Negotiating pedagogical positions in higher education during COVID-19 pandemic: teacher's narratives

Abstract

Based on a qualitative semi-structured interview, this paper argues that pedagogical positions can be negotiated and adjusted once a policy is introduced and a safe space for negotiation is created. It is a case study where we cite evidence from a Saudi university that shows the change in teachers' assumptions and, consequently, the negotiation process they had gone through within their institution due to a sudden policy shift. The paper highlights the importance of policies and the surrounding circumstances when it comes to negotiating pedagogical beliefs. This paper challenges the long-established assumption that age and much experience make it difficult for teachers to adapt their face-to-face educational activities to online platforms. We argue that institutional policies play a crucial role in shaping and reshaping teachers' assumptions and practices when the following conditions are met: sound IT infrastructure, technological support, and continuous training.

Exploring the relationship between mental health-related problems and undergraduate student dropout: A case study within a civil engineering program

“…Among the most frequent mental health disorders reported, the ones related to negative emotions such as anxiety, depression, stress, and distress stand out ( Browning et al., 2021 ; Fruehwirth et al., 2021 ; Hossain et al., 2021 ). The World Health Organization (WHO) exposes that dealing with telecommuting, home school, and lack of physical contact has demanded new adaptation skills for people to change their routines and reorganize their activities ( Alhawsawi and Jawhar, 2021 ). Moreover, psychological impacts of the pandemic in higher education students include increased cases of anxiety ( Wang et al., 2020 ), depression, eating disorders, alcohol and drug consumption ( Kohls et al., 2020 ), stress ( Van de Velde et al., 2020 ), among others.…”

Need analysis to develop a generative learning model with a cognitive conflict strategy oriented to creative thinking in the Computational Physics course

“…Based on the above results, the need for Computational Physics learning is a statement of challenges for each topic to arouse curiosity, learning resources other than textbooks provided by the lecturer, changes in strategies and methods as well as learning steps by lecturers and directions on how to make algorithms for solving Physics phenomena with computation, based on numerical analysis. Based on factor analysis,we found that the formulated as a factor model influenced the generative learning model with the cognitive conflict creative thinking orientation (GLCCSCTO) strategy in the Computational Physics course is 𝐹(𝑋) = 0.325𝑋 1 + 0.224𝑋 2 + 0.152𝑋 3 (4) where X1 is attitude towards Computational Physics, X2 is teaching materials and learning models, and X3 is learning style and creative thinking…”

“…Students' creative thinking is seen from how students create innovative ideas or projects when following and working on project assignments in the Computational Physics course. Nevertheless, institutional policies play an important role in shaping and reshaping lecturers' assumptions and practices when the following conditions are met with infrastructure and technology support, and ongoing training [4]. So, according to the opinion of students who want changes in strategies and methods as well as learning steps (changes in learning models).…”

“…Routine evaluation and assessment of instructor needs related to learning is important to ensure the needs of instructors in the academic field [3]. Institutional policies play an important role in shaping and reshaping lecturers' assumptions and practices when the conditions are met with infrastructure and technology support, and ongoing training [4]. Therefore the needs analysis is an integral cycle with program development, implementation and evaluation of learning, as well as the Computational Physics course Computational Physics course is directed at the explanation and understanding of physical phenomena obtained from the findings in experiments with approach methods in formulating natural phenomena in a simulation.…”

EFL Students’ Perception of Speaking Course through Debating Process during the Pandemic

“…During this certain condition, the courses of teaching-learning are conducted through the online-based platform. As stated by (Alhawsawi & Jawhar, 2021), this sort of teaching and learning may include bundled self-directed course material and learning exercises in a variety of LMSs, as well as interactive online sessions using a variety of technologies.…”