Writing Well/Writing to Be Well: Rethinking the Purposes of Postsecondary Writing Instruction

In this article, we identify student well-being as a primary goal of postsecondary writing instruction. Reconceiving the purpose of writing instruction in this way rests on valuing the experience of writing and its impact on the writer's sense of self. We draw on posthumanist theory and empirical research to illuminate this impact as the foundation of a pedagogy that promotes students' well-being and also supports their development as writers and as human beings.

Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and mode

This study explores the online education action for defeating COVID-19 in China from the perspectives of the system, mechanism and mode. In particular, the policy development of online education in China during the epidemic includes the education informatization policy, the online education system, and the online education mechanism in China. The online education and teaching mode during the epidemic involve the synchronous live class-based teaching mode, asynchronous recording and broadcasting teaching mode, online flipped classroom teaching mode, and online tutoring-based teaching mode. Both characteristics and trends of online education in China during the epidemic have been explored in this study. In addition, the problems, discussions and remarks are also offered.

Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective

The implementation of inclusive education in schools in South Africa has not been fully achieved despite the existence of numerous policies on the same. However, there is very scanty information on current issues that are faced by teachers during the pandemic. Therefore, the present study sought to examine challenges experienced by teachers in implementing inclusive education in classrooms within a South African context. In this study, Bronfenbrenner's ecological theory was adopted. The phenomenological research design was adopted for this study. The selected sample size in this study was eight participants obtained using purposive sampling method. In this study, semi-structured interview was used as the data collection tool. Thematic framework was adopted to analyse data in this study. The study reported that there were four main themes on classroom challenges faced by teachers namely, limited instructional time, inadequate resources, inadequate support and lastly, impact of COVID-19 pandemic. The study recommends that teachers should adopt collaborative practices with school base support teams which had the capacity to mobilise several resources available on the local community to enhance implementation of inclusive education.

Challenges in science education: Global perspectives for the future

This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023. 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)

Living the Virtual Life: Transitions in Teaching and Research

[...]after many such changes, relearning and reentering information into new profiles and management systems lost its luster. While believe that lecture course content can be delivered effectively online, there is an undeniable need for extensive hands-on laboratory experimentation in a physical science curriculum. [...]it provides more opportunities to reiterate key points to the students.

The impact of COVID-19 on prior and current learning

PurposeThe purpose of this paper is to measure the effects of COVID-19 on student learning. Using boundary theory and border theory, the authors hypothesize that learning will be highest in 2019, the year before the pandemic, and lowest in 2020, the year that the pandemic began.Design/methodology/approachParticipants were business students at an American university. The authors administered the same 88-question multiple-choice exam in a capstone course in May 2019, May 2020, and May 2021. Ten questions measured learning in the capstone course (current learning), and the remaining questions assessed learning from prerequisite courses (prior learning). Any year-to-year differences in test scores may be attributed to the effects of COVID-19.FindingsCurrent learning was exactly as hypothesized. It was highest in 2019 and lowest in 2020. Prior learning appeared to be completely unaffected by the pandemic. It increased slightly but insignificantly throughout the three years. The authors conclude that home–school boundary and border problems caused by the pandemic inhibited the ability of students to remember what they had recently learned but did not prevent them from demonstrating knowledge of information that they had acquired in pervious semesters.Originality/valueThe authors add value to the body of knowledge about the effects of COVID-19 on student learning because (1) our dependent variable is cognitive. Most other studies have modeled attitudinal dependent variables such as satisfaction;and (2) this sample is located within the United States. Most other research has utilized participants in other countries and their results may not generalize to the American context.

Undergraduate Studies and the Covid Context: Promoting Self-Regulated Learning

With COVID-19 shifting educational institutions to remote teaching globally, Bangladeshi universities, too, began taking classes online from June 2020, using different learning management system (LMS) platforms. Facing students completely unfamiliar with learning outside traditional classrooms, the need for instructors to utilize best practices in online instruction and course design was extra enhanced. How online instructors can promote the use of self-regulated learning strategies (SRLS) amongst students is evaluated by considering a variety of extant methods. Taking universal teaching platforms into the nooks and corners of any country may be the biggest takeaway from this study, but a transition certain to elicit variegated responses. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Regarding the question of presence in online education: A performative pedagogical perspective

In response to the interruption of all levels of education following COVID-19, we start by underlining the difference between emergency remote teaching and online learning. Next, we inquire into the question of presence in physical and virtual classrooms, and offer a discussion of presence as "being-here-now,” a "movement toward becoming,” and as gelassenheit or "releasement toward things.” We highlight the materiality of communication, and the performative production and transformation of the classroom space. Finally, we illustrate how performative writing enhances the sense of being-here-now, and facilitates the co-inhabiting of online learning spaces that lack co-presence of bodies in the same physical environment.

