First and Second Order Barriers to Teaching in K-12 Online Learning

Tawfik, Andrew A.; Shepherd, Craig E.; Gatewood, Jessica; Gish-Lieberman, Jaclyn J.

doi:10.1007/s11528-021-00648-y

Cited by 30 publications

(20 citation statements)

References 22 publications

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“…Online learning at home is a challenge for teachers, students, and parents due to the fact that some teaching strategies used in face-to-face learning environments cannot be directly applied to online learning environments [ 56 , 57 ]. Moreover, a quick network, technical support, and hardware facilities which are needed to support the online learning environment may not be available for every family.…”

Section: Discussionmentioning

confidence: 99%

“…During home-based online learning, parents need to provide technical, emotional, and academic support for their children. One reason why parents held a negative attitude towards online learning is that they thought their children’s online learning, including the children’s health development, had not received enough attention from teachers [ 56 , 57 ]. For parents, perceived stress and negative parenting emotions were reduced when they perceived adequate support from school or teachers and perceived that their children’s learning was manageable [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

“…Thus, schools can provide some suggestions to parents on how to manage time and mental health interventions for their children [ 29 ]. With regard to the online learning organizations, the number of unnecessary online learning platforms or software tools should also be reduced to alleviate parents’ anxiety [ 7 , 56 ]. To ease parents’ concern about their children’s eyesight declining, some alternative learning task activities could be provided to the children, such as some positive educational programming that is suitable for children to minimize excessive screen time [ 15 ].…”

Section: Discussionmentioning

confidence: 99%

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Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Liu

Zhao

2022

IJERPH

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Parents play a key role in children’s home-based online learning. This study constructed a mediating model to explore the mechanism of parents’ attitudes toward online learning (PATOL) and the perceived online learning ineffectiveness (POLI) of their children and to investigate the mediating effect of parents’ self-efficacy (PSE) on PATOL and POLI. Valid questionnaire data from 18,170 middle school parents were collected by snowball sampling. The hypotheses proposed in this study were verified by using Model 4 of PROCESS. The results showed that: when controlling parents’ gender, age, and children’s length of online learning in regression equations, (1) both PATOL and PSE were negatively related to POLI, while PATOL was positively related to PSE; (2) PSE played a mediating role in the relationship between PATOL and POLI. This study also discusses how to support parents to assist children’s home-based online learning. Schools should carry out some necessary training for parents. Parents can get guidance and advice on how to create an environment conducive to children’s online learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Liu

Zhao

2022

IJERPH

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“…Some of the obstacles experienced by researchers are the first, the limited time to study in class. Teachers need sufficient and flexible time to teach science to students (Tan, 2018) and time has an important role in learning, especially if it is integrated with technology (Tawfik et al, 2021). The second obstacle is the students' lack of concentration on the teacher's explanation because of the games on the students' gadgets.…”

Section: ▪ Results and Disscussionmentioning

confidence: 99%

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

Mufida

Widodo²,

Solihat³

2022

JPMIPA

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Immersive Virtual Learning is a learning that is considered meaningful for students to learn the complex concept of climate change because of the many interactions of the systems involved in it, and is considered a concept that is quite challenging for students. It is known that there are still many students who have limited knowledge about climate change so that learning methods are needed that can help them understand the concept of climate change well. This study aims to see how students' understanding after learning using the Immersive Virtual Learning method, and compared with conventional learning methods. Using the Pre-Post Experiment Control Group Design involving 59 students who were divided into treatment and control classes, resulted in data showing that students' understanding in the two classes experienced a significant difference, but very small improvement, even though the treatment class experienced a better improvement. than the control class. Based on this, it can be concluded that students' understanding has increased slightly after learning to use the Immersive Virtual Learning method.

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“…Poor handling of the problem could lead to a decrease in the quality of education (Sarwanto et al, 2021). Research conducted by Vandenhouten et al (2017) and Tawfik et al (2021) find that the application of real-world problems in the classroom is an effective strategy for developing students' mathematical critical thinking and problem solving skills. One learning model that involves students in problem solving in the real world is Problem Based Learning (PBL).…”

Section:  Introductionmentioning

confidence: 99%

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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First and Second Order Barriers to Teaching in K-12 Online Learning

Cited by 30 publications

References 22 publications

Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

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

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