of the study are novel as they relate to the development of appropriate pedagogical practices and intervention strategies suitable for ERT in response to the current education crisis.