Education Commons^™

Covid 19 And Classroom Instruction: A Comparison Of Synchronous In-Person And Virtual Student Learning, Jason Brown

Electronic Theses and Dissertations

The purpose of this ex-post facto quantitative study was to compare English Language Arts (ELA) and math Tennessee Compressive Assessment Program (TCAP) scores of students in grades four through eight who attended school virtually or in-person during the 2020-2021 school year. Due to the COVID-19 pandemic, the school district in this study allowed parents to choose to send their children to traditional in-person classes or attend school virtually. In-person and virtual students engaged synchronous classroom instruction through Google Meets. All virtual students were instructed by the teachers they would have had if their parents had chosen to send them for …

Impact Of Covid-19 Pandemic On Marketing Of Education, Shreekant Joag

Journal of Global Awareness

The COVID-19 pandemic forced many schools to partially or totally switch to remote communication methods for delivering education in the years 2020-2021. It is believed that forced compliance with unfamiliar and even unpreferred modes of behavior can have a profound and lasting impact on people’s attitudes and opinions toward the behavior itself because of first-hand exposure and experience. It is, therefore, possible that this experience with remote teaching and learning could have materially changed both instructors’ as well as students’ attitudes toward remote delivery of education. Such changed attitudes may predict their future choices and behavior.

This paper will present …

Faculty And Students’ Perceptions Of Online Nursing Courses During Emergency Remote Teaching, Katie Daigle, Tammy Dannehl, Susan Lacey

Journal of Interprofessional Practice and Collaboration

Abstract

Background: During the COVID-19 pandemic, a Bachelor of Science in Nursing (BSN) program transitioned from a traditional format to emergency remote teaching (ERT).

Purpose: The purpose of this study was to ascertain faculty and student perceptions about teaching and learning online.

Methods: A qualitative study was conducted with a set of four standard questions asked in focus groups about perceptions of online teaching and learning. The participants were BSN faculty and students from an upper level nursing course. These sessions were recorded and transcribed. Themes were developed from the data.

Results: There were three faculty focus groups (N=18) and …

Technology-Based Training With Social Work Students To Enhance Suicide Risk Assessment Skills During Covid-19, Warren L. Miller Jr, Aswood Bousseau, Jesse Capece, Jayashree Nimmagadda

Journal of Human Services: Training, Research, and Practice

The global COVID-19 pandemic has touched every aspect of human life. It has exacerbated how students continue to learn during a global health crisis. Specifically, training students to address mental health challenges (i.e., suicide assessments) during and post-COVID-19 is of the utmost importance. Previous research shows higher education institutions' responses to adjusting to previous world health crises, yet little is known about social work programs pivoting to technology-based training to educate BSW and MSW students to continue serving vulnerable populations in their field practicum during COVID-19. In this study, using the competencies attainment survey, the researchers at an east coast …

Time To Transform: Challenges And Opportunities For Teaching Practice During Covid-19 And Beyond, Muhammad Abid Malik Mam, Hina Amin Ha, Saleha Ali Sa

The Qualitative Report

Teaching practice is one of the most significant components of a teacher education program that prepares prospective teachers for a fast-changing and technology-infused world. However, in many developing countries like Pakistan, it has remained stuck in the traditional methods (face-to-face, without proper utilization of technology) which made it vulnerable during COVID-19. This study explores teaching practice methods and strategies used by Pakistani universities before and during COVID-19. It further identifies the causes behind its deficiencies to prepare prospective teachers for the challenges of the current era. Using semi-structured interviews, data was gathered from nine teaching practice supervisors from nine different …

Exploring Bhutanese Primary School Teachers’ Technological Knowledge, Sonam Dhendup, Kezang Sherab

Journal of Global Education and Research

The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers’ perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study’s findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as …

Post-Pandemic Digital Experiences & Attitudes Among Adult Immigrant Esol Learners, Lacey D. Goodloe

Master's Theses

This mixed-methods study considers the current reality of the “digital divide” as experienced by adult immigrant ESOL learners following the COVID-19 pandemic lockdown period. Although prior research often assumes foreign-born individuals to have lower rates of access, skills and motivation to engage with technology, or to lack it altogether, this study seeks to contribute a more realistic picture which encompasses the full diversity of digital experiences among the foreign-born population. The review of the literature first covers two levels of the digital divide that often evince socioeconomic disparities: primarily access, skills and usage; and more recently, attitudes and motivation. Then, …

Never Going Back: Lessons To Carry Forward In Online Instruction, Howard Pitler, Amanda Lickteig, Seth Lickteig

