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This article was based on observations made with students from different higher education courses in a Moodle Virtual Learning Environment during online education during the Covid-19 pandemic period, where interactive online games in quiz format were used. In this context, the need to investigate the Quiz format and its effectiveness arose, considering that it is necessary to search for new paths to make learning more dynamic, meaningful and profitable. This study aimed to analyze the implementation of the Quiz in the teaching and learning process. It was established as specific objectives: to develop a learning object in quiz format;to verify the adherence of the use of the Quiz in classes of different higher education courses;investigate the effectiveness of the Quiz in the teaching and learning process. The technique of online questionnaire was applied for the collection of data and information, which were then tabulated and analyzed using the content analysis technique. The results indicate that the use of the "Arena do Saber" quiz contributes to the practice of teaching the content of the Discipline of Introduction to Informatics, confirming its effectiveness as a pedagogical resource that motivates the action of students and assists in the teaching and learning process.
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The COVID 19 pandemic has forced educators and students to embrace e-learning. It has become urgent that educators expedite their efforts in establishing criteria to assess the overall effectiveness of e-learning, in which student emotional intelligence (EI) cultivation and development play an increasingly centric role. However, a survey of the current literature shows that EI in e-learning appears to have received little attention. This study was thus designed to help fill this research void. Specifically, it set out to understand typical hospitality and tourism students' EI behaviors in the e-learning environment. To achieve this goal, this study applied a two-round Delphi approach. The findings show that in the e-learning environment, students commonly exhibit high self-awareness, low self-management, low social management, and low relationship-building competence. Prior EI studies mainly focus on employee performance and behavior but this study extends the effect of EI in education and offers significant implications for hospitality and tourism educators and researchers (word count: 155). © 2022 ICHRIE.
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Remote communication is not new for the architecture, engineering and construction (AEC) industry and academia. Organisations started using what was common, called "conference rooms” with sophisticated technological equipment prepared for "conference calls” when face-to-face meetings were not possible, and the industries culture and work practices were rooted in face-to-face meetings. This was current practice until the beginning of 2020, with the emergence of the global COVID-19 pandemic. The pandemic forced people to have safe distances between them, to be isolated for long periods of time, and several restrictions to travel not being possible to meet face-to-face. This situation rapidly created a new need to find ways to communicate as alternatives to traditional face-to-face meetings, for "conference call rooms” anywhere and accessible at any time by everyone. The extended duration of the pandemic made organisations adapt to that new normal and remarkable new opportunities arose in a new way. This article explores recent situations in academia and industry that can highlight potential guidance towards the new normal in remote communication for learning–teaching and the AEC industry sectors. In conclusion, appropriate use of these electronic processes provides opportunities to significantly improve remote communication in future. It is expected that the number of opportunities to develop international relationships and partnerships can be boosted to another level of accessibility. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The study looked into how COVID-19 affected the digital competence of a group of preservice teacher education students at a higher education institution in the Sultanate of Oman. The paper examined students' digital profile in five areas namely information and data literacy, communication and collaboration, digital content creation, safety and problem solving. Data from 32 undergraduate students was collected by utilizing DigComp, a European Commission digital skills self-assessment tool and findings from a survey. The digital competence framework measures the set of skills, knowledge and attitudes that describes what it means to be digitally competent. These skills are important for students to be effective global citizens in the 21st century. The results of the study revealed that the majority of the students scored Level 3 (Intermediate) in their self-assessment competency test score. The majority of the students perceived that their digital competence improved significantly as the result of online learning which was accelerated by the COVID-19 pandemic. The rationale of this investigation is that it helps educators understand the students' level of digital competence and the students' perspectives on ICT skills. In turn, it informs us the ways to monitor the students' digital progress and the next steps in developing their digital competency © 2023, International Journal of Advanced Computer Science and Applications.All Rights Reserved.
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In a matter of weeks—and in some cases, days—teachers were asked to move the remainder of their semester-long, in-person courses to the online environment, restructuring assignments and methods of content delivery along the way. Now, we live in-between, as people have navigated hybrid, stops and re-starts. What helped us then can help us in the future as other unexpected twists and turns come our way. Whatever your situation may be, our hope is that the strategies, tools, and lessons learned outlined in this article will invite you to consider new and creative options for current and future curve balls that come your way while still maintaining the integrity of your learning objectives. The article specifically offers suggestions for moving lectures, group assignments, case studies, and activity simulations from the physical classroom to the virtual classroom. It is our desire that this article empowers you to make the best decisions for yourself and your students as you navigate the uncharted waters of online teaching and learning that could come again due to weather, illness and future unknowns. The keys are adaptation, flexibility, and curiosity about what could work. © 2021 National Recreation and Park Association.
