In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning. This research was conducted within a workshop course for six weeks period during the summer semester of the 2018-2019 academic year at a teacher training college in Kuwait. In the study, pre-test/post-test quasi-experimental design with control group was applied. The experiment involved applying a flipped learning approach to the experimental group while the courses were carried out using traditional lectures in the control group. A questionnaire was also administered to the experimental group to acquire feedback on the effectiveness of flipped learning activity. Descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. The results obtained from Mann Whitney U Test and Wilcoxon Sign Test suggests that there is no significant difference between the pre-test and post-test scores of the experimental group and the control group. Descriptive data also demonstrated that the use of the flipped learning method in the curriculum had significantly increased the skill levels and knowledge of the experimental group pre-service teachers. The study recommends that care should be taken when structuring courses in pre-service teachers’ education when applying flipped learning.
Long before the COVID-19 pandemic, there had been numerous disruptions of learning in recent history. In addition, educational systems are in crisis due to low-quality learning in terms of student outcomes in STEM fields, limited digital instructional resources for teacher training, and generally limited resources in low income countries. However, as of April 2020, nearly 85% of students worldwide were out of school; that is 1.6 billion children kept home due to school closures in 180 countries. This paper explores how the Gulf Coast Countries (GCC) reacted to the disruption of education in order to understand the deeper issues of the rules and operations of educational systems and to provide recommendations to improve current education policies.The COVID 19 pandemic has significantly affected day-to-day life in general and the learning setting in particular; this comes with temporarily closing schools, shutting down different campuses and learning institutions to maintain social distancing as has been advised by the national public health institutes and the Centers for Disease Control and Prevention (CDC). The new health measures have been forced on the world due to the spread of the novel coronavirus. Most schools have integrated different types of technologies as an alternative method to facilitate the learning process.
The purpose of this study was to determine the challenges faced by teachers from the Arabian Gulf countries of Saudi Arabia and Kuwait while teaching virtual online courses. Because online learning in higher education in these countries had not occurred before the current pandemic, the teachers and students faced new challenges for the first time, including online communication, inadequate training, insufficient practice, and incompetence in online assessment. Seventy-six teachers of higher education in Kuwait or Saudi Arabia participated in this study, which was a survey created by the first author to determine the effectiveness of communication, training, practicing and assessing students’ performance during the pandemic. Results indicated that no differences were found between the two countries; while participants felt that training was adequate for the task of converting to remote teaching, they were concerned about nonverbal aspects of communication and assessing online work. Suggestions included obtaining participants from other Gulf countries, refining the survey, and involving different types of institutions such as private colleges. The results of this study imply that for many teachers, improvements in communication and assessment are necessary to improve online teaching, which is likely to continue in these countries after the pandemic is over.
Teaching and learning took place differently before and during the COVID-19 pandemic. The pandemic changed the way people lead their lives – switching from traditional teaching (face-to-face) in a public setting to online teaching due to social distancing. The teaching system was forced to accommodate distance learning during COVID-19 to complete academic studies. As a result, some Gulf countries found it difficult to implement distance learning and blended learning due to a lack of infrastructure and other challenges and difficulties. In online teaching, to adequately meet the individual needs of students, effective communication and cooperation between the teacher and the student is required. Thus, this research seeks to determine the differences in teaching and learning during COVID-19. The major aim is to determine how teaching and learning occurred before COVID-19 and how effective they were during COVID-19. This paper studies teachers' use of multimodality in teaching and their perceptions, knowledge, and experiences before and during COVID-19. It also explores the implications and impact of using multimodality in teaching in line with technology before and during COVID-19. Additionally, it investigates the opinion of the teachers regarding their students' interpretation and interaction with multimodality.
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