Experiences of teaching and learning in K-12 physical education during COVID-19: an international comparative case study

The study aimed at exploring the implementation of physical education (PE) teaching during the Covid 19 Pandemic at elementary schools of sub-district of Balung, Jember, Indonesia. This descriptive research which follows the quantitative approach implemented the survey method using one shot case study. The samples participating in the study are 12 SE teachers. In order to gather the data, a questionnaire was distributed to the participants online through Google Form, containing 10 items. The data obtained were analyzed in descriptive quantitative through percentage. The findings indicate that all participants (100%) conduct the teaching and learning, where 50% of them delivered the teaching in online learning and 58% confirmed that the learning adheres to the lesson plans. Moreover, 67% of the participants informed that the learning materials are in the same order as stated in the lesson plans, 67% used WhatsApp groups as their teaching media, 67% of the participants informed that their students were enthusiastic and participated actively in the class, 50% have cooperated with their students’ parents for supporting learning, 67% of them stated the assessment was based on submitted exams and tasks, 58% stated that the assessment was less effective. Meanwhile, the analysis of learning indicators reveal that generally 41% of the participants claim difficulties in accessing good Internet connection, and 42% of the participants’ students could not afford smartphones for their learning and thus could not submit their tasks. Briefly the Covid 19 pandemic does not hamper the conduct of teaching and learning though it is now delivered online, however, in general the study found that the teaching and learning is less effective; therefore, more attention needs to be paid to students especially with their obstacles in using the learning media and accessing proper Internet connection.

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Transforming the K-12 Classroom with ICT

Information Communication Technologies ◽

10.4018/978-1-59904-949-6.ch152 ◽

2008 ◽

pp. 2084-2103

Author(s):

Colin Baskin

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

School Administrators ◽

Learning Technologies ◽

Online Classrooms ◽

Technology Classroom ◽

Information And Communication ◽

K 12

This chapter begins with four very public examples of how K-12 education providers across Australia are attempting to assimilate new teaching and learning technologies into existing teaching and learning structures. The transition as predicted is not altogether smooth, and questions are raised as to where and how the discourses of literacy, education, and technology converge in the information and communication technology classroom. The discussion presents a layered case study that brings together the practical discourse of the teacher, the new discourses of literacy, teaching and learning confronting our students, and the challenge these provide to the management discourse of school administrators. In doing so, it points conclusively to the fact that new configurations of learning are at work in our online classrooms.

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The Parental Perspective over the Use of iPads in Primary and Middle Years of Schooling

Mobile Devices in Education ◽

10.4018/978-1-7998-1757-4.ch045 ◽

2020 ◽

pp. 773-786

Author(s):

Abdullah Ismail ◽

Anthony Cashin

Keyword(s):

United Arab Emirates ◽

Mixed Methods Research ◽

Teaching And Learning ◽

Local Context ◽

Positive Role ◽

Policy Makers ◽

Educational Paradigm ◽

K 12 ◽

Published Research

Apple's iPad and other forms of tablet are reportedly gaining increasing popularity within the academic premises. Most of the published research on this topic has highly admired the positive role and impact of iPads on teaching and learning practices, as if an exogenous technological induction in any local context would essentially revolutionize and transform the whole educational paradigm; however, some recent publications also highlight the parental and policy-makers' concerns over the undesired consequences of technological obsession in educational development. The current study aims at bringing a balanced view on this crucially important topic. The study employs mixed methods research and it uses Ajman Academy, a renowned K-12 institution in the United Arab Emirates, as a case study. This research concludes that due to the relative immaturity of these young children, they cannot be left alone to make their own technological choices. Hence, adopting an over-ambitious approach in terms of technological adoption, without properly understanding the nuances and complexities of a local context; may possibly put these children in a vulnerable situation, and thus likely exposed to many unintended and undesired consequences.

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The integration of ICT in educational process in IB education—A comparative case study

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v6i1.4170 ◽

2019 ◽

Vol 6 (1) ◽

pp. 192-204

Author(s):

Panagiotis Pantzos

Keyword(s):

Critical Theory ◽

Critical Pedagogy ◽

Teaching And Learning ◽

International Baccalaureate ◽

Educational Process ◽

Comparative Case Study ◽

Teachers Perceptions ◽

Integration Of Ict ◽

Critical Theory Of Technology

This study aims to gain a deep understanding of international baccalaureate (IB) primary years programme (PYP) teachers’ perceptions about the use of information and communication technology (ICT) in IB PYP classes. Moreover, it seeks to critically identify the teachers’ barriers and needs in order to integrate ICT into teaching and learning. Following a qualitative comparative case study research design, semi-structured interviews were conducted with IB PYP teachers and coordinators in Sweden and Greece. Critical theory, critical pedagogy and critical theory of technology (CTT) were used as the theoretical framework for analysing teachers’ perceptions. From a critical point of view, the study reveals that deskilling of teachers, intensification of teachers’ work, low school’s financial budget, parents’ financial burden, commodification and privatisation of IB education are the fundamental factors that negatively intervene in teachers’ work in both schools and perpetuate the status quo of teaching and learning processes through integration of ICT. Keywords: International baccalaureate (IB), international and comparative education (ICE), integration of ICT, critical pedagogy, critical theory of technology (CTT).

