The Experiences of Emergency-Remote Teaching Via Zoom: The Case of Natural-Science Teachers Handling of Deaf/Hard-of-Hearing Learners in South Africa

Adigun, Olufemi Timothy

doi:10.26803/ijlter.21.2.10

Cited by 11 publications

(19 citation statements)

References 15 publications

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“…It is worth mentioning that six studies focus on the teaching of specific subjects, which are Physical Education (Kaya, 2021;Centeio et al, 2021), English as a second language (Ludovico et al, 2021;Denardi et al, 2021), STEM (DeCoito and Estaiteyeh, 2022) and technical subjects (Code, Ralph and Forde, 2022), and two others focus on the teaching of students with Special Educational Needs (Toquero, 2021;Schuck and Lambert, 2020;). There is also one study whose objective was to investigate the case of Natural-Science teachers of Deaf/Hard-of-Hearing Learners (LDHH) (Adigun, 2022).…”

Section: A Description Of the Selected Studiesmentioning

confidence: 99%

“…Communication and interaction with students Nilsberth et al, 2021;Alakrash e Razak, 2021;Seabrae et al, 2021;Marshall, Shannon e Love, 2020;Haskova, Havettova e Vogelova, 2021;Toquero, 2021;Code, Ralph e Forde, 2022;Shamir-Ibal e Blau, 2021;DeCoito e Estaiteyeh, 2022;Kamal and Illiejan, 2021;Denardi et al, 2022;Centeio et al, 2021;Woltran et al, 2021;Adigun, 2022;Kaya, 2022 Increased workload and longer working hours.…”

Section: Difficulties and Challenges Authorsmentioning

confidence: 99%

“…The study by Alghamdi and Al-Ghamdi (2021) sought to understand the views of elementary school teachers in Saudi Arabia and their concerns regarding school education during the pandemic and its impacts on teaching and the development of skills for the 21 st century. Toquero (2021) and Schuck and Lambert (2020) explored the challenges faced by Special Education teachers, the teaching strategies used throughout the pandemic and what they expect from Inclusive Education after the pandemic also, more specifically Adigun (2022) has investigated if the teachers were able to teach LDHH via Zoom and their challenges and successes. Anderson (2021) investigated not only problems experienced by elementary school teachers, but also the effectiveness of ERT, as well as its potential, limits, and possible influences on in-person teaching.…”

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confidence: 99%

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Teachers’ Perception During Pandemic Times: Challenges, Opportunities and Changes

Peralta¹,

Ramos²,

Engel³

2023

IJHSR

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This integrative literature review aimed to analyze research on teaching action and the challenges, opportunities, and changes in teaching from the basic education teachers' perception during the pandemic era considering the methodologies adopted in research carried out. Regarding the challenges, most teachers identified three areas of difficulties: interaction and communication, student motivation and coordination and learning assessment. Although it was a period of tensions, it was also perceived as a window of opportunity for changes in teaching practices. Develop new skills and knowledge, especially about educational technology, and rethink new ways of teaching and learning were the main opportunities perceived by teachers. As for the changes, they realized technological, pedagogical and social changes on the teaching action.

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Section: A Description Of the Selected Studiesmentioning

confidence: 99%

Section: Difficulties and Challenges Authorsmentioning

confidence: 99%

mentioning

confidence: 99%

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Teachers’ Perception During Pandemic Times: Challenges, Opportunities and Changes

Peralta¹,

Ramos²,

Engel³

2023

IJHSR

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“…Deaf learners refer to those groups of learners who experience difficulties with hearing and as a result have significant challenges at responding to oral instructions (Adigun, 2022; Adigun et al, 2021; Leton & Dosinaeng, 2019; Moroe & de Andrade, 2018). According to Adigun (2022), deaf learners are at a disadvantage in situations where oral communication without the support of visual reinforcement is allowed. Although the condition associated with deafness is heterogeneous.…”

Section: Background To the Studymentioning

confidence: 99%

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

Adigun,

Kent,

Khanare

et al. 2023

Research in Spec Educ Needs

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There is yet a concerted effort directed to ameliorate mathematics anxiety (MA) among deaf learners especially in Nigeria. Hence, this study examined the effects of rational emotive behavioural and relaxation therapies on MA among deaf learners. The study adopted the quantitative quasi‐experimental research design. A purposive sampling method was adopted to select three schools for the deaf in Oyo state. A random sampling procedure was employed to select 60 deaf learners who were assigned to two experimental groups and the control group. The Mathematics Anxiety Scale was used to screen participants, while a Mathematics Achievement Test was used for data collection. Data gathered were analysed using analysis of covariance and a descriptive chart. Findings revealed the efficacy of the two therapeutic interventions on the reduction of MA among the participants. The estimated mean difference between the treatments (rational emotive behavioural therapy = 5.537; relaxation therapy = 3.867) and control groups (1.670) showed higher potency of rational emotive behavioural therapy for reduction in MA among deaf learners than relaxation therapy. Based on the findings, it is important that mathematics teaching environment should be rich with tangible instructional materials that speak specifically to the emotion and cognitions of deaf learners.

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“…Una herramienta bastante aplicada en las escuelas fueron las videoconferencias mediante ZOOM, las cuales permitieron la interacción sincrónica con los estudiantes y compartir recursos, y las aplicaciones con las que cuenta posibilitó formar salas para trabajos en equipo, las cuales ayudaron en realizar trabajo colaborativo y recibir retroalimentación personalizada o al equipo por parte del docente (Adgun, 2022).…”

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El aprendizaje de ciencia por indagación.

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Pazos

Sedano

2022

dilemas

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La indagación es un proceso que permite a los estudiantes analizar, cuestionar y formular supuestos académicos, con los cuales pretenden dar solución a los problemas cotidianos de su entorno; en Perú es parte de los contenidos curriculares del área de Ciencia y Tecnología, a pesar de los desafíos que se afrontaron durante la emergencia sanitaria por el COVID-19, fue una de las materias priorizadas. Se formuló como objetivo explorar el aprendizaje de ciencia por indagación, mediante una revisión de la literatura académica, para lo cual se empleó como metodología el enfoque cualitativo mediante la revisión sistemática narrativa, llegando a la conclusión, que la indagación como estrategia de aprendizaje-enseñanza aplicada permite desarrollar las competencias científicas en los estudiantes.

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The Experiences of Emergency-Remote Teaching Via Zoom: The Case of Natural-Science Teachers Handling of Deaf/Hard-of-Hearing Learners in South Africa

Abstract: The Experiences of Emergency-Remote Teaching Via Zoom: The Case of Natural-Science Teachers Handling of Deaf/Hard-of-Hearing Learners in South Africa.

Cited by 11 publications

References 15 publications

Teachers’ Perception During Pandemic Times: Challenges, Opportunities and Changes

Teachers’ Perception During Pandemic Times: Challenges, Opportunities and Changes

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

El aprendizaje de ciencia por indagación.

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