Connectivity, community, and sense of belonging

This chapter illustrates how the change to a virtual setting challenged students' social connectedness and sense of belonging. It demonstrates how students found a way to build social connectedness in a virtual setting that reinforced their sense of community. The chapter discusses how Students of Color experienced the COVID-19 interruption. It offers insights into whether thriving in college is even possible for students when their means of creating community have been disrupted. At the University of Utah, the detachment was experienced by students in their interactions with faculty and their relationships with their friends, peers, and classmates. The closing of campus and the shift to online learning also limited students' social connectedness with friends, classmates, and peers. Students also relied on new communities to gain motivation and achieve academically. University employees were also a part of students' relational communities. Some students created a strong emotional connection with staff members, such as advisors and student affairs professionals. The pandemic and the resulting educational changes added another layer of complexity to the academic experiences of Students of Color. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Online art therapy classroom in Thailand

This chapter discusses the format of the International Program of Art Therapy in Thailand (IPATT) program before and during the COVID pandemic. A survey will contrast the strengths and weaknesses of online learning as experienced by IPATT students who participated in the program in-person as well as online. The IPATT studio is equipped with audio-visual aids for instructors to present art therapy theories and a studio working area with a wide assortment of art materials that allow students to work experientially. In addition to art therapy education, having students in the studio also gives them opportunities to learn relational literacy inside and outside class time, such as confronting or allying, deepening or skipping, and encouraging or letting go. The student survey that contrasted in-person and online classroom experiences revealed that face-to-face teaching gets a higher score in 3 out of 9 quality sub-categories;most aspects remain the same in both classroom settings. There are advantages and disadvantages to sharing art and personal experiences online, where group dynamics can be different, benefiting some group members but not others. While there is a preference for face-to-face education, the small student survey shows that most IPATT students accept online education as an alternative. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Heading for the Future After COVID-19: Reflections and Recommendations on Teaching Processes in a Rapidly Changing Learning Landscape

The COVID-19 pandemic posed numerous challenges for instructors and students. Professors, for example, struggled to quickly and effectively migrate face-to-face courses to remote teaching modalities. What had not been anticipated, however, were the additional challenges to be managed when returning to face-to-face and in-person teaching. This reflective essay provides some insight into how faculty at the University of Puerto Rico attempted to modify teaching practices to re-engage disengaged students as they returned to the campus classroom. Also, recommendations about how to move forward by applying a pedagogy of renewal are made.

Differences in the Intensity and the Nature of Foreign Language Anxiety in In-Person and Online EFL Classes during the Pandemic: A Mixed-Methods Study

This paper explores differences in 437 learners' "foreign language classroom anxiety" (FLCA) in in-person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in "emergency remote teaching." In order to obtain a more granular view, item-level analyses revealed that learners in online classes were significantly less worried about being outperformed by peers, suffered less from physical symptoms of anxiety when called on in class, and were less anxious when they were in fact well-prepared. Feeling embarrassed to volunteer answers was significantly higher in online classes. Interviews with 21 participants revealed that the interviewees mentioned anxiety-provoking aspects of the class considerably more frequently online than in in-person classes. However, the sources of anxiety in online classes differed from the ones in classes taught on-site. Thus, it seems that the newness of the setting foregrounded anxiety-provoking aspects specific to emergency remote teaching, making others fade into the background at the beginning of the pandemic.

Playful Learning During the Reopening of Danish Schools After Covid 19 Closures

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

Flipped Classrooms in Undergraduate Statistics: Online Works Just Fine

Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class' time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

An Innovative Approach in Nursing Education: The Flipped Classroom Model, Its Theoretical Framework and Its Use in Nursing Education