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The world has changed drastically in terms of telecommunication, running online businesses and daily life activities to keep social distancing and to perform the regular everyday tasks since the pandemic COVID-19. Governments have several times declared smart, partial or full lockdowns to deal with the health crisis situation, that has impacted the social activities, gatherings and has impacted the functionality of several professions, including education that are directly or indirectly impacted by the lockdowns. In the education environment the students in large numbers are expected to gather for lectures, labs and meet folks from industry and/or other sectors. The lockdown required the teachers to come up with alternative to meeting in person to online meetings and adapting to online-synchronous and asynchronous teaching styles. To meet the targets set for an academic year, a distinctive rise in e-learning has been observed where teaching and learning is undertaken remotely using digital platforms. This study aims to reveal the impact of computer-assisted teaching on the development of technostress among Pakistani teachers during the pandemic COVID-19. In addition, the role of teachers' self-efficacy is evaluated and motivation to leave the teaching profession is investigated in the coming endemic climate. The researchers have opted to a quantitative approach with a cross-sectional survey to generalize the statistically obtained results and test hypotheses. A total of 242 teachers at different levels of education voluntarily participated in the research during the lockdown from March to April 2020, where all regular educational activities were suspended and online classes were introduced as an alternative way to meet educational goals. The findings revealed that Learning Teaching Process Oriented and Technical Issues Oriented are the main contributing factors towards the development of technology stress and motivation to leave the teaching profession. Moreover, teachers' perception of self-efficacy in using computers is negatively associated with technology stress. It is recommended that computer-based instructional coaching be designed for teachers prior to engaging them in digitally oriented online courses to improve their self-efficacy in using computers and to promote a well-developed digital infrastructure to avoid the development of technology stress and discouragement for tutelage. © The Author(s) 2022.
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Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control-value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices. © 2023 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
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Objectives: The main purpose of this study was to examine (1) gender differences in remote teaching readiness and mental health problems among university faculty, and (2) to what extent remote teaching readiness is associated with mental health problems among university faculty, during the COVID-19 pandemic. Method: Survey participants of the study comprised 779 university faculty (58.2% men, 39.4% women, and 2.4% other gender identities or did not report) from 122 higher education institutions in the United States. Results: Chi-square tests and independent t-test findings showed that female faculty reported significantly greater remote teaching challenges–in terms of both technology and course design–and higher levels of anxiety and depression during the COVID-19 pandemic. Structural equation modelling results indicated that remote teaching readiness was associated with mental health problems among faculty during the COVID-19 pandemic. Conclusions: The findings suggest that gender differences in remote teaching readiness can partially explain the gender disparities in mental health problems among faculty, with female faculty being disadvantaged. © 2022 Australian Psychological Society.
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Building Information Modelling is being adopted worldwide and universities are thus expected to provide the market with new professionals with BIM knowledge and skills. However, introduction of this theme into the curriculum can be challenging to teaching staff. Having successful implementation examples can help carrying on this task. This paper presents the structure, syllabus, adopted tools and activities of an introductory BIM course offered to first-year engineering students. Implemented with only 2 credits, it covers BIM fundamental concepts and develops collaboration skills and abilities with BIM software tools. It was effectively deployed on big classes and successfully offered both in face-to-face and remote modes, adopting a practice focus. An innovative organization for student group projects was adopted, enabling student participation on several projects, performing a different role in each one. Perceived benefits to students' development are reported. The covid-19 pandemics impact is discussed. Future improvements in the course are suggested. Overall results achieved were considered very good. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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This paper pursues the production of subjectivities during the process of teaching -educating developed in Teaching and Diversity, a curricular component offered by a multiprofessional graduate program in a Bahia Public University. It aims at presenting experience as education/formation in the constitution of professorality, intertwined with diversity, as a formative ontological and epistemic principle. Conversation is the elected method, founded on Freire's dialogical presuppositions, interfacing with online education during covid 19 pandemic context. The assessment-formation dispositives proposed were: online station rotation and conversation circles registered in collective and individual journals, which have spread themselves as a rhizome via hyperlinks. The findings point to evidence of learning, creation and co authorship embodied in diverse strategies to appropriate the concepts and provocations posed, such as: creation of a co authorial metaphor, anti-art intervention, and the production of narratives In Derrida's supplement perspective. The organizative and epistemological principles as well as the didactic design allowed students and professors to immerse in hybrid environments to exercise and experiment teaching collectively. Conversation circles, also, were pointed as triggers to experiences-experiments as a way to confer new meanings to the nostalgia of traditional (face-to-face) teaching and initial resistances, such as cameras in off and low student-student and student-professors interaction. However, Self and hetero assessment emerged as a fragility since moral aspetcts (interest and effort) took the role of main parameters, and gaps in teaching-educating backgrounds were viewed as flaws and projected onto other aspects (professors, the readings, the theories etc), avoinding the assumption of corresponsability towards self and collective formative processes.
