Does technology aid engagement? Pandemics and the design of EFL courses for future translators/interpreters

A techno-pedagogical model is proposed for the design of an EFL course for future translators and interpreters. It aims to lead students to the significant learning of the English language and the significant integration of technology in the teaching-learning process. The challenging educational environment triggered by the COVID-19 pandemic serves as a framework to this combination of technology and active, social and engaged educational activities. The design seeks to raise the students' motivation, engagement and active interaction, as well as to stimulate their autonomy and responsibility for their own learning process. © Peter Lang GmbH. International Academic Publishers Berlin 2023. All rights reserved.

The teacher and his practice in a remote classroom: a case of education in the face of the emergency

The present study aims to identify the teaching-learning practices that primary education teachers have assumed in the face of the health emergency and how these conFigure the teacher's role. The practices observed have been part of an educational care strategy required by the health contingency due to the pandemic caused by COVID-19, which required the closure of schools and the suspension of face-to-face education. The study focuses on rescuing the practices observed from the teaching-learning activities of the teacher at a basic education level, the fourth year of primary school. The observation method was used to have a descriptive methodological approach to the particular reality [1] and answer the questions: ¿How did the teachers carry out the teaching-learning processes in a remote environment during the emergency? How was the teaching role shaped in their daily practice? The main functions of the teaching role were outlined in 6 activities: planning, synchronous facilitation, synchronous monitoring, closure;feedback, and follow-up. The assumed teaching role is a rupture of traditional techno-pedagogical interactions to open up new interactions created, and agreed upon by teachers due to the pandemic. The routines of daily school life changed as a result of new regulations on the use of time, organization of activities, and use of school space. These made up the pedagogical space and time, implying more hours of teaching work than that contemplated in the face-to-face school day. The interactions were modified through the mediation of synchronous and asynchronous tools, however, the interaction style, although affective, and close did not strengthen the construction of interpersonal ties and the sense of community. It should be emphasized that the affective bond made it possible to remain in the class and was emotional support during the emerging educational proposal. Socialization reproduced linear, passive dynamics based on order and control. The invitation remains open to rethink the educational structure to act in times of change and uncertainty, giving value to socialization where the respectful recognition of difference and the value of own opinion are encouraged. © 2022 IEEE.

Remote Teaching-Learning in Higher Education: Pedagogical Perspectives of Service Learning

How do we transition service-learning from high touch to high-tech? While Waldner et al. (2012) were trying to answer this question in the Web 2.0 era, humankind is facing the unprecedented crisis caused by COVID-19. As it is evident that we cannot return to the world as it was before, hence our common humanity necessitates solidarity. (UNESCO 2020). The crisis has hinted at the need for reconnection between ‘humanity and planet’ hence human-centric learning teaching is the need of the hour. Conventional higher education (HE) institutions undergo forced transition to technology engaging Remote Teaching-Learning (RTL) through a virtual platform on an emergency basis. Most of the teachers are facing challenges on how to make remote learning relatable to the everyday life of the learners and how to inculcate the sense of humanity in RTL. Hence the service-learning is facing two-fold challenges—first, how to design engagement of the student with the community to ensure experiential learning at a time when people are mostly remaining separated from conventional social interaction, and second, how teachers can effectively explore constructionist pedagogy through the virtual communication mode in such RTL. Along with technology, pedagogy has emerged as the most instrumental factor in self-direction, collaboration, resilience, and learning with confidence (Panda 2020). A new pedagogical discourse is evolving, highlighting the symbiotic journey between teachers and learners (Young 2020) which is pertinent in service-learning too. In this exploratory research, semiformal telephonic interviews, online written responses through Google form, and online Focused Group Discussions (FGDs) were adopted to collect relevant information, and subsequently data analysis and interpretation were done by triangulation. The work explored and documented the experience of the faculties of higher education regarding emerging trends of techno-pedagogical innovations which could be instrumental for service learning in RTL format. © 2022 by Nova Science Publishers, Inc.