The inability to conduct face-to-face classes during the COVID-19 pandemic has increased the need for distance education and active learning methods in nursing education. In programs that provide knowledge and skill-based education such as nursing education, active learning methods should be used to create learning environments where the student is in an active position and the trainer is a guide. The Flipped Classroom Model is one of the student-centered teaching methods that includes the application of active learning strategies. The basic logic of this model;It is the allocation of the lesson time in the classroom to the learning process in which the student is more active. Students who come to the lesson by studying the lesson materials before the lesson are provided to construct the knowledge with the activities they are active in the lesson. In the lessons conducted with this model, students learn concepts at their own learning pace. The fact that the course can be studied at any time and place highlights the flexible teaching method feature of the model. In addition, this model is more effective in developing students' spirit of cooperation, practice and communication skills, in-terest in the lesson, and ability to think and analyze compared to the traditional classroom. In this review, the content, learning process, advantages and disadvantages of the Flipped Classroom Model, which can be used as an alternative method for continuing nursing education with distance education, are given and literature information about its use in nursing education is presented. © 2023, Dokuz Eylul University. All rights reserved.

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020-2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). Of the many tools and approaches considered during this frantic and bewildering week, one stands out: the application of outside-of-class student-to-student communication via Zoom or other video-conferencing technologies with written follow-up to fulfill a number of desiderata: (1) that students speak more in an alternate assignment format given the realities of affective and technological hurdles while using video conferencing software;(2) that they are provided with an unsupervised opportunity to speak in an effort to reduce anxiety;(3) that self-scheduled partner work might offer flexibility necessary during home-based study and the various complications and distractions that entails, particularly during a period of ongoing disruptions;and (4) that a written response to this oral communication would generate classroom discussion, deepen engagement with materials, and present instructors with another avenue for teacher-student feedback and the assessment of sentence- or paragraph-level writing.

Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning

Blind students' mathematics learning results during the Covid-19 epidemic will be examined in this research using a Flipped Classroom approach. This research makes use of a quasi-experimental approach that includes non-equivalent control groups. Blind kids in grades IV and V make up the study's population of 16 participants. Saturated sampling was used to collect the samples. Students in the experimental class are taught using the Flipped Classroom paradigm, while those in the control class are taught using a direct learning approach as a comparison. A p-value greater than 0.05 indicates that the data are normal and homogenous. The average of two unpaired samples from data is compared using the independent sample t-test. There is no H0 for a t-statistic of less than 0.05;if it is less than 0.05, it is not accepted. First, the Sig.t count (2-tailed) or the P-value are compared to make the first decision. After the second judgment, H0 is no longer a valid hypothesis. Learning arithmetic in a traditional classroom or without any treatment utilizing the Flipped Classroom methodology was shown to be less beneficial for blind pupils during the covid-19 outbreak © 2023, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.

VRFlex: Towards the Design of a Virtual Reality Hyflex Class Model

Social distancing requirements urged by the COVID-19 pandemic along with high transportation cost reduced inperson meetings significantly in recent times. In consequence, many people are seeking for virtual reality (VR) to feel a similar experiences of visiting and enjoying places that are unaccessible. VR has immense success in domains, such as automotive industry, healthcare, tourism, entertainment, sports etc. It is observed that traditional online synchronous and asynchronous class structure is not quite effective in engaging students in class participation and discussion. Therefore, we introduce a novel VRbased class structure that will simulate the classroom environment for students participating a class virtually. We equipped the classroom with several internet of things (IoT) devices that collects information from the classroom, analyze those information, and determine some interesting information to display for the students participating the class virtually. We design a classroom prototype and validate the prototype with simulation. The result of the simulation shows that such a VR-based classroom model is feasible and can introduce in classrooms. © 2023 IEEE.

Online versus traditional instruction: Teachers' perspectives on the challenges facing students with disabilities

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)

Determinants of students' satisfaction with digital classroom services: moderating effect of students' level of study

