Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic

Eadens, Danielle M.; Eadens, Daniel W.

doi:10.4018/978-1-7998-6557-5

Cited by 3 publications

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“…Along similar lines as the importance of emotional stability is the importance of relational humanity. Eadens and Eadens (2021) claimed that "relational humanity is an integral part of the facultystudent relationship; showing students they matter as humans and deepening relationships with them is a humanitarian act. The pivot forced variations, created disequilibrium, celebrated innovations, and yielded creative delivery models" (p. 277).…”

Section: The Teacher Preparation Factormentioning

confidence: 99%

K-12 teacher perspectives on the pandemic pivot to online teaching and learning

Eadens

Maddock

Thornburg

et al. 2022

JPR

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The study examines teacher perspectives on preparedness to implement the transition of over 50 million K-12 students to online and virtual teaching formats. With the onset of the COVID-19 pandemic, students were instructed to remain at home and to avoid the potential dangers of virus spread in schools. Once this transition began, and then continued on as the pandemic ignited, attention and scrutiny was aimed at how well teachers had been prepared for this shift. Relationships between these perceptions in terms of years of teaching, grade level, content area, school type, and school level were examined in this study. Over 140 teachers, ranging from kindergarten to senior English teachers completed the survey. The researchers analyzed emerged patterns and sentiment scores for the most prevalent themes. The study sought teacher perceptions of preparation as provided by schools, districts, and universities as well as perceptions on how engaged parents and students felt during this dramatic and sudden shift. Findings demonstrate that significant differences exist between how teachers perceive their levels of preparedness for teaching remotely depending on their teaching experience. It was evident that the pandemic affected K-12 school systems in one state harsher than in higher education. Conclusions from this study better inform future decisions of this nature and that could ensure higher levels of teacher preparation.

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Section: The Teacher Preparation Factormentioning

confidence: 99%

K-12 teacher perspectives on the pandemic pivot to online teaching and learning

Eadens

Maddock

Thornburg

et al. 2022

JPR

View full text Add to dashboard Cite

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Challenges for Foundation Phase Teachers in Interacting with Parents during the COVID-19 Pandemic: A Case Study of Mangaung Primary Schools, South Africa

Grobler

2022

Afr. j. inf. commun. (Online)

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The sociocultural theory of learning acknowledges parents as integral role players in the process of their children’s learning. As in many other parts of the world, when South African schools moved to remote online learning due to the COVID-19 pandemic, teachers became increasingly dependent on the agency of parents. Using an interpretivist lens and a qualitative approach, this study probes the experiences of Foundation Phase teachers in South Africa’s Mangaung Municipality in their interaction with parents in 2020, during the pandemic lockdowns. The findings point to the following challenges during the pandemic, as perceived by the teachers: difficulty in communicating with parents; difficulty in working with parents to support learning; and insufficient parental commitment. The findings also point to shortfalls in respect of three dynamics—collaboration, feedback, and trust—as being central to the perceived challenges. The study concludes with a call for improved relations between Foundation Phase parents in teachers, regardless of whether the teaching and learning are occurring remotely or in-person, in order to optimise the sociocultural dynamics at play in children’s schooling.

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Student Engagement in the Post-Pandemic Virtual Classroom

Pourabedin,

Biglari

2024

Instructional Technology Theory in the Post-Pandemic Era

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In the wake of the global COVID-19 pandemic, educational institutions worldwide experienced unprecedented challenges, leading to a paradigm shift in the education system. To deal with the need for more flexible learning, educational research and development aimed at providing a richer, more engaging remote learning experience by the creation of virtual classrooms. Within this digital learning environment, the challenge is to create an engaging learning environment to ensure optimal learning outcomes. This chapter addresses the imperative need to foster greater student engagement in virtual classrooms to maximize learning effectiveness. Drawing on established literature which underscores the link between student engagement and positive learning outcomes, the chapter emphasizes the pivotal role of engagement in enhancing student satisfaction and retention in online teaching contexts. By increasing the level of student engagement, instructors can increase the students' satisfaction level and retention, improving the efficiency of online teaching. Moreover, the chapter delves into the evolution of virtual classrooms and elucidates innovative strategies and practical techniques designed to augment student engagement. By synthesizing empirical evidence and best practices, the chapter offers insights into effective pedagogical approaches that educators can employ to create vibrant and interactive virtual learning environments. Through a rigorous examination of research findings and experiential knowledge, this chapter contributes to advancing our understanding of how to optimize student engagement in virtual classrooms, thereby enriching the landscape of online education.

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Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic

Cited by 3 publications

References 0 publications

K-12 teacher perspectives on the pandemic pivot to online teaching and learning

K-12 teacher perspectives on the pandemic pivot to online teaching and learning

Challenges for Foundation Phase Teachers in Interacting with Parents during the COVID-19 Pandemic: A Case Study of Mangaung Primary Schools, South Africa

Student Engagement in the Post-Pandemic Virtual Classroom

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