The Advocate

Research has long demonstrated that students thrive best in an online learning community when some basic tenants are followed. These tenants include establishing a peer community, module supports, studying while balancing life commitments, confidence, and the approach to learning (Farrell & Brunton, 2020; Kahn, Egbue, Palkie, & Madden, 2017; Dixson, 2010). Cultivating active engagement in online communities is a purposeful and deliberate practice that requires educators to bring together an assortment of innovative instructional techniques to foster the establishment of Communities of Practice (COP). Wenger, Trayner, and de Laat (2011) define a CoP as a “learning partnership among people who …

The Essence Of K-12 Teaching In A Catholic Archdiocese In Kentucky During The Covid-19 Pandemic, Danielle Atzinger Wiegandt

Graduate Theses, Dissertations, and Capstones

Even before the COVID-19 pandemic research showed that teacher attrition among new teachers (less than five years) was a problem for schools throughout the country and Catholic Schools were facing an even higher rate (Ingersoll, 2003). Research also shows that there are often cultural and structural components of Catholic schools that influence teachers to stay (Youngs, 2013; Convey, 2012, 2014). The COVID-19 pandemic forced the education system to pivot and teachers are expected to continue to have high standards for education while making these shifts.

In the early period of COVID-19 pandemic research was already suggesting attrition rates were rising …

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 …

A Qualitative Case Study On How The Transition To Remote Learning Affected Elementary Language Arts Instruction During The Covid-19 Pandemic, Matthew B. Bergman

Electronic Theses and Dissertations

Emergency remote learning (or remote learning) altered K-12 instruction and occurred during the COVID-19 pandemic in the spring of 2020. Mandatory lockdowns and social distancing efforts transformed face-to-face instruction into a new pedagogical model called emergency remote learning or remote learning. In this qualitative case study, I aimed to understand how third-grade language arts instruction was affected during the transition to remote learning during the COVID-19 pandemic from the perspective of general education teachers, learning support teachers, school administrators, and residential care providers. Additionally, the researcher used Moore’s (1997) transactional distance theory to investigate which strategies (methods, materials, and technologies) …

University Students' First Online Exam Experience: Is It Stressful Or Joyful?, Konul Abasli, Bahar Yakut Ozek, Abdulkhalig Mammadli

Higher Learning Research Communications

Objectives: The purpose of this study is to determine university students’ views on online exams during the pandemic. The study was carried out with the participation of 15 undergraduate students studying at an engineering university in Azerbaijan.

Methods: Interpretive phenomenology guided the study. Data were collected through semi-structured interviews and analyzed using content analysis.

Results: Research findings showed that students experienced various problems in the online exam process. The inability to solve the technical problems encountered during exams and the perception that the instructors did not have sufficient knowledge about the conduct of the online exams made it difficult for …

The Virtual Classroom: What Can Be Learned From The Covid-19 Lockdown, James L. Nations

Senior Theses

This paper seeks to examine the teaching practices utilized during the initial COVID-19 lockdown in higher education. This forced switch to the virtual classroom forced many professors to make innovative changes to adapt to this change in teaching modality. These changes can now be examined and evaluated for potential future application. By reviewing the current literature, performing an analysis of grades from Fall 2017 through Summer 2022, and interviewing select professors at the University of South Carolina, this paper seeks to illuminate some of the potential issues that arise when adapting in-person curriculums to the virtual classroom as well as …

Lessons We Learned From Avatars: Cultivating Meaningful Preservice Teacher Online Experiences During Covid-19 And Beyond, Kristin M. Murphy, Janna Jackson Kellinger

Pedagogy and the Human Sciences

Like flight simulators used to train airline pilots prior to flying an actual airplane, mixed reality simulations provide an opportunity to interact with avatars in order to practice newly learned behaviors in an online environment. As teacher educators, we have used mixed reality simulations as a part of our coursework for the past five years. In this article, we discuss implications and lessons learned for teacher education practice and research in the online environment during COVID-19 and beyond based on our experiences using mixed reality.

Restoring Confidence In Educational Technologies, Ariel Newman

Faculty Works

No abstract provided.

A Preliminary Study Of The Effectiveness Of Information Technology In Promoting Healthcare Learning Among Aging Learners In Covid-19 Pandemic: Use The Ape-Like On-The-Spot Super Slow Jogging As An Example, Shwu-Ching Young

Journal of Educational Technology Development and Exchange (JETDE)

The global outbreak of the COVID-19 pandemic in 2020 has turned a new exercise Ape-like On-the-spot Super Slow Jogging that was originally taking place in the physical world into an online mode. In order to understand the characteristics, and steps and effectiveness of the Jogging, this study adopts a mixed-method methodology to analyze the effectiveness of MOOCs like course on YouTube and the two-way Line based community to assist online practice learning. The research subjects are 33 participants who completed the 100-day foundation building program within six months. The results of the quantitative and qualitative cross-comparison analysis show that this …

Post-Covid-19 Teaching With Technology Support In Higher Education, Landon Nalepinski

Masters Theses

Using a mixed methods approach, this case study focuses on how technological support in higher education can encourage educators to continue using and developing their teaching with technology practices post-COVID-19. Data and information were gathered via an anonymous survey from faculty members at Grand Valley State University to gain a better understanding of what support is being provided to them and how we can expand on that in the future.