Purpose: Like every other sector, educational institutions have also been suffering immensely due to COVID-19 pandemic. Many educational institutions are now adopting digital classroom services. However, an online platform with the need for appropriate technology and infrastructure from the students' perspective poses a severe challenge to developing countries like Bangladesh. The paper aims to figure out the relevant factors that affect the extent of student satisfaction with digital classroom services at the school and tertiary levels. Design/methodology/approach: It is a quantitative study of 450 students from Bangladesh who encountered online classes during the pandemic of COVID-19. An equal number of students from all levels, including schools, colleges and tertiary stages, participated in the survey. Exploratory and confirmatory factor analyses are used to interpret the data. Structural equation modeling using AMOS graphic software is incorporated to test the study's hypothesis. Findings: Among all the four determinants of student satisfaction during this critical era, all levels look satisfied with the three underlying influences: technological, convenience and resource-related factors. However, school-level students found the digital classroom services abrasive with Internet connectivity and technical structures during online classes and exams. Research limitations/implications: A comprehensive study can assess the difference between private and public university students in this regard. In addition, the impact of gender and/or location (rural/urban area) can be assessed by using the same model of the study. Practical implications: Having the experience of the students' satisfaction level during this pandemic, the government, educational institutions and other stakeholders can take away the findings of the results to have a better plan for Internet-based education at every level. Originality/value: The study is unique to see the readiness of developing nations such as Bangladesh to focus on the sudden uncertainty like a pandemic in introducing the digital education platform. The study can add value to achieving the country's sustainable development goal of becoming a digitally enabled regional education hub. © 2023, Md Abdul Momen, Seyama Sultana, Md. Anamul Hoque, Shamsul Huq Bin Shahriar and Abu Sadat Muhammad Ashif.

Blended learning for teaching during the COVID-19 pandemic

The authors share their online teaching experiences in a private university in Canada during the COVID-19 pandemic and offer recommendations for fostering dynamic learning in synchronous online classrooms and further research. Over 60% of the world's student population has been affected by nationwide closure, and 1.2 million university students were displaced from the classroom in Canada (UNESCO, 2020). Educators who have embraced the transition to online teaching-learning try various teaching and assessment methodologies that suit their classes (Lage et al., 2000;Luthra & MacKenzie, 2020). Recent studies (Burgess & Sievertsen, 2020) have investigated the impact of the COVID-19 on educators and students' performance. However, few have reviewed technology-based instruments that could facilitate online teaching and learning at the time of a pandemic or offered recommendations for online teaching and learning improvements. This chapter reviews digital tools utilized in online synchronous classes in the Bachelor of Business Administration program at a Canadian university of 8000 to 10,000 students to address this gap. It offers educators, researchers, and educational institutions recommendations to enhance the learning experiences and foster engagement in online classrooms. This chapter first reviews research on blended learning (BL), which refers to synchronous teaching/learning classes, as well as online asynchronous resources and assignments. Then, the faculty members' online teaching experiences and challenges are presented. Finally, recommendations are considered to facilitate online teaching and advance research. © Springer Nature Switzerland AG 2021. All rights reserved.

Research and Practice of 'Trinity' Construction of Emerging Engineering Big Data Course Teaching Quality Assurance System during the Epidemic

The pandemic of the COVID-19, has brought a great impact to the education and teaching, so the teaching can only be carried out online, in order to ensure the monitoring and management of teaching quality during teaching. This project import the latest information intelligent teaching system, multi-directional to ensure the monitoring and control of teaching quality, the deep integration of 'Rain Classroom' technology and teaching in this project, So that the interaction information between teachers and students can be recorded in real time during the online teaching, and organized, analyzed, stored also;Import the online teaching platform, collected the students records that finished homework during the epidemic;Import the online virtual experiment platform, online to finished the remote experimental operation of students. Thus, the trinity builds a three-dimensional teaching quality assurance system to escort high-quality big data course teaching during the epidemic. © 2023 IEEE.

Pandemic Lessons Learned: Educators' Experiences and Tool Checklist

The Coronavirus pandemic had a significant effect on teachers when traditional face-to-face classroom instruction abruptly shifted online in the spring of 2020. It also provided educators the unique opportunity for continued growth and development in incorporating technology into their instruction. The purpose of this study was to examine educators' s learning experiences in utilizing virtual learning technologies to provide instruction during the COVID-19 pandemic. Researchers conducted two (2) online focus group interviews with participants (N = 9). The focus group transcriptions were qualitatively analyzed for themes. The findings from the focus groups are discussed in this article. The resulting implication is the 3E (Efficient, Effective and Engaging) application checklist to utilize when selecting instructional online tools and incorporating technology in the classroom. [ FROM AUTHOR] Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Teachers' Perceptions, Preparations, And Challenges in the Implementation of Limited Face-To-Face Classroom Interaction in the New Normal

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.

