ABSTRACT
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.
ABSTRACT
The COVID-19 pandemic has significantly changed education and caused unprecedented disruptions. These changes may disappear once the schools resume face-to-face classes in full force. Likewise, a positive change may not be necessarily what we want in education. This may be due to the existence of digital divide among students which cannot be ignored. During the COVID-19 pandemic, OneNote Class Notebook is used as an interactive digital whiteboard and has been evident as one of the best alternatives to the traditional whiteboard in the teaching and learning process. In this study, we aim to analyze students' perceptions of OneNote Class Notebook and the level of their continuous intention to use OneNote Class Notebook as an interactive digital whiteboard to replace the traditional whiteboard when school reopens with face-to-face lessons in the classroom in full force. The findings show that the students perceived that OneNote Class Notebook is indeed a useful tool to be used for calculus learning. But, it cannot be perceived as suitability to continue to be used during post COVID-19 period, when school reopens with physical classes in full force. In this regard, it reminds educators of the importance of rethinking education in the new normal post COVID-19 era from the perspective of curriculum studies. © 2023 IEEE.
ABSTRACT
The creation of beautiful literature and art is one of humanity's most essential endeavours. The importance of literature as a component of the language-teaching curriculum has fluctuated over the last century with the popularity of various language-teaching pedagogies. Notwithstanding, it has recently seen a resurrection of appreciation for its effective utility in language acquisition. Covid-19 lockdown combined with the further progress of computer-assisted language learning has led to a gradual shift in the provision of literature-based language education to an online setting. Under this trend, Sandra Stadler-Heer and Amos Paran's edited chapter book Taking Literature and Language Learning Online: New Perspectives on Teaching, Research and Technology concentrates on a particular component of this transfer process, namely the interaction between literature and language learning. This book review provides an overview of this volume.
ABSTRACT
This paper stories the creation of the Wāhkōhtowin teacher preparation model on Treaty 6 territory in Saskatchewan, Canada. The model was created out of an educational partnership that responded to the teachings of Nēhiyaw (Cree) Indigenous Elders. We describe the theoretical framework of this Professional Development School (PDS) teacher preparation model that is designed to: decolonize teacher preparation in order to foster student learning and engagement;develop Nēhiyaw teacher identity and proficiency;and support reconciliation between Indigenous and non-Indigenous peoples. The foundational constructs of the Wāhkōhtowin model of teacher preparation include: relationality, ceremony, language, and child-centredness. The spirit of Wāhkōhtowin teacher preparation is premised on three intents. Firstly, teacher candidates are encouraged to be free to be themselves and share the gifts they bring to the school setting (tipéyimisowin). Secondly, they are encouraged to -come home' to traditional teachings as they engage in cultural learning and identity formation (kīwēwin). Thirdly, their pedagogical growth and development as teachers is fostered with the focus on relational pedagogies, inclusiveness, and community (mamáwi kiskinomāsowin). We complete our paper by discussing the implementation of the Wāhkōhtowin model. We discuss the ways in which the model has had to shift to be responsive to: the unique relationships and contexts of different school systems;provincial budget cuts;the opportunity to expand the program into secondary schools;working with/through teacher turnover;the provision of language and cultural activities;land-based programming;professional development sessions;differing comfort levels and knowledge regarding Indigenous history and traditions;and the impact of COVID-19. © Society for the Provision of Education in Rural Education. All Rights Reserved.
ABSTRACT
In February of 2020, everything around the world changed. By mid-March, the majority of the world was locked down. Teachers were called on to create a sense of "normalcy” for their students. And we tried. During that process, though, as a teacher, I started to truly question what I was teaching and—more importantly—HOW I was teaching. This reflective essay offers a critical interrogation of my own pedagogical choices during and because of the COVID-19 pandemic . . . and so many other "moments” that have led up to it. I contend that we need to look in the mirror and ask ourselves, "Are we doing this right?” The following offers my starting point.
ABSTRACT
The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.