The Acceptance Of Learning Management Systems By Higher Education Faculty In An Educational Landscape Influenced By A Global Pandemic, Stephen Mark Rektenwald

Electronic Theses and Dissertations

This quantitative study investigated the perceptions of higher education faculty with respect to their behavioral intentions to use learning management systems and the perceived effect of COVID-19 on those intentions. An online survey was administered through private Facebook groups to faculty in higher education and listservs focused on technology in higher education. The sample size initially included 137 participants but participants were reduced to 121 due to incomplete responses on some surveys or not meeting the selection criteria for the research. The theoretical framework for this research was the intersection of the technology acceptance model and digital transformations. The data …

Ict Resource Accessibility And Competencies In Usage After The Covid-19 Partial Closure Of Pre-Tertiary Schools In Ghana: Administrators’ Perspective, Justice Dokyi Oduro, Clarke Ebow Yalley

Journal of Educational Technology Development and Exchange (JETDE)

School administrators’ technological competencies serve as an essential element in school excellence. As a lead for curriculum implementation, school administrators anchor technological integration in the school settings and operations, curriculum and pedagogy and create an enabling environment for ICT development competencies between and among teachers and students. As a result, this study aimed to investigate the ICT resource accessibility and pre-tertiary administrators’ competencies in usage after the covid-19 partial closure of schools in Ghana. The study used a sequential explanatory mixed-method approach and a descriptive survey design. The target population was 70 Public Senior High School (PSHS) administrators in the …

Educators Synchronously Using Multiple Platforms And Devices For Teaching And Learning During Covid-19 Lockdown, Nyarai Tunjera, Agnes Chigona

Journal of Educational Technology Development and Exchange (JETDE)

The 21st century coupled with the COVID-19 worldwide pandemic is indeed imposing new demands on teaching and learning. Higher education institutions affected extensively educational institutions are mandated with the responsibility of inclusiveness and preparing students for realities of the current and unknown future. There has been heightened attention to educational technologies to mitigate the COVID-19 instigated disruptions. To ensure inclusiveness during future pandemics, there is a need to pay attention to the forms of digital technologies that students have access to (e.g., mobile phones, laptops, as well as applications they are using) in their areas. The article reports the use …

Virtual And Viral: Shifts In Signed Language Interpreter Education During The Covid-19 Pandemic, Mark A. Halley, Dawn M. Wessling, Stephanie N. Sargent

Journal of Interpretation

While online education has become more prevalent throughout the years, nothing prepared signed language interpreter educators for the likes of the COVID-19 pandemic. We surveyed educators in the United States and internationally to not only determine if practices had changed to keep up with the demands of the pandemic, but to learn how these practices were implemented. This study delves into the question of how interpreter educators adjusted their pedagogical approaches during the global pandemic. Responses showed a variety of adaptations to meet the needs of students, and a primary theme was the adeptness of educators in overcoming technology frustrations, …

Fostering School-Home Partnerships: Transforming Learning As A Result Of The Covid-19 Pandemic, Jennifer Hill, Tracy Reimer

Teacher Development Faculty Publications

The COVID-19 pandemic illuminated the need for schools to strengthen their relationships with families in order to support remote learning. Framed with the theoretical lens of the traditional partnership model, this paper details the results of a survey completed by 56 Minnesota district level technology directors. The survey asked how school districts were responding to the technology needs of students and families while in hybrid and distance learning models. Three main themes emerged from the survey data: maximizing caregiver support to improve student
learning, increasing attendance and engagement in the online learning environment, and building technology savviness in parents and …

School Teachers And Principals’ Experiences During Covid-19 In Pakistan, Azra Naseem, Mirat Al Fatima Ahsan, Sohail Ahmad, Tasneem Anwar, Razia Fakir Mohammad

Institute for Educational Development, Karachi

As a result of the COVID-19 pandemic, educational activities were disrupted globally. In Pakistan, schools were also closed, and though some schools had started teaching online, the staff (including principals and teachers) and students' readiness for education during the pandemic remained unexplored. An internet-based survey was conducted to explore the experiences of the teachers and principals during the lockdown. The survey included both open-ended and closed-ended questions. Responses were collected from respondents in different parts of Pakistan, with the majority coming from Sindh and coming from both the private and public sector. While the respondents from private schools reported that …

