Classroom discussion practices in online remote secondary school settings during COVID-19

Gutentag, Tony; Orner, Aviv; Asterhan, Christa S. C.

doi:10.1016/j.chb.2022.107250

Cited by 9 publications

(3 citation statements)

References 46 publications

(58 reference statements)

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“…The current research examined the perception of junior high school honorary teacher s about teaching English online and the obstacles faced in Pandemic Covid-19. Seven subindicators were questioned about the online teaching process in the pandemic era; they were online teaching process, lesson planning, online teaching application used, teaching facilities, teaching media, teaching method, and teaching materials [3,4].While related to the obstacle, the honorary teachers were asked about three sub-indicators: internet access, signal condition, and students' understanding. That information was gathered using interviews with four honorary teacher s named: honorary teacher 1, honorary teacher 2, honorary teacher 3, and honorary teacher 4.…”

Section: Resultsmentioning

confidence: 99%

Honorary Teachers’ Views About EFL Online Teaching Process During Covid-19 Pandemic

Tahang¹,

Rumbouw²,

Ruslan³

et al. 2022

Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022)

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Covid-19 has pushed honorary teachers in West Papua to switch from offline teaching to online teaching as not all teachers, especially honorary teachers, are prepared well to encounter a pandemic situation; for this reason, exploring the honorary teachers' sight to find a better educational consideration became necessary while mostly EFL teachers are honorary. This study explored the honorary EFL teachers' perceptions of the online teaching process during the Covid pandemic-19 at MTs Negeri Kota Sorong, and the obstacle encountered based on internet access, signal condition, and students' understanding. The recent study used a qualitative approach with an interview used as a data collection technique. The sub-indicators for perceiving the online teaching process were the online teaching process, lesson planning, online teaching application used, teaching facilities utilized, teaching media applied, teaching method acted, and teaching materials encountered. While internet access, signal condition, and students' understanding were the sub-indicators for online teaching barriers. The participants in this study were four honorary EFL teachers of MTs Negeri Kota Sorong. The results showed that mostly the honorary teachers had negative perceptions of the online teaching process in a pandemic covid-19 situation, and the teachers perceived that internet connection, signal conditions, and reaching students' understanding had been the issues in the teaching and learning process online.

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Section: Resultsmentioning

confidence: 99%

Honorary Teachers’ Views About EFL Online Teaching Process During Covid-19 Pandemic

Tahang¹,

Rumbouw²,

Ruslan³

et al. 2022

Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022)

View full text Add to dashboard Cite

show abstract

“…Many studies in this area have focused on best practices for presenting content on a learning management system (e.g., Dumford & Miller, 2018; Keengwe & Kidd, 2010; Sclater, 2008), and more recently, research has spotlighted the effects of recorded lecture delivery on student engagement and learning (e.g., Chen & Wu, 2015; De Rosa, 2021; Guo et al, 2014; Robertson & Flowers, 2020). Examinations of the different types of online multimedia learning and e-learning have identified key principles for maximizing user engagement (Chiu, 2022; Guo et al, 2014; Gutentag et al, 2022; Kokoç et al, 2020; Pi et al, 2017). A large-scale examination of MOOCs found, for example, that video length and inclusion of a visual of the lecturer both influence watcher engagement; specifically, the study found the median MOOC video lecture engagement time to be 6 min regardless of video lecture length (Guo et al, 2014).…”

Section: Research On Remote and Hybrid Lecture Deliverymentioning

confidence: 99%

Does the talking head matter? The mediating effect of social connectedness and cognitive load on remote learning during a global pandemic.

Stiegler-Balfour,

Martin,

Sahouria

2024

Scholarship of Teaching and Learning in Psychology

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“…Furthermore, cognitive empathy facilitates teachers' connection with students' experiences of constructing, communicating and critiquing knowledge (Barzilai & Chinn, 2018). Teachers with higher levels of cognitive empathy are more likely to give students time for reflection, thereby nurturing their cognitive styles and helping them identify challenges during online instruction (Fuller, 2012; Gutentag et al., 2022; Holmberg, 1999; Jaber, 2021). Additionally, teachers with elevated cognitive empathy tend to summarize students' cognitive styles (Duffin & Simpson, 2005) and promote content understanding through online discussion forums and video feedback (Morel, 2021; Thomas et al., 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support

Chen,

Li,

2024

Brit J Educational Tech

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Considerable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topic Previous research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences. Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise. Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation. What this paper adds This study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature. This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework. Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms. Implications for practice and/or policy Teacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively. Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy.

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Classroom discussion practices in online remote secondary school settings during COVID-19

Cited by 9 publications

References 46 publications

Honorary Teachers’ Views About EFL Online Teaching Process During Covid-19 Pandemic

Honorary Teachers’ Views About EFL Online Teaching Process During Covid-19 Pandemic

Does the talking head matter? The mediating effect of social connectedness and cognitive load on remote learning during a global pandemic.

Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support

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