ABSTRACT
Using learning analytics and dispositional learning analytics in teaching is difficult. Examples of their use are required for higher educational institutions and teachers. In this paper, we present a flipped learning approach in online settings (due to COVID-19) with particular emphasis on learning analytics and dispositional learning analytics. For this, an understanding of flipped approaches (i.e., flipped classroom and flipped learning) as well as the role of technology in the teaching context is required and presented. The role of technology includes (1) a digital learning system, (2) a conferencing system, (3) the collection and use of learning analytics and dispositional learning analytics, and (4) content-specific technology. Additionally, our aim is to present students' course feedback results from quantitative research methods course practices (2020, 2021) for preservice teachers (i.e., students;N = 70). The content is highly challenging for these students, causing fear, frustration, anxiety, and boredom. Generally, the results for pedagogy were positive, but the results of students' learning perceptions were lower. Based on the approach and results, discussion with new insights is provided. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org)
ABSTRACT
Pandemic disruptions to schooling threw into sharper relief the entanglements of economy, gender norms, and education that had been there, and throughout the modern world, all along. The particular entanglement this paper aims to unravel is the reliance of education on a certain kind of attentiveness, historically provided by a feminized teaching force and mothers, that itself rests on the cultivation of particular sensibilities regarding time.
ABSTRACT
As one of the world's major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.
ABSTRACT
In the uncertain COVID-19 situation, professionals working in education development and learning strategies start to wonder why the situation seems strange or even tough. Institutions got involved, somehow, in online teaching delivery. Most post-secondary institutions worldwide began to use virtual learning or remote synchronous delivery (RSD) as the most applicable method to keep a connection with students in a social-distancing situation. It might be too early to rush to drive solutions or summarize conclusions. The key point is to reach for expressive questions that describe and evaluate the situation in interior design education - an advanced step in the diagnosis of the current situation. This chapter investigates how the current pandemic situation affected teaching methods in the Bachelor of Interior Design (BID) program at University X. The chapter explores remote synchronous delivery in this program with a focus on three core interior design streams: studio, visual communication, and software and technology. As a response to crisis situations, the chapter begins to answer these questions: How did remote synchronous delivery affect interior design education? How can we be prepared for advanced teaching approaches? Will this pandemic lead to innovative approaches in interior design teaching pedagogy? © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
School closures and society's retooling to social distancing brought by the COVID-19 pandemic have left teachers and workplace trainers scrambling to adapt to a new reality while facing the possibility that both distance and distributed learning may be here to stay. Many are unprepared to deal with their student bodies studying from home and the necessary revamping of the curriculum to an online format. The COVID-19 crisis called to us, a group of doctoral students in distance education, with decades of combined experience, to serve in creating a scalable general blueprint for an online course, informed by our own praxis and that of seminal educator-researchers. The blueprint can be easily understood through the schematic and five-minute audio yet is enhanced with links to provide a deeper understanding of the why behind its application. We used project-based learning (PBL) theory to guide the educator in weaving the right kind, sequence, and quantity of learning interaction into their digital modules. Unintentionally, this project modeled swarm leadership, a collaborative networked effort that adapts and self-organizes in the moment, swarming in on a task of challenge and collectively innovating, organizing, and sharing responsibility. The end result was a useful public open educational resource (OER) and lifelong friendships. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
Thesis writing is an endeavour that many undergraduate students have to surmount coupled with its inevitable challenges. Consequently, this study was conducted to investigate the diverse thesis writing challenges experienced by arts and humanities students enrolled in Bachelor of Arts degrees in Communication, English Language, and Filipino Language in a state university in the northern part of Luzon, Philippines. A descriptive phenomenology was utilised via focus group discussions to collect data. Through thematic analysis, three main themes or facets of the diverse challenges in thesis writing have been identified. The facets are (1) student-emanating;(2) adviser-emanating;and (3) pandemic/emergency remote teaching-emanating. This research adds to the literature on the challenges in undergraduate thesis writing during emergency remote teaching, provides an input towards pedagogical implications, and recommends future research directions.
ABSTRACT
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.