Toward Coordinated use of Digital and Institutional Social Networks in Higher Education During the Health Crisis

The unexpected situation of the COVID-19 pandemic forced all parties involved, starting from March 16, 2020, to switch to distance education training courses immediately in order to ensure pedagogical continuity in French universities. Everyone concerned had to face this abrupt and radical upheaval in teaching and learning conditions. With the aim of ensuring coordinated use of the digital tools of the EAD in this period of health crisis, we show, based on research carried out in one of the components of Unistra, what could be the determinants of a success in the coordinated of digital and institutional social networks.

EFFECTIVENESS OF TECHNO-PEDAGOGICAL SKILLS OF SECONDARY SCHOOL TEACHERS ON ONLINE TEACHING DURING COVID-19 PANDEMIC

This study investigates the effectiveness of techno-pedagogical skills of secondary school teachers in their online teaching. A sample consists of 42 CBSE and ICSE secondary school teachers. The research adopts a descriptive survey design for collecting data using the ???Techno-Pedagogical Skill Assessment Scale??? developed by Sibichen (2011). Structured interviews also formed a part of data collection. The results reveal a moderately positive correlation between techno-pedagogical skills and effective online teaching. There is a significant difference between the high level and low level of techno-pedagogical skills of secondary school teachers with their effective online teaching. The positive impact of the COVID-19 pandemic on the techno-pedagogical skill of secondary school teachers is reported in the study.

Training Plan for the Continuity of Non-Presential Education in Six Peruvian Universities during COVID-19.

This article shows the response offered by the UTEC-UNED-TECSUP Consortium to six Peruvian public (national) universities aimed at strengthening the digital competences of their communities, made up of managers, teachers, students, and support technicians. The contextual and situational diagnosis, which covered organizational, technological, and competence dimensions, revealed a series of cross-cutting needs related to technological skills that prevented the training or mobilization of the digital competences necessary for progress in the other dimensions under study. The response was an online training plan, consisting of three training programs and eighty-three courses. The pedagogical strategy was based on the scaling of competence achievements that ended with problem-solving and applications in daily activities. The accompaniment was carried out through virtual tutorials, distributed via synchronous and asynchronous sessions. In total, 5034 were involved-347 were teachers and managers, 4932 were students, and 25 were technical staff. The pedagogical and socio-emotional limitations of the university community, as well as the scarcity of technological resources and poor connectivity, meant that the plan was only partially implemented. Moreover, the short and intense period of development to which the universities were subjected was also a factor.

Factors that affect student engagement in online learning in health professions education.

BACKGROUND: Student engagement is vital in achieving learning outcomes and improving students' motivation, involvement, and attitudes toward learning. The aim of this study was to identify the factors that affect student engagement in online learning in medical and health science colleges. METHODS: A cross-sectional study was conducted among medical and health science students and faculty in May 2020. The Online Engagement Strategies Questionnaire was e-mailed to 370 students and 102 faculty members. The SPSS statistical software was used for the statistical analysis. Exploratory factor analysis was performed to identify the factors that affected the students' engagement in online learning. Composite scores were calculated for factors, separately for the student and faculty responses. Descriptive statistical analysis was performed for the student and faculty responses. RESULTS: The response rates of the students and faculty were 85.1% and 74.1%, respectively. The mean ages of the students and faculty were 20.6 and 44.6 years, respectively. Eighty-five percent of the faculty (n = 51) and 88.3% (n = 278) of the students found that the use of technology in proper communication was an important strategy to engage students in online learning. The factor analysis revealed agreement between the students and faculty regarding the factors that support student engagement in online learning. Techno-pedagogical skills were considered very important for faculty and important for students. For both faculty and students, self-directed learning skills were important, and peer-assisted learning (PAL) was fair symmetry. Nevertheless, collaborative learning (CL) was fairly symmetry to students and important to faculty. CONCLUSION: To enhance student engagement in online learning, faculty members should consider improving their techno-pedagogical skills. Moreover, by incorporating self-directed learning, CL and PAL will support student engagement. Finally, faculty development, updating of course design, and institutional policies are all required to support online learning.