A bibliometric analysis of the trends, topics, and findings of research publications on asynchronous and synchronous online language learning over three decades

Since the first study on computer-mediated communication tools in support of language learning was published in 1992, asynchronous and synchronous tools have been widely adopted;however, few reviews have been conducted to explore the research status in this field. As COVID-19 has increased the use of online tools in education, the need to understand how asynchronous and synchronous tools are being used in language education has grown. In this bibliometric analysis, we reviewed asynchronous and synchronous online language learning (ASOLL) by analyzing the trends, topics, and findings of 319 articles on ASOLL. The results indicate that interest in ASOLL has increased over the past three decades with ASOLL for oral proficiency development and collaborative ASOLL being the two main research issues. Interest in three topics collaborative ASOLL, emotions, and corrective feedback - was especially apparent. The review contributes to the understanding of ASOLL while providing practical implications for using information communication technologies to enhance language learning.

Investigation of Secondary School Students' Opinions on Mathematics Lesson with Distance Education

The aim of this study is to examine the opinions of secondary school students about mathematics lessons taught with distance education. The research was carried out by taking the opinions of 286 secondary school students from one state school selected from each of the provinces (Manisa, Izmir, Mugla, Antalya, Sirnak, Bitlis). Quantitative and descriptive survey method was used in the study. According to the findings, it was seen that the opinions of female and male students were very close to each other, there was no significant difference according to the variables of the number of siblings and whether they had their own study room, and there was a significant difference between 5th grade students and 8th grade students. Students;It was seen that there was no difference in their views on understanding the lesson better and increasing their success, they did not have any problems in accessing the Mathematics lesson, but they had problems due to internet interruptions during the lesson, they did not have any problems in communicating with their teachers and delivering homework during the lesson, but they still preferred face-to-face education at a high rate. It was observed that the motivation of the 5th grade students during the lesson and their better understanding of the lesson were higher than the 8th grade students.

The status quo of online and offline moral education classroom barriers and connecting paths

New challenges in the development of teaching methods lead to a large number of new tools, methods, and approaches to teaching. The structure and functions of a class as a basic social group in education is being radically transformed, becoming more and more virtual especially in COVID-19/post-COVID period. In this regard, this study proposes a model that generalizes the existing trends in changing forms of education towards its digitalization, virtualization and mobility to increase the effectiveness of pedagogical practice. The model is based on Pierre Bourdieu's model of a social field, which has proven its effectiveness in pedagogy. The study considers the communicative space of the class as an integral structure aimed at the optimal academic, social and moral development of the participants. Considering a physical and communicational expanse of class as a social field that describes the field of cognitive, social, and psychological interaction between participants in the educational process, the study tries to establish its structure, stages of formation and suggests considering examples of partial successful application of similar models in other studies. The proposed model acts as a generalization, combining models and approaches previously used on the basis of the social field theory. The practical application of this model will make possible the classroom learning process more effective in both online and off-line implication and social interaction less conflict and stable.

Shortening the learning curve for learners and educators: Solutions in the times of COVID-19

New advancements emerge in times of crisis. Throughout history, there have always been new developments in our political, social, and economic structures and technologies after wars, revolutions, and major natural disasters. Now, in times of the global COVID-19 pandemic in 2020-2021, it is critical for both educators and learners to adapt to different and new ways of learning, to stay ahead of the latest technologies and applications, and to empower our learners in transitioning to the new age of artificial intelligence. The case study that follows describes how our university in Canada transitioned from on-campus classes to remote synchronous delivery with an online asynchronous component during the COVID-19 period of campus closures. Comparison of this transition is made to other postsecondary contexts to highlight how such critical transitions may be eased in the future. The closure of universities in Canada and the move to online delivery happened abruptly as COVID-19 worsened and forced us to teach from our offices at home in mid-March 2020. I explain the teaching solutions that I found useful in transitioning my students to remote synchronous and online delivery. In addition to describing changes in our teaching and learning, I compare our experiences during this transition to other contexts and postsecondary classes to illustrate how and why preparation and adaptations are important. © Springer Nature Switzerland AG 2021. All rights reserved.