Working with Local, State and Federal Partners to Address Health Education Needs of Hurricane Katrina evacuees in Houston

Hoover, D. Michele; Dopson, Stephanie A.; Drehobl, Patricia

doi:10.1080/19325037.2010.10599136

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…Beyond South Africa, there is a small body of literature on the use of blended and online education in unstable learning environments. This includes the use of educational technology in response to displacement, such as through the Syrian conflict (Tauson & Stannard, 2018;UNESCO, 2018); or natural disaster, such as through the floods following Hurricane Katrina (Hoover, Dopson & Drehobl, 2010). In the wake of the Christchurch earthquakes of 2010 and 2011, academics at the University of Canterbury in New Zealand adopted technologically enhanced teaching practiceswhat they called "resilient blended learning"to ensure that teaching could proceed despite significant disruption, dislocation and displacement (Mackey, et al, 2012;Tull, Dabner & Ayebi-Arthur, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

Czerniewicz

Trotter

Haupt

2019

Int J Educ Technol High Educ

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During the period 2015-2017, student protests and university shutdowns rocked the higher education sector in South Africa, with key issues being raised regarding student exclusion based on financial, epistemological and cultural grounds. In this highly politicised and contested environment, some universities decided to use blended and online delivery as a strategy to enable the academic year to be completed and all curriculum to be covered, despite the disruptions. This was a controversial decision politically and a challenging one practically. From the perspective of the academics at the University of Cape Town (UCT), this paper draws on interviews with educators in three broad disciplinary areas to explore their views, practices, and experiences regarding the use of online materials in these unique circumstances. Activity Theory provides a framework to consider the issues systemically and to identify the tensions and contradictions in the system.

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Section: Literature Reviewmentioning

confidence: 99%

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

Czerniewicz

Trotter

Haupt

2019

Int J Educ Technol High Educ

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“…In other crisis situations, for example, in the United States, in August 2005, in the context of Hurricane Katrina, in which thousands of people had to be evacuated (Hoover, Dopson, & Drehobl, 2010); in New Zealand, at the time of the Christchurch earthquake in 2011 (Mackey et al, 2012); in Afghanistan, multiple situations of violence and conflict forced the suspension of classes, and used alternative systems such as radio and DVDs to guarantee continued access to education (Davies & Bentrovato, 2011); in Syria, in response to displacement during the conflict, the use of EdTech -Educational Technology (Tauson & Stannard, 2018). Hodges, Moore, Lockee, Trust and Bond (2020) refers to the ERT as an unexpected form of education that emerges on the sequence of a catastrophe and as an alternative to the traditionally classic, physical, and face-to-face learning system.…”

Section: Introductionmentioning

confidence: 99%

Face-to-Face and Remote Learning During the Confinement Due to Covid19: The Experience of Higher Education Students

Leal

Chaleta

2020

IJHEP

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Due to COVID19 disease contingencies, in several countries, universities were forced to replace the face-to-face classes for a non-face-to-face system, also called as Emergency Remote Teaching - ERT. In this scenario, both teachers and students experienced several challenges and had to adapt to new ways of teaching and learning. The goal of this study was to understand how students experienced this situation. Through a qualitative methodology, we interviewed eight higher education students from social sciences scientific areas. Thematic analysis was used to identify and interpret patterns and themes in students’ responses. Results show that students experimented several difficulties at different levels: cognitive level (e.g., attention, concentration, and information storage), motivational (e.g., demotivation to study), tiredness; organizational (e.g., time and tasks management), and social level (e.g., interpersonal relationship and lack of contact with people). These results bring new knowledge to this problematic area and can be useful for students, teachers, and higher education institutions.

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“…While instances of higher education pivoting to ERI are rare, examples exist due to emergencies, such as wildfires (Johnson, 2019) and hurricanes (Fink, 2019;Hoover et al, 2010). In some cases, these emergencies resulted in substantial long-term changes at the universities (Krane et al, 2007).…”

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confidence: 99%

Faculty perceptions of emergency remote instruction.

Fleck¹,

Garris²

2021

Scholarship of Teaching and Learning in Psychology

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During spring 2020, the SARS-CoV2 virus (COVID-19) pandemic forced courses to transition to emergency remote instruction (ERI). A nationwide sample of 276 faculty members identified a course that transitioned and evaluated their perception of the course. The faculty also reported on their affect, desire to teach online, and experience with online instruction. Results indicate that ERI courses had relatively low enjoyment, learning, engagement, and perceived course quality. Instructors perceived that flexibility increased. Perceptions of course variables were related to instructor affect and desire to teach online. History of teaching online and past online instruction training did not affect perceptions of the variables. The discussion suggests the importance of flexibility in ERI and the need for ERI training.

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Working with Local, State and Federal Partners to Address Health Education Needs of Hurricane Katrina evacuees in Houston

Cited by 6 publications

References 2 publications

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

Face-to-Face and Remote Learning During the Confinement Due to Covid19: The Experience of Higher Education Students

Faculty perceptions of emergency remote instruction.

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