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Offshore teaching is a common practice in Australian higher education. While challenges in offshore teaching have been well studied, the opportunities that it may provide have been seldom discussed. Considering this, the aim of this study is to address this gap by investigating the opportunities that offshore teaching provided faculty members in the development of their professional values. This study employs the memory-work method self-study based on the reflective notes of Author1 about his teaching experiences in the offshore programme between December 2019 and August 2021, with reference to Korthagen's core reflection model. The reflections revealed that he not only identified but strengthened his confidence in his core qualities through offshore teaching. This strengthened confidence in his core qualities also helped him to negotiate with the new problematic situations created by the COVID-19 pandemic. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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Objective: Online education is a relatively new phenomenon in Bangladesh. Gathering data online during the early days of the COVID-19 pandemic, this study examines the response, readiness and challenges of online education in the Bangladeshi context. Method: Data were collected by applying qualitative approaches such as focus group discussions and in-depth interviews with purposively selected students and teachers involved in online education at two public and three private universities. Results: The findings reveal an immediate response from some universities and late or no action from others in continuing education during the pandemic. Since teachers, students or the university administration were unprepared for such a situation, there was a shortage of or creation of initiatives, although a certain degree of success was noticed. Major challenges include the lack of appropriate technology, knowledge of technology use, teachers' inadequate skills in operating the system and motivating students, poor Internet facilities and high Internet costs, and absence of a calm environment at students' homes. Conclusion: Steps such as workshops for teacher development, improvement of technology and facilities, subsidies in Internet use, revisits to higher education and emergency education laws, and assistance from other professionals and institutions are proposed for consideration. KEY POINTS What is already known about this topic: A number of higher educational institutions (HEIs) worldwide have introduced online education, and have been continuing teaching–learning activities online from the onset of the COVID-19 pandemic. HEI teachers in developed countries have prior training and experience in conducting online education;however, several pedagogical, technical and management-related challenges have been identified. HEIs in Bangladesh do not have a specific policy regarding continuing education in an emergency. This is the first time that online education has been launched. What this study adds: This study explores how HEIs, particularly teachers, respond to continuing teaching–learning activities. It illustrates teachers' pedagogical, technical and management-related readiness necessary for online education. This study also identifies several challenges in continuing online teaching–learning activities in Bangladesh HEIs. © 2021 Australian Psychological Society.
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The global pandemic caused by COVID-19, has boosted the integration of online learning in Higher Education settings (HE), and traditional universities have been forced to adapt to hybrid learning systems. Digital Transformation is a process that must be carried out by universities and requires substantial and strategic changes in all of its processes. This work presents the case of a university created and developed fully online. The experiences of this university can be useful for other institutions that need to follow a similar path. The presented research was developed in the framework of a European project: "Empower Competences for Onlife Learning in HE'' (ECOLHE), developed by a consortium of institutions from several European countries. This research applies several data gathering tools such as in-depth interviews with academic government, focus groups involving teachers-researchers, teachers-tutors and administrative staff and an online survey administered to students. In this work, visions on the elements and difficulties of a digital university are presented: technology must be a way for the improvement of teaching, research, and knowledge sharing, and the change from a traditional face-to-face setting to an online or hybrid system doesn't consist in only applying digital technologies. In addition, we present some lessons learnt that are useful for the implementation of digital transformation in HE institutions. © 2023, Ibero-American Association for Distance Higher Education (AIESAD). All rights reserved.
