Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

doi:10.46451/ijclt.2020.06.01

Cited by 22 publications

(39 citation statements)

References 30 publications

(32 reference statements)

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“…The main purpose of ERT is not to completely transfer conventional methods to e-learning but to provide temporary access during emergencies using various available and reliable media or platforms. Thus, ERT is neither an attempt to fully teach the study material in an online mode using various "advanced" applications, nor is it the time to strive for the "best practice" in online delivery [4]. Instead, ERT is focused on delivering practical learning with quick and simple approaches to online delivery of materials and assignments.…”

Section: Principle 1: Simplicitymentioning

confidence: 99%

“…The main objective of ERT is to keep learning functioning and feasible for remote online delivery without overburdening students, teachers, and parents during a crisis [4,21]. However, to be a simple system, the design and implementation of ERT is related to a curriculum specifically designed for emergency situations.…”

Section: Principle 1: Simplicitymentioning

confidence: 99%

“…Adopting an emergency curriculum enables teachers to respond quickly to maintain educational sustainability and ensure that students are supported in achieving their learning goals in a difficult situation. As a frontline in education learning systems, teachers need an emergency curriculum to help them make decisions about implementing learning activities and evaluating student learning outcomes [4]. The following is a comment from respondent: "Not reducing the material, just trying to tighten the learning hours, the duration is made not burdensome for students by adding more flexible discussion sessions after the delivery of the material.…”

Section: Principle 1: Simplicitymentioning

confidence: 99%

“…From the perspective of complexity theory, the systems are unpredictable and organizations must be able to continue to interact and obtain accompanying feedback on what to do while considering the social and organizational changes. Thus, the implementation of ERT needs to emphasize a shared responsibility among faculty members and supporting staff], and requires a collective decision from all participant groups (including students) rather than a centrally managed plan [4].…”

Section: Principle 4: Flexibilitymentioning

confidence: 99%

“…Mohmmed et al [3] evaluated ERT implementation. Wang and East [4] constructed an emergency curriculum during the pandemic, while Whittle et al [5] developed a conceptual framework for responsive online teaching in crises. Other studies [e.g., 6,7] used the activity-centered analysis and design (ACAD) framework to design ERT in New Zealand, and Karakaya [7] focused on a human-centered approach.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

The Complexity of Remote Teaching in Emergency Situations: Initial Basic Principles to Avoiding Technological Boundaries

Cahyadi¹,

Hendryadi²,

Widyastuti³

2021

Preprint

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Considering the challenges of sustainable education in emergency remote teaching (ERT) during the coronavirus (COVID-19) pandemic, this study provides basic principles for future ERT implementation based on the experience of higher education in Indonesia. Seven local expert distance educators reviewed the ERT principles, participating in the early stages to check the relevance, content validity, and readability of the five principles proposed in the context of Indonesian education. After an extensive expert review, the ERT principles were evaluated using quantitative data through an online survey (82 students and 45 faculty members). In addition, open-ended questionnaire responses, experiences, and challenges encountered by 21 respondents (College Dean, Associate Dean of Academics, and faculty quality assurance of seven universities/colleges in three provinces in Indonesia) in ERT were used and analyzed. This study suggests that ERT should be designed based on the principles of simplicity, accessibility, affordability, flexibility, and empathy in all learning activities in unfavorable situations. This study complements previous work and can thus be used for generalized principles for teaching activities in similar emergencies, especially in developing countries.

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Section: Principle 1: Simplicitymentioning

confidence: 99%

Section: Principle 1: Simplicitymentioning

confidence: 99%

Section: Principle 1: Simplicitymentioning

confidence: 99%

Section: Principle 4: Flexibilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Complexity of Remote Teaching in Emergency Situations: Initial Basic Principles to Avoiding Technological Boundaries

Cahyadi¹,

Hendryadi²,

Widyastuti³

2021

Preprint

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COVID-19, emergency remote teaching evaluation: the case of Indonesia

et al. 2021

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The global crisis caused by the COVID-19 pandemic has challenged educational institutions worldwide to rapidly shift to an online mode of teaching. In this paper, we discuss the concept of emergency remote teaching (ERT), including its implementation and evaluation, in the context of higher education in Indonesia. The Context, Input, Process, and Product framework was used to evaluate the implementation of ERT based on the experiences of 45 faculty members and 82 students from seven universities and colleges in three provinces in Indonesia. This study revealed several points of view. First, the shift to the ERT process depends on various aspects: internal organizational resources (curriculum, staff development, and technology), and external challenges (lack of access to a fast, affordable, and reliable Internet connection and the socioeconomic problems of the participants). Second, the ERT learning design needs to be framed using three principles: simplicity, flexibility, and empathy. The schools/administrators understand that this is not a normal situation in which learning competency standards must be rigorously met. In a crisis, given the facts that show disparities in technology and Internet networks, curriculum fulfillment is not the sole issue; it is also important to care for and support learners during this difficult time. This study provides recommendations that will serve as input for future strategies and educational policies in Indonesia, and developing countries in general. Additionally, this study can also be used as a benchmark for evaluating learning in similar situations in other countries.

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Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

Wang

2022

Asia Pacific Educ. Rev.

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For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure to integrate ethnic minority students academically and socially. However, there is little research on how these teachers can transform their educational beliefs, teaching techniques, and attitudes toward diversity and inclusion to respond effectively to the drastic changes taking place in their professional work. This study examines how a group of Chinese language teachers employed translanguaging as a social justice strategy to address the challenges of teaching minority students in a monolingual and assimilative educational setting in Hong Kong. Classroom observations show that teachers enacted a translanguaging stance, using students’ familiar semiotic resources to make their teaching more inclusive and equitable for ethnic minority students from low socioeconomic and religious backgrounds. Teachers reported becoming more aware of diversity in the classroom as well as of the social inequalities and racial discrimination outside of school. The study shows that criticism has been unfairly levied on Chinese language teachers in Hong Kong, who should not be held responsible for the social problems hindering ethnic minorities’ social mobility. Research should include a decolonial perspective to legitimize translanguaging as a social justice strategy for more transformative praxis in the education sector in postcolonial Hong Kong.

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Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

Cited by 22 publications

References 30 publications

The Complexity of Remote Teaching in Emergency Situations: Initial Basic Principles to Avoiding Technological Boundaries

The Complexity of Remote Teaching in Emergency Situations: Initial Basic Principles to Avoiding Technological Boundaries

COVID-19, emergency remote teaching evaluation: the case of Indonesia

Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

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