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International Comparative Case Study of High School Students about Empathy

Psychology ◽

10.4236/psych.2019.102013 ◽

2019 ◽

Vol 10 (02) ◽

pp. 148-163

Author(s):

Heesun Yang ◽

Jung-Eun Park ◽

Ji Hye Kim ◽

Seong-Joo Kang

Keyword(s):

High School ◽

High School Students ◽

Comparative Case Study ◽

School Students ◽

International Comparative

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Collaborative Patterns of Long-Term Sustainability in Community Social Enterprises: An International Comparative Case Study

Quaestiones Geographicae ◽

10.2478/quageo-2020-0033 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Sunna Kovanen

Keyword(s):

Communities Of Practice ◽

Rural Community ◽

Rural Areas ◽

Social Enterprises ◽

Comparative Case Study ◽

Transformative Power ◽

International Comparative ◽

Community Enterprises

AbstractThe article presents results from a research on the relevance and challenges of collaboration for the long-term sustainability of rural community enterprises. The study relies on Communities of Practice and Degrowth theories. Methods include semi-standardised interviews and focused ethnography in two community enterprises in rural areas in Germany and Portugal. Main results confirm the relevance of collaborative relations with residents, public sector, peer organisations and within the teams for both stability and transformative power of the organisations’ work. Respectful handling of privileges and balance in participation and professionalisation support sustainability, whereas institutional stagnation and involuntary degrowth may risk it.

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Environmental social science and the distinction between resource use and industrial pollution: reflections on an international comparative study

Ambiente & sociedade ◽

10.1590/s1414-753x2005000100002 ◽

2005 ◽

Vol 8 (1) ◽

pp. 11-26 ◽

Cited By ~ 1

Author(s):

Steven Yearley

Keyword(s):

Social Science ◽

Resource Use ◽

Industrial Pollution ◽

Environmental Issues ◽

Economic Conditions ◽

Comparative Case Study ◽

Political Systems ◽

International Comparative ◽

Definition Of

This article aims to discuss the definition of environmental issues and the validity of differentiating between industrial pollution problems and the use of natural resources. A comparative case study including countries of different political systems and socio-economic conditions provided us with data to reflect on this question.

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Emergency remote education in Bahrain, Iraq, and Russia During the COVID-19 pandemic: A comparative case study

Human Systems Management ◽

10.3233/hsm-201097 ◽

2020 ◽

Vol 39 (4) ◽

pp. 473-493

Author(s):

Christine Elizabeth (Noor) Coutts ◽

Mohamed Buheji ◽

Dunya Ahmed ◽

Talal Abdulkareem ◽

Budhoor Buheji ◽

...

Keyword(s):

Online Learning ◽

Lived Experience ◽

Social Relations ◽

Teaching And Learning ◽

Hybrid Approach ◽

Comparative Case Study ◽

Use Of Technology ◽

Teachers And Students ◽

Spread Of Infection

BACKGROUND: During the COVID-19 pandemic many education organizations closed their doors to contain the spread of infection, providing learning continuity by distance and online delivery. OBJECTIVE: To explore the challenges educators faced during emergency remote learning so that others may learn from their experience. METHOD: A case study based on the experience of educators compares how education continuity was provided in Bahrain, Iraq, and Russia. Personal insights gathered using Zoom, complemented by documentary evidence, explore the ‘lived experience’ of the emergency changes made to teaching and learning provision. RESULTS: Whilst teachers and students were ill-prepared, and there were issues with electricity supply, stable Wi-Fi, and access to equipment, most countries were able to offer students access to learning using a combination of distance education and online learning. Benefits accrued were greater familiarity with the use of technology and a revaluing of the importance of social relations in teaching and learning. Early indications are that educational inequities may have been widened as a consequence. CONCLUSION: The challenges facing the education sector fall into three main categories: crisis management and decision making, infrastructure readiness, and student receptiveness. A hybrid approach, which blends face-to-face with online learning, is the way forward in the ‘new normal’ post-pandemic.

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