The Online EFL Learning Challenges in Ukrainian Tertiary Education

COVID-19 has challenged educators not only in Ukrainian universities but throughout the whole world to keep abreast with the rapid emergence of new technologies, adapt the education system to online needs, and use blended learning as a necessity of the transformed education environment. We carried out two case studies aimed at gauging the students' perception, experience, and satisfaction level on the pandemicinduced online EFL learning via a Google Forms questionnaire in 2020-2021 a.y. and 2021-2022 a.y. at Taras Shevchenko National University of Kyiv (Ukraine). The first case conducted a 16-question online survey, and an analysis unit was the responses of 112 first-year students studying English as L2 and majoring in Computer Science and Cybernetics at the University of Kyiv under the Coronavirus lockdown reality. The second case encompassed 80 respondents and was fulfilled through the same 16-question online survey under similar study conditions. The sample groups were undergraduate students of the same age (17-18 y. o.) and the English language level (B1+) enrolled in the university with similar admissions criteria, prerequisites, and curricula. The survey's participation was voluntary and anonymous. The respondents gave feedback on three question categories: EFL online learning effectiveness, technical provision satisfaction, self-organization, and confidence level. The opinions were not fully homogeneous but the majority of Computer Science and Cybernetics undergraduates in both case studies pointed out that the online EFL course was effective. The first survey findings revealed that the first-year university learners had a predominately positive attitude towards online education, describing English lessons as well-structured and engaging. Our second investigation demonstrated that apart from staff readiness, confidence, students' Internet accessibility, and motivation, the undergraduates have indicated tiredness of online meetings, pointing out that they have a lack of live communication. The obtained study results can help in understanding EFL teachers how to continue teaching and learning during such unprecedented times and to ensure a high level of education, responding to the current students' needs and priorities for successful online classes. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House 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.)

Dynamic Insulation Systems to Control Airborne Transmission of Viruses in Classrooms: A Review of 'Airhouse' Concept

The discovery of the Covid-19 virus in China at the end of 2019 has drastically altered the global landscape. The virus, which has now become a pandemic, has wrought devastation on the world, infecting over 500 million people and killing over 6 million. The virus's mutation into a few variations, however, has enabled the world's alarming situation to continue until now. Airborne particles and viruses including the new Covid-19 variant -Omricon, is not only extremely contagious but also can be transferred by airborne transmission, putting vulnerable people like children at risk, particularly in classrooms. Amongst the strategies to control airborne transmission of viruses and to improve indoor thermal and air quality is using ventilation strategies -such as dynamic insulation. Thus, this paper will review at how dynamic insulation systems in conventional farming and residential buildings, cleanrooms and other controlled environments work to reduce airborne viruses and particles in a room. An innovative "Airhouse" concept that combines with activated carbon has been researched and investigated with regard to the dynamic insulation systems.This system has a high potential to reduce the air temperature, humidity, and airborne viruses including Covid-19 whilst maintaining a steady airflow rate in a normal room. Therefore, it has a great deal of potential to decrease or eliminate concerns about the transmission of airborne viruses and adapt ventilation systems to new pandemic threats.

Online or In-Person Course? Meaningful Discussion of Learning Effectiveness and Satisfaction of Microwave Filter Design Course in Graduate Students

Contribution: A research on applying blended teaching in microwave filter design in graduate students. Background: The Covid-19 epidemic has caused many universities worldwide to switch to online courses. Taiwan did not have a large-scale local infection in 2020, so the school has implemented a blended teaching plan, combining online and in-person courses. Intended Outcomes: Discuss the effectiveness and satisfaction of the Microwave Filter Design Course in Graduate Students for two classes, Online or In-person course. Application Design: This study uses a quasi-experiment to teach microwave filter courses in the two classes. The teacher integrated into the Flipped Classroom and Interactive Response System (IRS). Students must use the APP to complete the preclass preview and prepare materials. Class A [Formula Omitted] uses in-person classrooms for the whole course;Class B uses blended teaching. The first eight weeks are synchronized online, then mid-term exams, and in-person courses are used for the next ten weeks. Students in two classes in the last week filled out the course satisfaction questionnaire. Findings: Class B achieved better results in the eighth midterm exam week, showing better learning results. Although students in both classes are highly satisfied with the course, Class A is more satisfied than Class B. For graduate students participating in the microwave filter design course, in-person classrooms and blended teaching can achieve good learning results and satisfaction. However, teachers must pay attention to students' reception and understanding of flipped classrooms when using online teaching. And timely and in-depth guidance on the accuracy of APP use.

