Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education

Feng, Xiaoying; Neacşu, Ioan; Yan, Li

doi:10.1080/00220671.2021.1930986

Cited by 32 publications

(24 citation statements)

References 19 publications

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“…Research conducted by Garad et al, (2021) it shows that limited communication and interaction are one of the causes of the difficulty of developing students' critical thinking skills in Indonesia. The same case also occurs in other countries such as in Malaysia (Mahmud & German, 2021), China (Feng et al, 2021), Amerika Serikat (Mellieon & Robinson, 2021), also Swiss (Müller & Mildenberger, 2021).…”

Section:  Introductionmentioning

confidence: 54%

PHET and PBL: Do They Work Well Together in Improving Mathematical Critical Thinking and Problem Solving Ability?

Kusaeri

Lailiyah²,

Indayati³

2022

JPP

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PHET and PBL: Do They Work Well Together in Improving Mathematical Critical Thinking and Problem Solving Ability?. Objectives: This research aims to examine the effectiveness of the use of PBL combined with PHET rather than PBL about mathematical critical thinking and problemsolving ability. Methods: This research employed an experimental approach involved a sample of 63 students of grade VIII's favorite MTs in Sidoarjo Regency, East Java, divided into 2 classes (PBL class combined with PHET and regular PBL class). The data were analyzed with descriptive statistics combined with Mann-Whitney's statistical test. Findings: This research finds out that there is no difference in the influence of the intervention on the application of PBL combined with PHET with the usual PBL group in developing students' mathematical problem-solving ability, and there are differences in the influence of interventions on the implementation of PHET integrated PBL and the application of ordinary PBL in developing students' mathematical critical thinking ability. Conclusion: Based on findings, the importance of providing adequate computer facilities for students when they want to implement website-based learning media such as PHET.

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Section:  Introductionmentioning

confidence: 54%

PHET and PBL: Do They Work Well Together in Improving Mathematical Critical Thinking and Problem Solving Ability?

Kusaeri

Lailiyah²,

Indayati³

2022

JPP

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“…Instructors providing regular announcements or email reminders have been noted as a significant engagement strategy (Martin & Bolliger, 2018). According to a more recent reports, the use of newer technologies, such as interactive live lectures, slide annotation, electronic whiteboard, classroom response system, Teams, Whiteboard, Socrative online polls, and DingTalk were all used to enrich online teaching during COVID-19 and improve students' engagement and performance (Feng et al, 2021;Welsen et. al, 2020;Chiu, 2020;Christianson, 2020).…”

Section: Discussionmentioning

confidence: 99%

Impact of Emergency Remote Teaching on University Students at a Public Institution in the United States

2022

JHETP

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The educational experiences of university students participating in Emergency Remote Teaching (ERT) during the COVID-19 pandemic were evaluated using a survey instrument. Students found ERT stressful (89%) and indicated challenges from inadequate internet (91%), lack of privacy (45%), and increased amount of studying (3 hours more per week). Academic rank correlated with stress level during ERT, with freshmen (42%) reporting the highest stress level and seniors (48%) reporting minimal stress. Lack of faceto-face instruction, missing peer interaction and having to teach the course material to themselves were the top issues that students disliked with ERT. Respondents recognized the need for organization, selfmotivation, and increased interaction with other students and instructors as key factors for effectiveness and satisfaction of ERT instruction.

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“…Kuhfeld et al (2020) reported similar findings early in the pandemic, estimating that students entered Fall 2020 with approximately 2/3 of the typical learning gains made in non-pandemic years. Researchers also found evidence of widespread academic losses across subjects and nations as a result of the pandemic (Ardington et al, 2021;Feng et al, 2021;Gonzàlez and Bonal, 2021;Hammerstein et al, 2021;Loganathan et al, 2021;Maelan et al, 2021;Jung et al, 2022;Konig and Frey, 2022). Students reported less interaction with their teachers during the pandemic (e.g., Maelan et al, 2021;Jung et al, 2022), leading to potentially greater problems in learning new and challenging material.…”

Section: Impact Of Covid-19 On Educationmentioning

confidence: 99%

Differential impact of COVID-19 school closures on immigrant students: A transnational comparison

Finch

Avery

2023

Front. Educ.

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IntroductionThe COVID-19 pandemic had a major impact on many aspects of life, perhaps most notably education. Efforts to mitigate the negative effects of the pandemic, particularly lockdowns, led to major disruptions in schools and resulted in both learning loss and increased mental health challenges for students. These deleterious impacts appear to have been felt most keenly by students from marginalized communities, including first and second generation students.Materials and methodsThis study sought to investigate the mechanisms underlying these negative effects of pandemic mitigation efforts, particularly in terms of school efforts to support teachers and parents of students not speaking the language of instruction for three nations (Denmark, Russia, and Slovenia) included in the Responses to Educational Disruption Survey (REDS) survey.ResultsResults of the study revelated that in Denmark greater school-level support to teachers of non-native language students moderated the relationship between home language status and student perceptions of their relative academic performance before and during the pandemic, but that such was not the case in Russia or Slovenia. Likewise, school-level support to teachers moderated the relationship between home language status and perceived teacher support in Denmark but not in Russia or Slovenia. Implications of these results are discussed.

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Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education

Cited by 32 publications

References 19 publications

PHET and PBL: Do They Work Well Together in Improving Mathematical Critical Thinking and Problem Solving Ability?

PHET and PBL: Do They Work Well Together in Improving Mathematical Critical Thinking and Problem Solving Ability?

Impact of Emergency Remote Teaching on University Students at a Public Institution in the United States

Differential impact of COVID-19 school closures on immigrant students: A transnational comparison

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