Balancing the Disruptions to the Teaching and Learning Equilibrium—Responsive Pedagogic Approaches to Teaching Online During the Covid-19 Pandemic in General Chemistry Classes at an Arabian Gulf University

Wilson, Kenesha

doi:10.1021/acs.jchemed.0c00702

Cited by 17 publications

(19 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, interviewees of various innovation adopter categories generally found online teaching and the preparation of online learning resources demand more time and effort, in comparison to the traditional face-to-face-only format. This sentiment is echoed by literatures about teachers’ opinions on online teaching [ 46 , 47 ], and some argued that developing a course with blended learning would take 2 to 3 times longer than a similar course in face-to-face-only format [ 48 , 49 ]. Some interviewees also mentioned that limited access to equipment and infrastructure was a key challenge in online teaching during the pandemic, and a small number of interviewees resorted to acquiring their own personal equipment to deliver online teaching at home.…”

Section: Findings and Discussionmentioning

confidence: 99%

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

et al. 2022

View full text Add to dashboard Cite

Background The COVID-19 pandemic and the consequent social distancing measures caused unprecedented disruption for medical and healthcare education. This study examined medical teachers’ experience with emergency remote teaching during the pandemic and their acceptance of online teaching after the pandemic. Methods In this sequential mixed methods study, online surveys were disseminated to teachers (n = 139) at two Asia–Pacific medical schools to evaluate their experience with emergency remote teaching during the pandemic. Subsequently, in-depth interviews were conducted with teachers from both institutions (n = 13). Each interviewee was classified into an adopter category based on Rogers’ Diffusion of Innovations Theory. Interview transcripts were analyzed thematically, and the descriptive themes were mapped to broader themes partly based on the Technology Acceptance Model and these included: (i) perceived usefulness of online teaching, (ii) perceived ease of delivering online teaching, (iii) experience with institutional support and (iv) acceptance of online teaching after the pandemic. Results Our participants described accounts of successes with their emergency remote teaching and difficulties they experienced. In general, most participants found it difficult to deliver clinical skills teaching remotely and manage large groups of students in synchronous online classes. With regards to institutional support, teachers with lower technological literacy required just-in-time technical support, while teachers who were innovative in their online teaching practices found that IT support alone could not fully address their needs. It was also found that teachers’ acceptance of online teaching after the pandemic was influenced by their belief about the usefulness of online teaching. Conclusions This study demonstrated that our participants managed to adapt to emergency remote teaching during this pandemic, and it also identified a myriad of drivers and blockers to online teaching adoption for medical teachers. It highlights the need for institutes to better support their teaching staff with diverse needs in their online teaching.

show abstract

Section: Findings and Discussionmentioning

confidence: 99%

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The current cohort of students requires educators that can embrace cultural changes. Such adaptation and flexibility among faculty were later found to be critical during the institution's transition to the emergency remote learning situation created by the COVID-19 pandemic (Wilson, 2020).…”

Section: Symbolic Framementioning

confidence: 99%

A framework for managing innovation in higher education: lessons learnt from the UAE iPad initiative

Wilson

2021

LTHE

Self Cite

View full text Add to dashboard Cite

Purpose Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes. Design/methodology/approach An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context. Findings A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame. Originality/value The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.

show abstract

“…Wilson found that there are great differences in online teaching mode of college English in different contexts. Therefore, an online teaching method based on adaptive changes of context is proposed [ 21 ]. To solve the problems of network Caton in the process of online English teaching, Kkese combined with 5 g data transmission technology and cloud storage technology proposed an end-to-end chaos method for online English teaching network, which effectively improved the video fluency and audio stability in the online English teaching process [ 22 ].…”

Section: Related Workmentioning

confidence: 99%

The Online Teaching Mode of College English in the Context of Gaussian Variant Genetic Algorithm

Wang

Yuan

2021

Computational Intelligence and Neuroscience

View full text Add to dashboard Cite

The current college English online teaching mode is mainly based on the traditional online MOOC teaching, which has some problems such as poor interaction. Under the mixed background, this paper studies the online college English teaching model based on the Gaussian mutation genetic algorithm and neural network algorithm. Firstly, it briefly introduces the general situation of network English teaching and the hybrid application of the Gaussian mutation genetic algorithm. Through the investigation and test analysis of students before and after class, the experiment evaluates students’ network teaching quality in many aspects. On this basis, a better teaching quality evaluation model is proposed. Finally, the practical application shows that the model in this paper is very feasible. In the end, students have higher enthusiasm and seriousness in the hybrid context of college English online teaching based on the dual algorithm. English teaching quality can make use of each student’s test scores in English classroom. This paper realizes the overall teaching through real-time dynamic tracking. Quantitative indicators are used to sort the influence degree of English classroom teaching indicators, which can effectively evaluate the quality of English classroom teaching.

show abstract

Balancing the Disruptions to the Teaching and Learning Equilibrium—Responsive Pedagogic Approaches to Teaching Online During the Covid-19 Pandemic in General Chemistry Classes at an Arabian Gulf University

Cited by 17 publications

References 18 publications

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

Medical teachers’ experience of emergency remote teaching during the COVID-19 pandemic: a cross-institutional study

A framework for managing innovation in higher education: lessons learnt from the UAE iPad initiative

The Online Teaching Mode of College English in the Context of Gaussian Variant Genetic Algorithm

Contact Info

Product

Resources

About