Tea or tears: online teaching during the COVID-19 pandemic

Teng, Mark Feng; Wu, Junjie Gavin

doi:10.1080/02607476.2021.1886834

Cited by 46 publications

(22 citation statements)

References 4 publications

(3 reference statements)

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“…Nonetheless, the current study participants were concerned about the students' technical difficulties (i.e., Internet connectivity, a broken microphone [intentionally or unintentionally]). This result is supported by findings of previous studies, which posited that technical skills, access to equipment, and abilities to use technology were teachers' concerns in online teaching (Kakkad, 2021;Dhawan, 2020;Sobaih et al, 2021;Teng & Wu, 2021).…”

Section: Discussion Of Resultssupporting

confidence: 84%

“…Teacher satisfaction in online learning is dependent on several factors, including their perceptions about the effectiveness of online teaching, support from institutions, online interaction, and many other academic and non-academic issues (Daniel, 2020;Kuo et al, 2014;Pakkad, 2021;Sobaih, 2021). During the pandemic, teachers played a key role in innovating and designing flexible programs to suit live online teaching and learning (Dhawan, 2020;Teng & Wu, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Confronting with new forms of teaching and lacking prior experience and alternative solutions, many teachers found it hard to come up with effective strategies to deliver online lessons, especially senior ones (Cataudella et al, 2021). Their challenges were numerous, including lack of technical support from their institutions, adoption to online teaching, and managing personal life with work life and mental stress (Kakkad, 2021;Hermanto & Srimulyani, 2021;Teng & Wu, 2021). As the teaching and learning environment was new to many teachers, their biggest concern was the learners' interaction with content, peers, and instructors.…”

Section: Literature Reviewmentioning

confidence: 99%

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Online Teaching Satisfaction amid the Covid-19 Pandemic: Evidence from a Vietnamese Higher Education Context

Pham¹,

Nghiem²

2022

ijte

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The COVID-19 pandemic has forced most higher education institutions around the globe to move their teaching and learning to online modes. This has had enormous impacts on teachers, especially those with limited experience in online teaching. This study was conducted to identify significant predictors of teacher satisfaction and their live online teaching experience during the coronavirus pandemic in Vietnam. The study used a mixed-methods approach with exploratory factor analysis, multiple regression techniques, and thematic analytical strategies to analyze survey data from 206 Vietnamese university lecturers. The study results indicated that online interaction, support from the institution, technology-related issues, and students' online efficacy were the key factors affecting lecturer satisfaction. In addition, the study results offer practical implications for educational managers in their long-term investment in online education in a developing country context.

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Section: Discussion Of Resultssupporting

confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Online Teaching Satisfaction amid the Covid-19 Pandemic: Evidence from a Vietnamese Higher Education Context

Pham¹,

Nghiem²

2022

ijte

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“…In common with other students, our learners have been much more engaged in discussion and asking questions in the virtual classroom using text chat facilities, which appear to have given students increased agency, so they feel able to conduct in-class discussions, either with the teacher or with peers (Teng & Wu, 2021). This has been a welcome effect of moving online and should be considered when thinking about how students want to communicate with us.…”

Section: Discussionmentioning

confidence: 99%

Togetherness: The central tenet of an effective institutional online pivot

Singer

Bellamy²,

Brown³

et al. 2021

JPAAP

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This case study explores a collective response to the challenges of learning and teaching within the College of Science and Engineering at the University of Glasgow, in the context of the COVID-19 pandemic. The College comprises seven diverse schools, each of which has a rich and heterogeneous pedagogical culture. As soon as national lockdown commenced, we identified an immediate priority to devise and implement a flexible approach to learning and teaching for the incoming academic year, largely a ‘move to online’ as characterized by Crawford et al. (2020). Flexibility was an inherent requirement of our approach because of the uncertainties we faced: would students be able to attend any events on campus? would students be in a common time zone? would learners and teachers have high-quality internet connectivity? This narrative report describes our institutional strategy over nine months, from the formation of an interdisciplinary flexible learning committee, through the various stages of planning, to the successful delivery of a semester of remote teaching. We explore various factors that contributed to this positive outcome. Activities to support our institutional pivot include: (1) identifying local champions for remote learning and teaching; (2) developing exemplar specifications for model courses; (3) trialling early adoption of new technology platforms; (4) mediating central messaging to each teaching unit; (5) sharing good practice within and between teaching units; (6) developing remote labs; (7) incorporating student experience in a dynamic feedback loop; and (8) supporting student wellbeing. The common theme running through these activities is the sense of a “campus collective” (Fernandez & Shaw, 2020). While none of the individual aspects is novel, their synthesis has resulted in a successful online pivot for a broad academic community of more than 5000 learners and teachers.

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“…Teachers also employed coping strategies in dealing with the demanding tasks brought by the pandemic. They learned to go with the digital trends of education, learning technological skills needed to effectively perform their jobs during the pandemic (Dawadi et al, 2020;Klapproth et al, 2020;Teng & Wu, 2021).…”

Section: Coping Strategiesmentioning

confidence: 99%

Elementary Teachers’ Challenges and Coping Strategies in the Radio-Based Instruction and Modular Distance Learning

2022

IJSSES

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This study explored the coping strategies of the teachers in new normal education. The study used a qualitative transcendental phenomenology design to explore the coping strategies of teachers in the implementation of radio-based instruction and modular distance learning during the pandemic. The researchers interviewed ten teacher participants from the Division of Tangub City, Philippines. Following the phenomenological data analysis, categories emerged based from the interview transcripts. The coping strategies of teachers in the new normal are problem-focused and emotion-focused. The problem-focused coping strategies are problem-solving, time management, and social support. For emotion-focused coping, the sub-themes are reframing, having a positive attitude, and praying for guidance. Thus, teachers, regardless of their years of experience, have similar coping strategies to overcome challenges. The study also found the importance of the administrators' role in developing training and webinars for the teachers' psychological health to be efficient and effective in their work.

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Tea or tears: online teaching during the COVID-19 pandemic

Cited by 46 publications

References 4 publications

Online Teaching Satisfaction amid the Covid-19 Pandemic: Evidence from a Vietnamese Higher Education Context

Online Teaching Satisfaction amid the Covid-19 Pandemic: Evidence from a Vietnamese Higher Education Context

Togetherness: The central tenet of an effective institutional online pivot

Elementary Teachers’ Challenges and Coping Strategies in the Radio-Based Instruction and Modular Distance Learning

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