Teaching to Connect: Community-Building Strategies for the Virtual Classroom

Berry, Sharla

doi:10.24059/olj.v23i1.1425

Cited by 90 publications

(98 citation statements)

References 27 publications

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“…The results suggest that the teachers were not embedding inquiry-based learning activities. Contrary to what literature suggests, the teachers appeared to not enhance students learning by channeling the inquiry towards specific goals of learning (Ajayi & Angura, 2017), for instance by supporting interaction, altering the structure of teaching activities to create opportunities for social interaction through group work (Berry, 2019;Trevathan & Myers, 2013). It is interesting to note that although the teachers used social media to increase interactions and build social presence, they did not believe that distance learning allows for immediate feedback in the form of just-in-time clarification (Racheva, 2018).…”

Section: Discussioncontrasting

confidence: 77%

“…Interactions in remote education requires the knowledge of navigating through various technological and pedagogical tools (Carmo & Franco, 2019), but the teachers in this study lacked the technological competence of an online tutor. Although teachers considered social media and technology as essential tools for building social presence and creating a community of inquiry, they were not aware of student interactions in distance education contexts, and did not understand the significance of these events in developing students' sense of community (Berry, 2017;Berry, 2019). The results also indicate that the teachers were unable to "balance interaction," build "group cohesion" and facilitate and "model critical discourse" which are "essential for productive inquiry" (Garrison, 2017, p. 7).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers, who are the main point of contact for distance learning students, can play a central role by interacting with students and enabling them to foster a true sense of community in a natural way (Berry, 2019;Garrison, 2017). Although peers can better connect with students, teachers as facilitators can have a great effect on students learning (Demmans Epp, Phirangee, & Hewitt, 2017).…”

Section: Strategies For Creating Communities Of Learningmentioning

confidence: 99%

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Pedagogical Approaches of Intermediate Schoolteachers for Teaching Students by Building Online Classroom Communities during the COVID-19 Pandemic

2020

JEP

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This study explores teachers' perceptions of their pedagogical approaches for teaching students by connecting and building online classroom communities in distance education programs during the COVID-19 pandemic. Participants in this study are teachers from 12 intermediate schools in Kuwait. The study generates survey data from 153 teachers (93 females and 60 males) to determine teachers' perceptions of their pedagogical beliefs, mode of delivery and communication, patterns of interaction and guided inquiry. The findings of the study suggest that teachers are willing to use technology and different modes of communication to connect with students and deliver remote instruction during the COVID-19 pandemic. Although teachers did combine some aspects of both traditional and constructivist approaches and were willing to use technology to bridge the distance created by remote education, they were averse to teaching online and considered face-to-face interaction with students essential. While it is evident that there will be a continuum of technology-based instruction when the teachers transition from face-to-face teaching to fully online remote teaching, the teachers were not aware of interaction patterns which are critical in online distance education. ANOVA results indicate there is no significant difference in the participants' opinions on interaction patterns based on teachers' experience and courses they taught (p=>.05). The descriptive data and the results of ANOVA and Tukey indicate that most teachers, irrespective of their subject specializations or experience, did not consider guided inquiry to be important for distance education. This study has implications for supporting effective technology integration for the delivery of instruction during a pandemic.

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Section: Discussioncontrasting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Section: Strategies For Creating Communities Of Learningmentioning

confidence: 99%

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Pedagogical Approaches of Intermediate Schoolteachers for Teaching Students by Building Online Classroom Communities during the COVID-19 Pandemic

2020

JEP

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“…TP greatly affects the programming expertise of students because a positive correlation exists between the attitude of a learner and the mentoring process (Dahalan, Hassan, & Atan, 2012). When students keep constant interaction with their tutor, they grasp more concepts and discuss their issues with their mentor, This results in a positive impact on students' learning process (Berry, 2019). This study categorizes TP as one of the key factors that influence programming expertise and measures the effect of TP on students' LI.…”

Section: Teaching Practices (Tp)mentioning

confidence: 99%

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Rafique

Hussain

Ahmed

et al. 2020

OLJ

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Modern internet technologies have revolutionized the traditional education by providing flexible and resourceful e-learning opportunities in all the fields of knowledge. Programming constitutes integral part of undergraduate curriculum in computer sciences, and adequate level of programming expertise is expected from the graduates. In this paper, we explore and examine key factors that contribute to developing programming skills among undergraduate students in e-learning. These factors include teaching practices, intrinsic factors, efficacy problems, and learning intentions. We present a research model by integrating teaching practices, intrinsic factors, and efficacy problems with learning intentions of programming. This study involved responses from 460 undergraduate students. Structural Equation Modelling was applied to develop and evaluate the relationship between factors of the model. Experimental results show that teaching practices and student intrinsic motivations play a pivotal role in promoting learning intentions for programming. Further investigation reveals that learning intentions positively affect the programming expertise while the impact of efficacy problems is negative. The results proclaim that well-organized teaching practices and intrinsic factors develop learning intentions in students which overcome the efficacy problems and lead to better programming expertise. This research provides critical implications for policymakers to effectively implement computer science programs in e-learning paradigm.

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“…A sense of community can be created in an online classroom by frequently interacting and engaging with all students who are participating (Berry, 2019).…”

Section: Digital Classroom Google Classroom Blackboard Schoologymentioning

confidence: 99%

Being the Voice of Reason Within Your School Community During a Pandemic and Beyond

Webb

2020

NASN School Nurse

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The voice of a school nurse can be the voice of reason for a school community during a global health crisis. This article briefly examines how school nurses can best use their voices to be both sources of support and agents working against the spread of misinformation. Components of impactful communications will be explored, along with multiple modes of communication. At all times, and especially during unusual health events such as a pandemic, school nurses must create messages that are clear, evidence based, and empathetic toward the school community.

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Teaching to Connect: Community-Building Strategies for the Virtual Classroom

Cited by 90 publications

References 27 publications

Pedagogical Approaches of Intermediate Schoolteachers for Teaching Students by Building Online Classroom Communities during the COVID-19 Pandemic

Pedagogical Approaches of Intermediate Schoolteachers for Teaching Students by Building Online Classroom Communities during the COVID-19 Pandemic

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Being the Voice of Reason Within Your School Community During a Pandemic and Beyond

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