Zooming?! - Higher Education Faculty Perspectives

Leiba, Moshe; Gafni, Ruti

doi:10.28945/4791

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Stowell (Stowell et al 2010) investigated the effects of online testing, exam performance, and test anxiety by giving online testing as an alternative to taking classroom exams. Leiba (Leiba et al 2021) investigated faculty's perspective on various benefits, challenges, and insights on distance teaching associated with both students and teachers. The significant challenges on students' potential for success were investigated by Stewart (Stewart et al 2021) under the COVID-19 pandemic and will be elaborated later in the Research Method section.…”

Section: Literature Reviewmentioning

confidence: 99%

Administering Online Environment Pedagogies for Science and Technology Undergraduate Students under COVID-19 Pandemic

Sophatsathit

2024

Intl. J. Rel.

View full text Add to dashboard Cite

This article establishes an online environment planning and management for science and technology instruction that can be carried out as effective as off-line learning in Thailand. An undergraduate online environmental model is devised alongside the off-line counterpart to compare their viability from the corresponding environmental aspects. Four administrative factors, namely, number of students per section, subjects taken, assignments, and frequency of students’ participations are employed as the bases for determining the optimal class size that is suitable for online environment planning with the help of the well-established Linear Programming technique. We find that financial support on training, equipment, network and infrastructure to institution, instructors, students, and out-of-school connectivity are the critical success factors for a fruitful online environment in the COVID-19 pandemic and beyond. In addition, some student’s behavior, study preparation, and attitude are also revealed. The psychological impacts on student’s life are utmost important that the university must heed. Consequently, administration must not emphasize too much on study results and overlook this human aspect.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Administering Online Environment Pedagogies for Science and Technology Undergraduate Students under COVID-19 Pandemic

Sophatsathit

2024

Intl. J. Rel.

View full text Add to dashboard Cite

show abstract

“…Cognitive overload, which is also called 'mental fatigue', reflects a learning-related emotional state since it can affect engagement and performance (Atiomo, 2020). Teachers of higher education have reported high levels of fatigue and tiredness in the first months of the Covid-19 pandemic, mainly due to the number of online courses, visual load, and "Zoom" fatigue (Leiba & Gafni, 2021).…”

Section: Useful Terms and Definitionsmentioning

confidence: 99%

Socio-Emotional Characteristics of Emergency Distance Teaching: A Mixed-Method Investigation in Greece

