Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic

Abstract

The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020.
 
 Within 48 hours from the moment that Israel’s government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

Pedagogical agility in Turkey: Teachers agility in educational change and uncertainty days based on parents’ views

“…Accordingly, the importance of teacher agility in the pandemic is emphasized. (Nissim & Simon, 2020). In another study, the positive effects of teachers' pedagogical agility in the pandemic were emphasized (Crawford et al, 2020).…”

“…The most frequently expressed positive aspect of the research is that "education continues despite everything". Focusing on the urgency of the process and an agile transformation, Nissim and Simon (2020) stated that such a rapid transformation, carried out with maximum flexibility, could not be planned correctly and was far from perfect. Focusing on the social and psychological aspects of the pandemic education crisis, Bozkurt and Saharma (2020) emphasize that the feelings of students in such crisis periods are more important than content teaching.…”

The inevitable surge of online learning through the lens of English education lecturers during the unprecedented times

“…It appears that the urge to transit from offline teaching to online teaching has led lecturers to develop agility and adaptability within themselves. Agility is known as one of essential factors for survival and development (Nissim & Simon, 2020) meanwhile adaptability has been linked with higher levels of positive behavioral engagement which may lead to effective outcome (Collie et al, 2017). The sudden transition challenged the participants to ascertain that they could run the teaching-learning process right despite many barriers that they encountered.…”

“…This urge of transitioning has echoed uncertainties to lecturers; they have to experience the complexities of transitioning to online teaching and carrying out beyond the actual tasks by redesigning the course syllabus to meet the needs of students (Glew et al, 2020). Educators felt that students have a hard time transitioning to remote learning (Nissim & Simon, 2020).…”

From Uncertainty to Self-Efficacy-Perspectives of Pre-Service Teacher’s on Their Practical Experience during the ‘Corona Year’

“…The epidemic confronted teachers with entirely new challenges and more complicated struggles with online teaching (Huber, Helm 2020). In this respect, Pre-service teachers found themselves adjusting quickly to remote teaching and learning online (Nissim, Simon, 2021).…”