Educators Reflect on the COVID‐19 Crisis

Schwartz, Danielle; Shimabukuro, Karrå; Meyers, Kayla; Gautschi, Heidi; Bernardi, Francesca Futura; Spelic, Sherri; Sorensen‐Unruh, Clarissa; Robinson, Wendy; Carlson, Brooke

doi:10.1002/ntlf.30240

Cited by 5 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although there were some differences in the observed use of trial and error in face-to-face and online sessions versus what participants stated in interviews, it is undoubtful that such ongoing changes and experimenting improved instructional practices. This finding goes hand-in-hand with what [82] found, that continually experimenting and learning from trial and error can set educators up for online teaching success if they view this new style of teaching as a growth experience. [83] further noted that the era of emergency remote teaching created "the need to invest in different modes of instructional designs.…”

Section: Trial and Error With Teaching Strategiesmentioning

confidence: 65%

Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study

Alkaabi,

Qablan,

Alkatheeri

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

This qualitative case study examines the self-efficacy of university teachers during the COVID-19 pandemic as they struggle to incorporate new technology, teaching strategies, and curriculum delivery in the shift from total remote learning to biweekly rotation learning––two weeks of face-to-face learning and two weeks online. This study was conducted over one full semester among university teachers teaching undergraduate students with the rotation model at one federal university located in the United Arab Emirates. A case study design was used as a methodology to guide this research with a primary data collection method of semi-structured interviews of 11 teachers corroborated by both in-person and online classroom observations. Participating teachers were from various colleges within the university, including medicine, education, business, law, humanities, and science. The data from the interviews and observations were analyzed using thematic analysis, which yielded the following six themes: (1) continuously changing expectations, (2) mixed feelings regarding technology self-efficacy, (3) loss of learning among undergraduate students, (4) trial and error with teaching strategies, (5) the need to consult with students in the teaching and learning process, and (6) the shift from struggle to resilience. The results of the study indicated that having clearer expectations, proper technology training, and intradepartmental collaboration may help educators overcome the challenges associated with the hybrid rotation model. These results are expounded thoroughly along with relevant implications for robust leadership practices to enhance the quality of teaching and learning during potential future crises.

show abstract

Section: Trial and Error With Teaching Strategiesmentioning

confidence: 65%

Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study

Alkaabi,

Qablan,

Alkatheeri

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…In our review, we saw that institutions and organizations tailored ICTs to their infrastructure. They ranged from robust online course platforms to more traditional technologies like radio and television (Dawadi, Giri, and Simkhada 2020;Schwartz et al, 2020). Studies agreed that it was important to identify the level of access to technology at the institution in question, as this would help determine equitable educational resources.…”

Section: Discussionmentioning

confidence: 99%

Section: Rq2 What Features Must Digital Tools Possess To Be Seen By Teachers As Possible Support To Overcome the Academic Disruption Broumentioning

confidence: 99%

“…Heidi Gautschi (Schwartz et al, 2020), an Associate Professor of Media Literacy at Haute Ecole Pédagogique de Vaud (Switzerland), used "learnflow.ch" to design an online course providing the necessary skills and knowledge for students during the pandemic. She suggested the essential content and features an online course should have: it should deliver course content in easy-to-digest pieces, provide simple and effective activities, offer students mechanisms to evaluate other students' work, have clear boundaries for student communication, avoid teacher overextension, and remind students, colleagues, and parents to be compassionate (Schwartz et al, 2020). Dawadi et al (2020) identified four types of students in terms of their access to digital services and internet: 1) Students without access to any form of digital means and internet, 2) students whose parents have access to mobile devices) students whose parents have adequate access to mobile phones, but limited access to the internet and other digital devices, and d) students whose family members have access to several digital devices, internet and sufficient digital literacy to use.…”

Section: Rq2 What Features Must Digital Tools Possess To Be Seen By Teachers As Possible Support To Overcome the Academic Disruption Broumentioning

confidence: 99%

See 1 more Smart Citation

Rock the Boat! Shaken by the COVID-19 Crisis: A Review on Teachers’ Competencies in ICT

Montiel-Cabello

Zermeño

2022

Front. Educ.

View full text Add to dashboard Cite

The COVID-19 pandemic suddenly brought great challenges to the continuation of education. Institutions had to elect between pre-maturely ending their current school cycles or shifting to an online, flexible environment that had to deal with the digital divide in internet access. As part of its Sustainable Development Agenda, UNESCO developed the “Information and Communications Technology Competency Framework for Teachers” in 2018 to help institutions achieve digital literacy and reduce the digital divide. A systematic literature review (SLR) was conducted, identifying 23 studies on the use of ICT tools during COVID-19 educational disruptions in the database ProQuest Central and Google Scholar from August 2019 to August 2020. The results of this SLR showed that frameworks such as that of UNESCO could guide institutions to fast-track the development of educational strategies for post-crisis, COVID-19 implementation. Also, findings suggest an increase in the use of ICTs in learning environments, which will encourage organizations like UNESCO to develop plans and projects, such as the ICT framework further. Coping with the challenges of today’s learning environments is urgent; it is already time to “Rock the boat!” Introduction.

show abstract

Cultivating inclusivity in introductory undergraduate STEM course syllabi

Bernardi,

Brown,

Davis

et al. 2024

Humanit Soc Sci Commun

View full text Add to dashboard Cite

Syllabi are widely used at higher education institutions in the United States to present students with course-related information before or at the beginning of a new class. The timing and versatility of these documents allows instructors to set the tone of a course with (or without) an eye towards inclusivity. This can be important for all students but affects, in particular, students from marginalized groups as they navigate STEM courses. We report a study about inclusive practices in course syllabi at a STEM institution by addressing whether they: (a) list instructors’ pronouns, (b) utilize readings and materials authored by women and gender minority scholars, and (c) contain inclusivity statements. We report and compare perspectives on these three aspects from two datasets: 163 syllabi analyzed based on a rubric that we developed and results from an undergraduate student survey, both from Worcester Polytechnic Institute. The two complementary datasets provide a way to benchmark whether there is a link between student and faculty perceptions of syllabi use and desired content. We find sharp differences between students’ expectations and actual syllabi content for all three of our topics of interest with students wanting inclusive practices at the forefront of course development regardless of subject and faculty lagging behind. We provide suggestions on how to incorporate inclusive practices in syllabi design and propose further questions to explore.

show abstract

Educators Reflect on the COVID‐19 Crisis

Cited by 5 publications

References 0 publications

Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study

Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study

Rock the Boat! Shaken by the COVID-19 Crisis: A Review on Teachers’ Competencies in ICT

Cultivating inclusivity in introductory undergraduate STEM course syllabi

Contact Info

Product

Resources

About