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Full-Text Articles in Education
Teaching Higher Education During A Pandemic: A Phenomenological Study Of Instructor Decisions Associated With Switching From Face-To-Face To Online-Only Sessions, Steven M. Miner
STEMPS Theses & Dissertations
Due to the COVID-19 pandemic, university instructors were required to shift their course delivery from face-to-face to online-only presentations with two weeks of preparation. Volunteering instructors were interviewed via a semi-structured interview protocol regarding their actions to maintain instructor presence in an online-only setting. The term emergency remote teaching (ERT), defined by fellow researchers as the adoption of just-in-time remote teaching practices that would otherwise be offered face-to-face, aligned with the actions taken by interviewees. The data indicated that given an event requiring ERT, instructors should: overcome technology issues for themselves and their students to verify communication pathways, and exhibit …
How To Support Secondary School Teachers After Emergency Remote Teaching, Julia Howard Tortorice
How To Support Secondary School Teachers After Emergency Remote Teaching, Julia Howard Tortorice
Walden Dissertations and Doctoral Studies
AbstractThe forced use of emergency remote teaching (ERT) during COVID-19 school closures was sudden, disruptive, and difficult for teachers, leading to a minimal understanding of how to support secondary school teachers’ use of online educational technology after the ERT experience. The purpose of this qualitative study was to understand how to support secondary school teachers’ use of online educational technology after the ERT experience. The technology acceptance model was the framework used in this study. The research questions explored the framework by asking about teacher perspectives of support, usefulness, and ease of use of online educational technology. The data collection …
Teachers’ Experiences With And Perceptions Of Virtual Manipulatives Following The Covid-19 Pandemic, Fayth Keldgord, Yu-Hui Ching
Teachers’ Experiences With And Perceptions Of Virtual Manipulatives Following The Covid-19 Pandemic, Fayth Keldgord, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the experiences of teachers using them during emergency remote teaching during COVID-19. The purpose of this study was to explore teacher perceptions and. experiences with virtual manipulatives following emergency remote teaching during COVID-19. To achieve this, the researchers conducted an online survey to gather data on educator’s (n = 103) experiences, …
Adapting Under Pressure: A Case Study In Scaling Faculty Development For Emergency Remote Teaching, David R. Gomez, William Swann, Mary Willms Wohlwend, Stephanie Spong
Adapting Under Pressure: A Case Study In Scaling Faculty Development For Emergency Remote Teaching, David R. Gomez, William Swann, Mary Willms Wohlwend, Stephanie Spong
Faculty Scholarship
This case study examines the adaptation of an existing online, asynchronous faculty development resource at the University of New Mexico to support the unanticipated need for all instructors to teach remotely starting in spring 2020, due to the COVID-19 pandemic. The course—entitled Evidence-Based Practices for Teaching Online (EBPTO)—was previously utilized to support instructor transitions to distance education by applying constructivist principles to the development of evidence-based online teaching practices. The course was adapted to address institutional and instructor needs as a result of the pandemic, including increasing facilitation resources. The largest EBPTO cohort, with 117 participants, began in June 2020. …
Distance Education Under Duress: A Case Study Of Exchange Students’ Experience With Online Learning During The Covid-19 Pandemic In The Republic Of Korea, William H. Stewart, Patrick R. Lowenthal
Distance Education Under Duress: A Case Study Of Exchange Students’ Experience With Online Learning During The Covid-19 Pandemic In The Republic Of Korea, William H. Stewart, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
COVID-19 caused universities around the world to transition overnight to some type of remote learning or online format. The way this occurred, though necessary, was a departure from the standards and norms of traditional distance education and was a drastic change for the majority of faculty and students who had no prior experience with remote, blended, or online learning. This case study was conducted in the Republic of Korea with 15 international exchange students who found themselves forced to take distance education courses on an empty campus during the COVID19 pandemic. Themes of isolation and loneliness, diverse learning experiences, little-to-no …
Experiences And Perceptions Of Exchange Students Learning Online During The Covid-19 Pandemic In The Republic Of Korea: An Exploratory Descriptive Study, William H. Stewart, Patrick R. Lowenthal
Experiences And Perceptions Of Exchange Students Learning Online During The Covid-19 Pandemic In The Republic Of Korea: An Exploratory Descriptive Study, William H. Stewart, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
The COVID-19 pandemic forced schools worldwide to suddenly transition to remote learning. The change forced students, who might not choose to take distance education courses, to adjust to a new way of completing their coursework. Further, this impacted certain student groups like exchange students more adversely since distance courses complicated academic exchanges by rendering short-term exchange students isolated on an empty campus in a foreign country, all while recently arriving to both. There are many intrinsic hardships to academic exchanges but there is a lack of research on exchange students' experiences learning online when immediately transitioning from face-to-face courses to …
Exploring Faculty Perceptions Of Professional Development Support For Transitioning To Emergency Remote Teaching, Ana Redstone, Tian Luo
Exploring Faculty Perceptions Of Professional Development Support For Transitioning To Emergency Remote Teaching, Ana Redstone, Tian Luo
STEMPS Faculty Publications
Professional development (PD) for instructors at higher education institutions offering online courses is important for assuring the quality of online programs. However, PD opportunities for faculty members have often been piecemeal and inadequate. In light of the COVID-19 pandemic that forced instructors around the world to teach online, PD has become even more critical to the success of the instructors, students, and institutions themselves. This paper describes research conducted at a large university in the United States that used a survey developed to operationalize Baran and Correia’s (2014) holistic Professional Development Framework for Online Teaching (PDFOT). The survey identified strengths …