Lecturers’ Readiness and Emotional Presence on Online Teaching Data in a Malaysian University During COVID-19

Tajuddin, Azza Jauhar Ahmad; Romly, Raihana; Hamzah, Yusnita; Hussin, Wan Rauhan Wan; Muda, Wan Mariam Wan

doi:10.2991/assehr.k.210312.088

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…With the sudden pandemic that shifted to online learning, challenges arose among examiners who are not tech-savvy. A study among 180 academicians in Malaysia found that 45.5% of respondents did not have a suitable workplace at home, where 92 respondents had data plans below 40 GB despite the majority having internet data connection at home (Ahmad Tajuddin et al, 2021). Intensive training sessions were conducted for the examiners to help them familiarise themselves with the platform and mechanism of the virtual OSCE.…”

Section: Human Resourcesmentioning

confidence: 99%

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

et al. 2022

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In response to the inability to conduct conventional face-to-face objective structured clinical examination (OSCE) due to the COVID-19 lockdown, this study explored options to design virtual OSCE (vOSCE) that meets the objectives and standards of effective competency-based assessment for a large cohort of pharmacy students. The vOSCE required advanced planning of the actual assessment and technical conduct. The development of a master plan consisting of the types of competencies to test, topics and number of cases, and assessment rubrics, guided the team members to develop an adequate OSCE assessment module. Technical aspects included recruitment of examiners, simulated patients (SP), technical support, and a platform for vOSCE. The main challenges were to ensure well-ordered vOSCE and a stable internet connection for examiners, SP, and students. Google Meet was utilised due to its functionality, familiarity, and low internet consumption to all parties involved. Feedback was obtained from stakeholders to improve future OSCE conduct.

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Section: Human Resourcesmentioning

confidence: 99%

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

et al. 2022

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“…Obviously, although teachers play the prevalent role in controlling their own emotions, external factors should also be taken into consideration. For example, institutional support, such as training and infrastructure, may also influence teachers' readiness and emotional experiences (Tajuddin et al, 2021).…”

Section: Literature Review Teachers' Emotionsmentioning

confidence: 99%

EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies

Nguyen¹,

Pham²

2023

TESL-EJ

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The outbreak of COVID-19 in 2020 put the education system worldwide in a critical situation with a sudden shift from the traditional face-to-face to the online mode of instruction. Many studies have been conducted over the past two years to investigate teachers’ struggle with this abrupt transition; however, a complete picture of their emotional battle throughout the whole pandemic has not yet been depicted due to the short study durations. By analyzing rich datasets collected from semi-structured interviews with nine EFL teachers working at the tertiary level, we were able to outline their emotional changes and coping strategies for emotional regulation throughout the span of two years, from the beginning to the end of the mandatory online teaching period. It was found that, in general, the participants’ changes in emotions can be illustrated with a wave curve, which is divided into five phases with quite distinctive characteristics. The findings also highlighted the complexity and changeability of teachers’ emotional experiences, as well as the five major coping strategies utilized by the teachers to enhance their emotional well-being. Finally, several recommendations applicable for both teachers and stakeholders in future crises are proposed.

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“…From China [6] to Palestine [7] teachers' efforts at fostering connection and presence were considered a key predictor of student engagement when learning online. To foster engagement, a number of studies promoted the need for interconnectedness online [8], through the creation of socially constructed communities [9], and through small group work learning [2].…”

Section: Literature Reviewmentioning

confidence: 99%

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2023

IJDS

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This study explores insights on teaching and learning formed by International Baccalaureate educators, following remote teaching experiences during the Covid-19 pandemic. The study focusses specifically on insights that have served to enhance pedagogical beliefs and practices, following the return to a physical learning environment. Ten international teachers, stemming from a range of countries, participated in the study, at this private international school context in the Netherlands. They taught at different levels, from Early Childhood to the IB Diploma Programme, using approaches-toteaching that include inquiry, global concepts, and disciplinary and transdisciplinary understanding. Educational technology was extensively embedded in the context prior to the pandemic. The study is qualitative in nature, involving semi-structured interviews and thematic analysis. The resulting themes highlight the importance of the intangible aspects of teaching and learning, including an emphasis on human presence, connection, trust, empathy, and wellbeing. Additional insights include increased awareness of the value of adaptability, creativity, acceptance, balance, community-building rituals, collaboration, inclusion, and the potential of immersive technologies for teaching and learning. In addition, the importance of student and teacher wellbeing arose as an integrated theme. General technology use did not figure significantly in the themes, due, in part, to the embedded nature of collaborative online software prior to the pandemic. Overall, teachers felt that the remote teaching experiences served to enhance their practice, and they indicated increased gratitude and interest in aspects of classroom-based teaching and learning that they felt they had taken for granted previously.

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Lecturers’ Readiness and Emotional Presence on Online Teaching Data in a Malaysian University During COVID-19

Cited by 5 publications

References 7 publications

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies

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