ABSTRACT
The aim of this study was to analyse and compare students' and parents' perceptions and attitudes towards online learning. The research took place at an international school in Mandalay, currently undergoing a period of online learning due to the Covid-19 pandemic. A seeming widespread disinclination towards this form of instruction lead to a focus on perceptions and attitudes and use of the Technology Acceptance Model. The reason for comparing the generations was to determine whether students, ‘digital natives', would take more readily to online learning than their ‘digital immigrant' parents, often deemed members of a ‘missing generation' in Myanmar. Data and opinions were collected via electronic questionnaires from a total of 305 participants and examined using statistical analysis software. Multiple Linear Regression analyses were carried out to determine the influence of the independent variables, perceived ease of use and perceived usefulness, on attitude in both generations. A t-test was also conducted to compare values between generations. Perceived ease of use and perceived usefulness were shown to be good predictors for attitude in both generations, confirming results of earlier studies. No significant variances could be found in students' and parents' attitudes. However, there was a statistically significant difference for perceived usefulness, which contradicted the assumption that students would see more value in online learning than their parents. Opinions provided additional contextual data and highlighted several overriding concerns. Future research should widen the scope and examine actual use and effectiveness of online learning tools.
ABSTRACT
Objective: This study investigated how school counsellors in international schools in Hong Kong supported the wellbeing of students and families during the period of school closure caused by the COVID-19 pandemic from the perspective of parents. Method: Sixteen parents with children in eleven different international schools in Hong Kong were interviewed and the data were analysed thematically. Results: Strong pre-existing relationships, role clarity, and open communication between counsellors and parents were associated with the effective adaptation of counselling services to the changing needs of parents during the school closure period, but these characteristics were often weak or absent. Conclusions: Parents' perceptions of counselling during the school closure period provide important feedback that schools can use to build more integrated and responsive support services. Counsellors can support students' wellbeing more effectively during crises by communicating their roles clearly, building strong relationships with parents, and helping students to maintain a diverse experience in their schooling. © 2021 Australian Psychological Society.
ABSTRACT
The threats of the COVID-19 pandemic in January 2020 resulted in schools moving to online learning and impacted programs with cocurricular activities, especially band programs. Student retention, low enrollment, loss of interest, and lower motivation became liabilities for band programs during the pandemic. Therefore, having an engaging online band program is crucial to continue effective music learning and maintain a high standard of band instruction. The purpose of this study was to explore the impact of a Comprehensive Musicianship through Performance (CMP) program on an international school band during COVID-19. Forty-six participants ages 13-16 were recruited from the senior band through convenience sampling. Surveys were conducted in two phases using close-ended questions. The close-ended questions employed a 10-point Likert-type scale. Participants completed the survey for phase 1 before implementing the CMP program and completed the survey for phase 2 after participating in the CMP program. Both surveys were administered through Google Forms and WhatsApp. The findings of this research may assist the improvement and function of remote band instruction. In addition, this research considers the implications of remote learning on affective, cognitive, and psychomotor skills development while enhancing student engagement and developing a positive attitude towards remote music instruction methods. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
In this discussion essay, the authors examine the development and implementation of the mitigation policy and practices that shaped Cairo American College’s (CAC) reopening amid the COVID-19 pandemic. An international school located in Cairo, Egypt, CAC was the first and only school in Egypt and much of the Middle East to reopen in August 2020. This essay discusses stakeholders, policies, and practices that shaped the reopening process from utilizing research and data from leading international health organizations to working within the local community and the Government of Egypt’s COVID-19 mandates. Successes and challenges of this process are discussed with a focus on the importance of research-to-practice in policy development as well as collaborating with international schools in the region and beyond as a comparative model for other schools. Ensuring trust and buy-in from parents, faculty, and staff was paramount to the successful implementation and continuation of the reopening process. Research played a foundational role in creating and maintaining this trust amid the lack of comparable school reopenings. Recommendations for a safe and effective reopening plan are provided along with the necessary role of all stakeholders for its success including leadership, teachers, and the community.
ABSTRACT
The COVID-19 pandemic exerted an adverse influence on the global education system, especially since starting school lockdown. The growth of teacher unemployment figures climbed double-digit and spawned these unexpected sequels. For instance, while native teachers seemed indisposed to leave the profession with the aim of seeking another more profited and seasonal jobs, many ex-pat teachers presented themselves with moving or stayed dilemma in the way the government salvaged their situation. In preference with the ex-pat teacher's case, we elucidated further throughout an e-survey in the International Baccalaureate community on Facebook from 4 to 11 April 2020 for 18,000 ex-pat teachers, who are teaching at Southeast Asia. This dataset includes 307 responses of ex-pat teachers who are staying in Singapore, Thailand, Vietnam, the Philippines, and Indonesia during the pandemic. The dataset comprises (i) Survey partakers' Demographics; (ii) Ex-pat teachers' perceptions in the relation of national, regional and school plans were afoot to the pandemic; (iii) The degree of attachment of ex-pat teacher to their current society, the ex-pat community, friends, and families during the pandemic time; (iv) Ex-pat teachers' embryo intention to reconsider their current teaching location.