Pedagogical Dimensions as Drivers in the Functionality of the Flipped Pedagogy during the COVID-19 Pandemic

In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines students' views of pedagogical dimensions as drivers of the functionality of the flipped pedagogy in a teaching methodology course at an Open and Distance eLearning (ODeL) university. An explanatory qualitative design was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n = 12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.

Academic experiences of "Zoom-fatigue" as a virtual streaming phenomenon during the COVID-19 pandemic

This phenomenological exploratory multiple-case study design was conducted at an open distance e-learning university and a traditional contact residential university, and it was found that the participants viewed video conferencing under the COVID-19 lockdown period as an exhausting experience. A second major finding revealed that the participants were empowered with digital literacy skills to use video conferencing effectively. The current findings add to a growing body of literature on video conferencing with a focus on Zoom fatigue. Further research might explore the lived Zoom experiences of administrators, students, and a larger group of faculties over a longer period. The study findings must be considered when planning and implementing video conferencing for academics and students in open distance e-learning contexts. This study showed that video conferencing is one tool in the emergence of a digital zoom revolution that has radically changed the workspace. The evidence from this study suggests that Zoom fatigue is a reality check for work-related health management. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The responsiveness of teacher education managers at an ODeL College to resilience and the well-being of staffworking from home during COVID-19

The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers' resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Student Satisfaction and Preferences Related to Virtual Streaming Facilities during the COVID-19 Lockdown

This paper reported how students used the virtual streaming technology and considered their satisfaction and preferences-related to video conferencing during COVID-19 lockdown. A case study was selected for an exploratory mixed methods design to explore students' (n=89) lived experiences of the video conferencing facility during the COVID-19 lockdown. This study has found that students preferred both Teams and Zoom as virtual streaming facilities during the COVID-19 lockdown. Students were satisfied with virtual streaming platforms as a teaching and learning supportive tool that facilitated their shift to online learning. Moreover, this study reported that using a web-based videoconferencing platform as a virtual streaming tool supports students in learning from home in critical times such as this pandemic. Further research is needed to determine students and lecturers' digital literacy competencies using video conferencing for successful online learning post COVID-19 lockdown.