Tzafilkou

Perifanou

Economides³

2022

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: The study examines the teachers’ perceptions towards a set of socio-emotional characteristics of distance education (DE) in primary and secondary schools during the Covid-19 pandemic. The examined characteristics include perceived joy, stress, effort/fatigue, isolation, inclusiveness, and collaboration/interaction. Background: The transition to emergency distance education had a large socio-emotional impact on teachers. Recent evidence certifies an increase in mental health issues like stress and load. Studies also recognized online teaching barriers including difficulties in communication and interaction with students. This study focuses on the examination of the socio-emotional characteristics of distance education as perceived by primary and secondary education teachers in Greece. The study also investigates differences between primary and secondary education, teaching disciplines, and the role of individual factors like gender, age, and experience. Methodology: The study used a mixed-method research design with closed-ended and open-ended questions on a sample of 845 teachers of primary and secondary education in Greece. The closed-ended questionnaire consisted of 19 items of socio-emotional DE characteristics, measured in a 5-point bipolar format. Exploratory Factor Analysis (EFA)was conducted on 16 items, indicating three components: (a) effort/fatigue, (b) inclusiveness, and (c) collaboration/interactivity. A single-item scale was considered for joy, fatigue, stress, and isolation. The finalized measurement model was evaluated in terms of item loadings, reliability of measures, convergent, and discriminant validity, with the help of the SmartPLS software. Descriptive statistics and percentages were calculated with the help of SPSS software. Because of the non-normal distribution of the data, non-parametric methods of Mann-Whitney and Kruskal-Wallis were performed to examine significant differences in teacher groups. The qualitative part of the analysis was conducted on text data received from two open-ended questions, on a sample of 602 cases. The identified qualitative constructs were investigated through content thematic analysis focusing on the identification of the socio-emotional codes and references, excluding non-relevant themes and cases. Contribution: The findings of the study contribute towards the deeper understanding of the teachers’ psychological or emotional state during the early stage of the Covid-19 emergency DE, as well as on the role of individual and other factors like gender, age, teaching stage, and teaching subject. The results can be leveraged during or after the pandemic, to design pedagogical or psychological practices and strategies to encourage and facilitate the teachers’ transition to DE. Findings: A measurement model of the teachers’ perceived socio-emotional characteristics towards emergency distance education was developed and validated. The model includes the components of: (a) effort/fatigue, (b) inclusiveness, (c) collaboration/interactivity, (d) isolation, (e) joy, and (f) stress. The quantitative results indicated that teachers experienced increased levels of fatigue, and perceived DE as difficult and time-consuming. Teachers of primary education reported significantly lower levels of perceived collaboration/interaction than secondary teachers. Female teachers reported significantly higher scores of both joy and stress, while the youngest age groups expressed the highest scores of joy. The teaching subject also revealed differences in fatigue. Through qualitative analysis, this study also identified several socio-emotional thematic codes revealing the teachers’ difficulties in interaction and communication with students as well as a set of emotional attributes like fatigue, joy, and stress. Recommendations for Practitioners: Teachers should modify their face-to-face teaching material and adjust it to online teaching principles, avoiding future load and frustration. Different approaches should be implemented in primary and secondary education and indifferent teaching disciplines. Also, teachers should be trained on DE-oriented digital skills, ICT competencies, and socio-emotional skills, e.g., by receiving psychological and socio-emotional support from experts. Strategies to decrease fatigue and stress, especially in synchronous teaching should be traced by schools and educators. Recommendation for Researchers: The findings provide theoretical evidence on the teachers’ socio-emotional attitude towards DE and their experiences in the first stages of the emergency remote education due to the Covid-19 pandemic. Impact on Society: This research highlights the perceived DE characteristics and the barriers to online teaching during Covid-19. Schools, educators, and society should collaborate to provide awareness and opportunities for successful distance education practices. Future Research: The survey is based on individual self-reported measures, and this restricts the deeper understanding of the findings. Hence, future research should extend this work by using different methods of data collection like for instance observations, course recordings, interviews, or focus groups.

show abstract

“…: The Team-Teaching Producer/Presenter Model for Virtual Classrooms As a result of this oversight, by the end of 2020, many faculty found themselves struggling to maintain an engaging, student-centered virtual classroom (Leiba & Gafni, 2021). Worldwide, faculty and students alike experienced frustration, exhaustion, disengagement, and burnout (Leiba & Gafni, 2021;Mortazavi & Salehabadi, 2021). Some institutions were ready to abandon virtual learning completely in favor of returning to the classroom (Davis et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Stop Trying to Do It All! The Team-Teaching Producer/Presenter Model for Virtual Classrooms

Porter¹,

Reddish²

2022

tales

View full text Add to dashboard Cite

While teaching during a global pandemic has had many challenges, perhaps the greatest challenge facing faculty has been pivoting to a virtual format. Research has indicated for years that a “producer” should facilitate virtual teaching, improving the experience for the presenter and participants, but many faculty attempted to “do it all,” teaching virtual classes solo. We employed team-teaching as we combined 2 virtual sections of our first year composition course (FYC) with one instructor acting as “presenter” and the other acting as “producer” to explore whether the team-teaching producer/presenter (TTPP) model of virtual teaching could increase student success rates and create a sustainable model for faculty. Using practical action research, we collected data from different course modalities of FYC sections at our institution over a period of 2 years to compare pass rates, retention rates, and student evaluation data across all sections of our FYC to our TTPP virtual sections; we analyzed our student feedback from various surveys; and we included our own anecdotal observations. Our preliminary findings showed improved pass/retention rates over those of solo virtual and hybrid virtual sections. Our student-evaluation numbers were among the highest across all sections of FYC. Overall, these findings suggest that there are many new opportunities for research to further demonstrate that virtual teaching, especially in the TTPP model, should persist beyond pandemic necessity and become a sustainable and affordable additional model for remote learning.

show abstract

Zooming?! - Higher Education Faculty Perspectives

Cited by 4 publications

References 0 publications

Administering Online Environment Pedagogies for Science and Technology Undergraduate Students under COVID-19 Pandemic

Administering Online Environment Pedagogies for Science and Technology Undergraduate Students under COVID-19 Pandemic

Socio-Emotional Characteristics of Emergency Distance Teaching: A Mixed-Method Investigation in Greece

Stop Trying to Do It All! The Team-Teaching Producer/Presenter Model for Virtual Classrooms

Contact Info

Product

Resources

About