Digital Equity: Difficulties Of Implementing The 1:1 Computing Initiative In Low-Income Areas, Demetric D. Williams

Dissertations

Successful One-to-One Computing Initiative implementation requires educators to communicate and collaborate effectively with everyone in the learning community. However, other factors such as teacher’s professional development, student’s perception, and parent’s perception often affect the implementation of the One-to-One Computing Initiative. School districts, which serve low-income areas in Mississippi, have difficulties ensuring students and communities have access to the information technology they need to participate outside the school setting. The concept is often called digital equity. However, when officials do not address the capacity, there is a vital threat to the participants’ civic, cultural, employment, lifelong learning, and access to essential …

Coronavirus Disability Survey: Assessing The Impact Of Covid-19 On Young Adults With Disabilities, Hena Rashid

Student Research Submissions

This paper seeks to inform individuals of the importance of digital inclusivity, diminish the digital divide, and accessibility to technological services of college students who experience a form of disability. The United States has conducted minimal research on the digital disability rhetoric, promoted minimal disability-inclusive measures to protect the rights and well-being of college students, and minimal assistance to mitigate Coronavirus (COVID-19) impacts to this population subgroup. This subject can have a big impact on individuals who suffer from disability stigma, low accessibility issues, and who have been disproportionately impacted by the pandemic. Furthermore, this subject will benefit college students …

A Qualitative Study Of Middle School Science Teachers’ Perceptions Of The Transition To Online Instruction During The Covid-19 Pandemic, Brian S. Ward

Doctor of Education (Ed.D)

The purpose of this study was to explore the unique lived experiences of four middle school science teachers from North Carolina and South Carolina during and following the transition from in-person to online instruction due to the COVID-19 pandemic. Four predominant themes were identified from individual, semi-structured interviews of the teachers: technology change; organizational change; changes in curricula, delivery, and student interaction; and career and personal changes. The teachers in this study described the challenges and opportunities experienced during the rapid transition in March 2020 to virtual teaching and learning. The teachers’ lived experiences seamlessly aligned with the stages of …

Assessing Awareness And Competence Of Best Practices In Synchronous Online Instruction During The Covid-19 Pandemic For Clemson Cooperative Extension Professionals, Christopher J. Eck, K Dale Layfield, Catherine A. Dibenedetto, Jacqueline K. Jordan, Sarah O. Scott, Weatherly Thomas, Michelle Parisi, Thomas Dobbins

The Journal of Extension

Traditional delivery of Extension programming changed overnight in March 2020, when the COVID-19 outbreak forced switching traditional methods to virtual delivery. Extension professionals across South Carolina quickly adapted to online delivery. Concerns over instructor preparedness to use online tools, including functions to assure accessibility, did arise. Findings from this non-experimental, descriptive research study suggested Extension professionals used online tools (primarily Zoom). The majority were not comfortable using many of the features that would enhance instruction, including polling, file transfer, and live-streaming media platforms. Additionally, Microsoft Word and PowerPoint skills to assure accessibility for clientele were lacking.

Student And Instructor Perceptions Of Online Teaching Related To Covid-19: The Need For Reflective Practices, Mary Bowne, Melissa Wuellner, Jessie H. Hendricks, John Howard

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Although online learning has been in existence for over 20 years, not all instructors have been trained to teach online or had the desire to teach online. The recent COVID-19 pandemic quickly changed typical face-to-face instruction and disrupted the current educational system by requiring all college courses be delivered online, either asynchronous or synchronous using various software platforms. This paper investigated both instructors’ and students’ perceptions of faculty online teaching preparedness as well as their thoughts related to various technological resources and issues that arose during this time period. Results indicated …

Full Issue: Journal On Empowering Teaching Excellence, 2022 Special Issue (Vol. 5, Iss. 3)

Journal on Empowering Teaching Excellence

The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

Implementation Of Virtual Learning Community And Web 2.0 Technologies Under Covid-19 Pandemic In High Education: Opportunities And Challenges, Yunxiao Zhang

Major Papers

Educational systems worldwide are facing unprecedented challenges that have arisen due to the COVID-19 pandemic. In response to the pandemic, many higher education institutions suspended face-to-face courses and shifted to distance teaching and learning. This major paper reviews the challenges higher education institutions faced after the COVID-19 outbreak, the necessity of implementation of virtual learning communities, and the use of Web 2.0 technologies in teaching and learning. The findings indicate the implementation of virtual learning communities in higher education can reduce the sense of isolation, encourage interactions, and build a support network during the pandemic.