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The teaching process has been affected for multiple reasons, one of them was the Covid-19 pandemic, but since years ago the educational processes have been affected by the incessant advance of technologies and their incorporation into the educa-tional process, for which many teachers were not prepared, for this reason the objective of this work is to determine the way in which hybrid education affects the learning process, for this we have established the methodology of the mixed approach, and making use of the explanatory investigative type , the student population is 3216 students from the FCJSE-UTB and through probabilistic sampling a sample of 1845 students from the diffe-rent careers of the faculty was determined, likewise, the survey technique was used for data collection with an instrument vali-dated, the questionnaire. The results analyzed showed that the variables under study were not independent, but on the contrary, according to the statistical tests, they reflected a significant re-lationship between them and, in addition, the dimensions analy-zed had a similar behavior, evidencing a relationship between them and the dependent variable. It was concluded that hybrid teaching has a significant impact at the medium-high level with a Spearman's Rho correlation = 0.755 and with a regressive model that yields a determination coefficient of R2 = 054, in other words that the behavior of the learning process is explained up to 54% for hybrid teaching.
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This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate encouraging signs in the adoption of core proficiency-based instructional practices, thematic curriculum design, and the use of performance-based assessments. Further support for teachers in how to implement these practices is needed, along with attention to school leaders who may have no background in world language education but are tasked with supporting and evaluating world language teachers. Survey data were collected at the beginning of school closures due to COVID-19, capturing a picture of K-12 world language education and a point of comparison for future research.
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After schools were closed in AY 2019–2020 due to the COVID-19 pandemic, teachers were expected to continue two-way communication and collaboration with their students' families without much guidance. In this study, we focus on how five teacher candidates navigated and continued their efforts of communication and collaboration with students' families and the larger community during the pandemic. Through storytelling during interviews, the five teacher candidates provided valuable insight that focused on communication during the pandemic. Findings indicated that these teacher candidates struggled with establishing professional boundaries with students' families, wrestled with the unforeseeable challenges of "being” in the homes of their students' families, and experienced a disconnect from the community. Implications of this study suggest that lessons learned during COVID-19 could transform how teacher candidates and Educator Preparation Programs (EPPs) practice future two-way communication and collaboration with students' families. © 2022 Association of Teacher Educators.
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The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic. © The Author(s) 2023.
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English language teachers need to work and act to change efficaciously and call for current ways of teaching. Empowering teachers' professional knowledge helps them to understand contemporary educational practices and policies that are required for education. COVID-19 pandemic forcefully amended traditional learning environments to online teaching. The study investigates Information Communication Technology (ICT) as an alternative to traditional classrooms. The findings are significant that knowledge, interactions, and communities are pertinent and steered widely by innovations in portable computers and nominal price of information technology. Teaching methods may include classroom blogs, wikis, vlogs, glogster, podcasts, etc., transforming the personality of an individual connecting globally that are typically of the students' area of academics. The results suggest that understanding and acquiring English language become an active learning skill. It leads to progress, critical for a nation to build a skilled workforce, and also to help people improve their livelihoods as the country grows economically. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Purpose: This paper aims to investigate student subgroups' responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices. Design/methodology/approach: This study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation – an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences. Findings: The identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs. Research limitations/implications: The data are from a single, typical German university;therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students' coping strategies in an ever-changing learning environment. Practical implications: The findings may help individualise universities' counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment. Originality/value: The findings provide insights into students' responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice. © 2022, Philipp Pohlenz, Annika Felix, Sarah Berndt and Markus Seyfried.
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Objective: Teaching is often described as one of the most emotional-laden professions, and teachers experience a wide range of emotions while teaching. In times of the COVID-19 pandemic, the crisis of conversion to online teaching has triggered new emotional experiences of teachers that not many studies have taken into account. Method: Studying emotion from a post-structuralist lens, this study examines the emotional orientations of Vietnamese higher education language teachers and their emotional responses in online teaching environments. Results: The findings show that the pedagogically and technologically distinctive features of online teaching aroused unique challenges and emotions of teachers, both positive and negative. Also, the teachers reported a number of strategies to cope with the new situation. Conclusion: The study highlights the critical need for acknowledgement and support of institutions for the transition to online teaching in the "new normal situation”. © 2021 Australian Psychological Society.