Teachers’ instructional responses to the COVID-19 pandemic

Vahle, Courtney; Araujo, Zandra de; Han, Jaepil; Otten, Samuel

doi:10.1016/j.tate.2023.104040

Cited by 9 publications

(9 citation statements)

References 17 publications

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“…The institute and the training centres can review the processes and systems that constrain the adoption of blended learning and innovation [85]. They can revisit policies (or determine the absence thereof) that significantly contribute to breaches in teaching-learning management [88]. They can be geared towards providing coordinated institutional support to both the students and teachers to implement blended learning effectively [78].…”

Section: Enhancement Of Management Practices In the Delivery Or Imple...mentioning

confidence: 99%

Management practices in the implementation of police curriculum through blended learning

Bolinget,

Soliba

2024

Educ. Technol. Q.

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Few studies were found to have focused on curriculum implementation and management in police education vis-à-vis utilization of blended learning. Thus, this study, utilizing the embedded mixed-method design, determined the commonly employed management practices of the police training centres in implementing their curriculum through the blended learning approach in the Philippines and further identified the challenges encountered during the implementation. This study revealed that training centres have commonly employed management practices in classroom instruction, examination administration, non-academic activities, and management. Likewise, they effectively achieve the curriculum goals, deliver the subject matter, and provide learning experiences. However, minor challenges such as technological concerns, financial constraints, and human resource concerns emerged. Henceforth, providing appropriate infrastructure, promoting personnel welfare, enhancing learning experiences, investigating the causes of challenges, and adopting adaptive ways were suggested.

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Section: Enhancement Of Management Practices In the Delivery Or Imple...mentioning

confidence: 99%

Management practices in the implementation of police curriculum through blended learning

Bolinget,

Soliba

2024

Educ. Technol. Q.

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“…The COVID-19 pandemic suddenly, profoundly, and repeatedly restricted the context of teaching and learning (e.g., Reimers, 2022;Sonnenburg et al, 2022) and teachers had to constantly adjust to these changes (e.g., Vahle et al, 2023). In this regard, Vahle et al (2023) found that teachers who had already used digital tools in flipped classroom settings were better prepared to adjust to emergency remote teaching during the pandemic. In addition to didactic challenges, teachers reported health concerns and high levels of extra workload during the pandemic (Klusmann et al, 2023).…”

Section: The Covid-19 Pandemic As a Challenging Condition For Teachingmentioning

confidence: 99%

“…Regarding teaching during the pandemic, there are two distinct scenarios to consider: school closures accompanied by emergency remote teaching, and restricted face-toface teaching. Emergency remote teaching we assumed as highly stressful for teachers, especially for those not used to digital teaching and those not equipped to do so (e.g., Vahle et al, 2023). Therefore, the implementation of cooperative learning during emergency remote teaching seemed very unlikely.…”

Section: Research Questionsmentioning

confidence: 99%

“…Consequently, the provision of high-quality learning environments (e.g., cooperative learning implementation) may also have changed as a result of the pandemic (cf. Vahle et al, 2023). The pandemic may have affected the potential to implement cooperative learning in particular, since face-to-face teaching was restricted and social distancing was promoted for several months (Sonnenburg et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Cooperative learning before and during the COVID-19 pandemic: the predictive power of teacher expertise

Ries,

Wolf,

Baier-Mosch

et al. 2024

Learning Environ Res

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The present study aimed to investigate the relative predictive power of teachers’ beliefs about cooperative learning, their participation in professional development courses on cooperative learning, emotional exhaustion, and the frequency of cooperative learning implementation before the outbreak of the COVID-19 pandemic for the frequency of cooperative learning implementation during the COVID-19 pandemic. Two hundred and sixty-eight German teachers participated in an online survey in the spring of 2021 (retrospective self-reports, cross-sectional). The study revealed three key findings: first, teachers used cooperative learning significantly less often in face-to-face teaching during the pandemic than before the pandemic. Second, teachers’ positive beliefs about cooperative learning and their participation in professional development courses predicted the frequency of cooperative learning implementation before the pandemic. But, third, neither of these aspects of teachers’ expertise predicted the implementation of cooperative learning in face-to-face teaching during the pandemic. Only the frequency of implementation before the pandemic predicted implementation during the pandemic which may point to the value of routine in times of crisis. Our findings suggest that the predictive power of aspects of teacher expertise (such as their beliefs) varies with contextual conditions.

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“…This is because there is a risk that a partnership university could interpret such differences as an indication of reluctance to engage in exchange, cooperation and mobility [18]. Online learning platforms, remote laboratory simulations and online proctoring are repair strategies used for breaching normal classroom norms during COVID-19 [19]. Many TNHE institutions have developed or adopted online learning platforms that allow the teaching faculty to prepare course materials and conduct virtual classes from anywhere in the world [20].…”

Section: Tnhe During the Covid-19 Pandemicmentioning

confidence: 99%

The Development and Validation of an Instrument to Collaborative Teaching Assessment under the Impact of COVID-19 through the SECI Model

Wang

Kim

2023

Sustainability

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Information and communications technology (ICT) has bridged the gap between students and universities during the COVID-19 pandemic. As COVID-19 brings pandemic pedagogy to transnational higher education (TNHE), the emergent response of Chinese universities to this disruption to education has been to update practices to tackle the pedagogical and contextual differences in transnational education. However, few studies have examined the impact of the pandemic on TNHE through the lens of the socialization, externalization, combination and internalization (SECI) model and investigated the extent to which teaching faculty can co-construct knowledge in collaborative teaching with the assistance of ICT. This study uses the theoretical framework of the SECI model to explore whether collaborative teaching was effective in TNHE during COVID-19. A quantitative questionnaire is conducted to examine the joint knowledge production by adding information technology utilization to the four knowledge-creation and knowledge-conversion processes. Finally, the study explores a SECI knowledge-creation model with technology integration for discussing collaborative teaching quality during COVID-19. The results imply that collaborative teaching management can be linked to the multidimensions of knowledge generation and transfer. It also recommends that pedagogical knowledge and technological expertise can enhance instructional design and teaching practices from the knowledge perspective and achieve sustainable development in THNE.

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Teachers’ instructional responses to the COVID-19 pandemic

Cited by 9 publications

References 17 publications

Management practices in the implementation of police curriculum through blended learning

Management practices in the implementation of police curriculum through blended learning

Cooperative learning before and during the COVID-19 pandemic: the predictive power of teacher expertise

The Development and Validation of an Instrument to Collaborative Teaching Assessment under the Impact of COVID-19 through the SECI Model

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