The Role of Technology in Physical Education Teaching in the Wake of the Pandemic

Physical education is seen as an essential subject for the development of healthy habits and well-being, in line with Sustainable Development Goal 3. Furthermore, the impact of technology on all aspects of life is now an undeniable reality. The field of education is no exception, and digitalisation has undoubtedly been accelerated by the emergency situation resulting from the COVID-19 pandemic. This paper aims to analyse the scientific production related to the field of physical education, technology, and the pandemic from a double perspective. From a search in Scopus, 86 articles were selected for analysis. A bibliometric approach was used to identify the variables of impact, collaboration, production, and dissemination. While the content analysis allowed us to delve deeper into the topics most frequently chosen by researchers, we found that the articles focused both on the circumstances experienced by practising teachers and on the adaptations made in the teaching/learning process with trainee teachers and students at different stages of education. Thus, technology has emerged as a fundamental tool in physical education during the pandemic, making it possible to develop or maintain better health and learning.

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.)

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.

Freire 2.0: Pedagogy of the digitally oppressed

This paper reinvents Freire's concepts of ‘banking education' and ‘literacy' within the context of the exponential growth of digital instruction in the 21st century. We argue that digital learning (i.e. online or technology enhanced) undoubtedly increases access to education globally, but also can intensify some of the worst problems described in Freire's banking model. Accordingly, we draw from postdigital theory to scrutinize the specific structures and functions of common digital Learning Management Systems (LMSs) used by schools (i.e. Blackboard and Google Classroom) to reveal a type of learning that further exacerbates the teacher-student dichotomy without liberating either party in a Freirean sense. We then use a Foucauldian lens to bring an awareness to how the accelerated use of these systems at scale, in part caused by the COVID-19 pandemic, can further entrench a data-driven, dehumanized educational experience which increases corporate profitability perhaps over the needs of students. Finally, we use these insights to modernize Freire's concept of ‘literacy' by building on Critical Medial Literacy (CML) in order to help educators address LMSs, (mis)information facilitated by digital content, and schooling in a (post)pandemic and postdigital world.

Guest editorial: Playful literacies across ages and contexts: new horizons for pleasure, affect, and living texts

During the COVID-19 pandemic, educators observed increased student stress and disconnection in formal learning environments, whereas young people turned to playing, gaming and collaborative writing to cultivate connections during this upheaval. Using Thiel's previous theoretical work, Woodard and colleagues explore playful dramatizing, multimodal composing and science learning through one fourth-grade girl's video about food chains. [...]Beauchemin and Qin take up affect as relational and performed forces that emerge from the inbetweenness among people, objects and material and discursive contexts. [...]in "Press Play,” community leader Karl André St-Victor describes how playful practices at Chalet Kent, a community youth center in Montréal, sustain strong senses of belonging and companionship among youth and center staff.

Care Work Through Course Design: Shifting the Labor of Resilience

Drawing on the disability justice paradigm of care work (Piepzna-Samarasinha), this article moves to shift the labor of resilience from students to our course design, noting how models of student resilience are often tied to ableist expectations of performance and coherence. The authors share their ongoing experiments in creating disability-centric, care-centered course designs, which are meant to offer students more flexibility while respecting the required labor asked of instructors.

Right Under Our Noses

Air quality and environmental justice To introduce how socioeconomic status affects the physical aspects of exposure to differing air-quality levels, students used an anthropological technique of comparison to "make the strange familiar and the familiar strange." Students analyzed a New York Times story revealing the air-quality inequities of two teens residing in India: "Who Gets to Breathe Clean Air in New Delhi?" For 25 minutes, students interact with the website and reflect on paper: * One new and interesting fact that they encountered in the article about air quality, * How they think the information might relate to air quality in the United States, and * What, if anything, they think we could do to help increase awareness about these types of environmental disparities. For the next 35 minutes, students search online for articles about air quality and environmental justice in the area near our school's location. The data from real-time air quality index reports are available on every cell phone, and students decided to record it on a calendar to chart in Excel.

Perceptions of pre-service teachers on breakout room micro-teaching with Zoom

Due to the emergence of Covid-19, many educators moved from a face-to-face teaching environment to an online microteaching setting using Zoom. This study explores pre-service teachers' perspectives on microteaching within Zoom's breakout rooms. The authors approached this study from a positivist-postpositivist perspective employing a mixed-methods methodology. The exploratory sequential mixed-method design employed here combines qualitative and quantitative data. Analysis entailed open coding of data from Zoom recordings and statistical analysis of a post-course survey. Convenience sampling of pre-service teachers (PSTs) from a teacher education teaching method course provided the data sets. Findings indicate that microteaching activities within breakout rooms facilitated an environment where pre-service teachers engaged and conversed with peers while developing teaching skills. PSTs valued breakout room interactions, though males and females valued different aspects. Finally, although the findings suggest that microteaching in Zoom's breakout rooms is effective, the findings indicate that the pre-service teachers desired a return to the classroom. This research extends previous research on online microteaching student experiences by providing recommendations regarding microteaching via video conferences.