ABSTRACT
The COVID-19-induced lockdown resulted in the closure of learning institutions and subsequent intermittent college attendance as a way of preventing the spread of the virus. In Zimbabwe, the Ministry of Higher and Tertiary Education, Innovation Science, and Technology Development instructed tertiary institutions to adopt online learning in addition to face-to-face learning as a way of ensuring that learning continued during COVID-19 restrictions. There was a shift from exclusively humanist education, where humans have been believed to be the only agents in the teaching and learning process, to posthumanist education, where technology was used as a tool for learning. This study explored the organisational preparedness of TVET institutions to take on board posthuman pedagogy when online learning was blended with face-to-face learning. This was a qualitative study that used observations and in-depth interviews to collect data on the institutional preparedness of two randomly sampled TVET institutions to embrace posthumanist education. Ten randomly sampled lecturers were interviewed to elicit their views and experiences of implementing blended learning, which is largely ingrained in posthuman pedagogy. An observation was made on the suitability of technological infrastructure to support blended learning. Ten randomly selected students from each institution participated in focus group discussions to elicit the organisational preparedness of institutions for blended learning. Results showed that the institutions were not ready for blended learning. Lecturers and students were not equipped or skilled to use online technologies. The infrastructure to drive online learning was inadequate. Inadequacies in the internet infrastructure affected their understanding and acceptance of online learning. © 2023, OpenED Network. All rights reserved.
ABSTRACT
This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment;as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either "praise or blame,” I suggest that communication teachers can frame them as public pedagogy that "strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom” (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry.
ABSTRACT
An Applied Drama and Theatre pedagogy is rooted in principles of embodiment, participation and collaboration, praxis and immersion in social contexts. Over the past fourteen years, the Drama for Life department at the University of the Witwatersrand prioritised the implementation of an Applied Drama and Theatre teaching and learning practice that is premised on our bodies operating within social and cultural contexts. Furthermore, the experiential pedagogy is reliant on physical presence and human contact for the purposes of reflection, transformation and education. With the arrival of the COVID-19 pandemic, this complex pedagogy faced a threat. How can we migrate an Applied Drama and Theatre curriculum to online learning platforms? Can we fully honour its pedagogical objectives remotely? The study explored how Applied Drama and Theatre educators re-envisioned and implemented strategies to maintain the integrity of the embodied pedagogy as it moved online. These collective approaches transpired amidst a disruptive digital divide within a South African context, which impacted connectivity, access and the hopes of a synchronous learning experience. From 2020 to 2021, the ethnographic study tracked and observed Drama for Life and its Applied Drama and Theatre educators as they;1) responded to the pandemic and identified its threats to the pedagogy;2) through processes of experimentation, transitioned the curriculum to online learning platforms;and 3) reflected on their discoveries, challenges and interim solutions throughout the journey. The study found (based on literature and data) that the pandemic provided higher education institutions and practitioners with an opportunity for directed change. Central to the collective strategies remained student centredness and pedagogical alignment. Although certain aspects of the Applied Drama and Theatre pedagogy have undeniably been compromised online, the study demonstrated that with increased efforts to bridge the digital divide, the strategies can be navigated continually with a carefully negotiated balance.
ABSTRACT
The urgent need for a clear focus on mental health and well-being on university and college campuses became clear, and approaches to address physical, mental, and emotional well-being on campus have become prominent topics in higher education publications such the Chronicle of Higher Education and Inside Higher Ed. For many participants, and certainly for those of us organizing, the conference community became a way to discover innovative ways to approach this new teaching and learning environment and to retain hope in our students, in ourselves, and in the potential power of writing to heal, build, and change. Calls to operationalize socioemotional learning's (SEL) strengths-based approaches have prompted some scholars to propose over the past two decades that there is a "socio-emotional health crisis" in the United States with estimates ranging from 25-50% of high school students engaging in high-risk behaviors. Charles McMartin, Eric A. House, and Thomas Miller describe how culturally-engaged approaches such as hip hop pedagogy can support students' personal well-being and collective wellness as they develop social resilience.
ABSTRACT
This essay begins with Nikole Hannah-Jones's assessment of the solidarity that has sustained African Americans' hope that our country can still make good on the promise of democracy. This social resilience has sustained BIPOC communities through the pandemic in ways that demonstrate how personal well-being is rooted in collective wellness. Research on students' understanding of social resilience has examined how feelings of dignity and self-sufficiency foster hope and enable collective agency. This dynamic is vital to culturally sustaining pedagogies that help students engage with the lifeways that help them feel connected and hopeful. We discuss critical hip hop pedagogy as an example of culturally engaged teaching that can cultivate students' social resilience by acknowledging the dignity of their communal experiences and traditions in ways that can sustain hope and enable collective action.
ABSTRACT
As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students' needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after COVID-19. We close with practical recommendations for instructors beyond the pandemic classroom.
ABSTRACT
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.