ABSTRACT
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)
ABSTRACT
The global pandemic has forced changes in education. About 1.5 billion students worldwide have experienced school closures. The aim of the article is to present the results of a survey on teaching during the coronavirus pandemic in Polish secondary schools, where the research group consisted of students and teachers. For many students and teachers, the new way of learning and teaching was a great challenge, caused many difficulties and exposed deficiencies in education systems. During the research, the focus is on students, teachers, school principals and parents who had to find themselves in a new and challenging situation of distance learning at school. The research addresses aspects related to the situation, well-being and roles of students and teachers during the new virtual reality, methods of teachers' work in the virtual school, as well as the importance of principals and parents as a support for students and teachers during the global pandemic. © 2022 Maison du Medicine. All rights reserved.
ABSTRACT
This study aims to consider possibly overlooked issues regarding online education implementation during the ongoing COVID-19 pandemic from a teacher's perspective. Due to the pandemic, the university where the author works has implemented HyFlex, that is, simultaneous face-to-face and online learning, as its core policy to meet student needs. HyFlex allows students to choose a preferred attendance mode, which implies that a teacher must cover both face-to-face and online teaching at once. These efforts to preserve students' rights to learn may have resulted in issues concerning teachers' rights to work being overlooked. This study examined certain issues affecting teachers related to class time, workload, well-being, and security that have emerged during the pandemic. These issues urgently need close examination and discussion, as current online and blended learning approaches become increasingly standardised in the post-COVID era. The study further presents original diagrams to conceptualise the shift from traditional to more comprehensive course design that highlights the growing predominance of online learning. The study aims to help improve systematic curriculum development and human resources management to better meet the needs of relevant stakeholders in the new era of learning. © 2022 IEEE.
ABSTRACT
Every economy in the world is facing alarming issues caused by the rigorous Covid-19 pandemic. There are lots of question marks in everyone's mind that what will happen after the end of this worldwide pandemic relating to the way we live, work, communicate, celebrate, educate and many more. Although due to the virus pandemic, educational institutions have suspended campus teaching classes to restrain the spread of the coronavirus. Education institutions have shifted to online-mode of lecture delivery to safeguard the endurance of the teaching-learning course. This paper discusses the present state of digital infrastructure used by faculty of primary as well as secondary education sector in India through a questionnaire that was specifically designed to meet the requirements. With the help of 87 respondents, this paper would be highlighting the challenges which Indian educational institutions are facing while following the digital way of teaching, assessing and measuring the students' performance Also, suggestions for improving the digital infrastructure in India for education so that in future digital mode can be used effectively. © 2023 Contributors and Manakin Press. All rights reserved.
ABSTRACT
During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%;Sentiment Mean = 1.35, p <.01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies. © 2022 Taylor & Francis Group, LLC.
ABSTRACT
Over the past two years, the Coronavirus exposed the educational division across the globe. The ruling parties, faced with time pressure, sprang into action, quickly imposing new guidelines on school academic units to migrate the entire EFL curriculum online. Moreover, among many academic organizations, the Polish educational system is one in which many limitations and challenges have been appearing. Thus, the contribution of the present work is to examine the avenues and experiences that are significant on the way to implement new technology and which need improvement from the EFL teachers' perspectives in this new context. Overall, 180 EFL Polish teachers participated in the exploratory survey study, which explored their (un)readiness, capacities, support, efficacy, and obstacles in technology integration. Respondents' perceptions enable thoughts, further implications, and recommendations on a more instructive, interactional, and rewarding approach that could be implemented while integrating EFL teaching with a technology-based mode of lesson delivery. It was discovered that not only teachers may establish better EFL remote practices, but also - all the language education policy stakeholders.
ABSTRACT
In this qualitative study, the researcher examined teachers' perspectives on returning to school for in-person education during a crisis. As school districts readied themselves for the return of students in the fall, some teachers were struggling with the fact that, not only were they not ready, but they had also put themselves and their families in danger of contracting SARS-CoV-2 virus, the novel coronavirus, now called COVID-19. COVID-19 was declared a pandemic by the World Health Organization in December of 2019. In this study, the researcher explored Erik Erikson's model of psychosocial development that has conventionally been used as a framework to understand human development and emotions. The researcher reviewed data of teachers' feelings and perspectives of being in school when healing was needed socially and emotionally for staff as much as it was needed for their students. Teachers were interviewed with questions pertaining to their reported perspectives and feelings since they have returned to in-person instruction during the global pandemic COVID-19. Questions were related to supports and safety protocols that were required to be put in place as schools reopened for the 2020-2021 school year. In March of 2020, the second half of the 2019-2020 academic year, schools around the world closed. Although the COVID-19 global pandemic is still ongoing, there was still a pressing need for research, which was created at the time districts started the plan to reopen and have teachers return to their classrooms for instruction for the 2020-2021 academic year. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The main purpose of this study has to conduct an online survey to get feedback from Daffodil International University(DIU), Bangladesh faculty and students on their perceptions and experiences with Blended Learning Center classrooms. In the midst of the present pandemic crisis, the DIU education system has made a recent change by delivering classes via online BLC (Blended Learning Center) platform. Additionally, this survey analyses the perspectives and considerations of university teachers and students about attending online programs, which have become mandatory because of COVID19. The survey included 9 teachers and 133 students from university. For the aim of data gathering, an online survey method has been used. The study reveals that excellent and regular interaction among students and professors, technical support accessibility, organized online educational modules, and adjustments to allow the conduct of practical lessons are all significant for teachers and students sense of accomplishment using online courses. © 2021 IEEE.