Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises

2020 ◽  
Vol 121 (5/6) ◽  
pp. 311-319 ◽  
Author(s):  
Clayton Whittle ◽  
Sonia Tiwari ◽  
Shulong Yan ◽  
Jeff Williams
Keyword(s):  
Participatory Design ◽  
Online Teaching ◽  
Instructional Designers ◽  
Content Type ◽  
Educational Framework ◽  
Subject Areas ◽  
Approach To Teaching ◽  
K 12 ◽  
Practical Implications ◽  
Teaching Situations

Purpose This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE). Design/methodology/approach Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion. Findings This work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework. Research limitations/implications The framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field. Practical implications This framework is designed for practical application for use by teachers operating in ERTE. Originality/value Though multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sovansophal Kao
Keyword(s):  
Secondary Schools ◽  
Attitudes Toward Science ◽  
Content Type ◽  
Math Teachers ◽  
Upper Secondary ◽  
New Form ◽  
K 12 ◽  
New Generation ◽  
Upper Secondary Schools ◽  
Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

scholarly journals Teaching with OER during pandemics and beyond

2020 ◽  
Vol 14 (3/4) ◽  
pp. 209-218 ◽  
Author(s):  
Jennifer Van Allen ◽  
Stacy Katz
Keyword(s):  
Higher Education ◽  
Personal Experience ◽  
Design Methodology ◽  
Learning Experience ◽  
Open Educational Resources ◽  
Learning Materials ◽  
Content Type ◽  
Student Access ◽  
Subject Areas ◽  
Practical Implications

Purpose Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond. Design/methodology/approach Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts. Findings The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond. Practical implications To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER. Originality/value This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

Lessons from adopting a maker approach to teaching operating systems with Raspberry Pi

2018 ◽  
Vol 15 (2) ◽  
pp. 119-131
Author(s):  
Wing-Kwong Wong
Keyword(s):  
Operating Systems ◽  
Design Methodology ◽  
Raspberry Pi ◽  
Maker Movement ◽  
Black Line ◽  
Content Type ◽  
Hands On ◽  
Approach To Teaching ◽  
Practical Implications ◽  
The Maker Movement

Purpose This paper aims to propose a maker’s approach to teaching an operating systems (OSs) course in which students apply knowledge of OSs to making a toy robot by focusing on input/outputs, hardware devices and system programming. Design/methodology/approach Classroom action research is involved in this study. Findings After the course was taught in this maker’s approach in two consecutive school years, some observations were reported. Students were enthusiastic in doing a series of assignments leading to the completion of a toy robot that follows a black line on the ground. In addition to enjoying the learning process by making tangible products, the students were excited to be able to demonstrate the skills and knowledge they learned with the robots they made. Research limitations/implications The research results were based mainly on the instructor’s observations during the lectures and labs. Practical implications Lessons from this study can inspire other instructors to turn traditional engineering courses into maker courses to attract students who enjoy making. Industry should welcome engineering graduates to join the companies with more hands-on experiences they have gained from maker courses. Social implications Although the maker movement has attracted much attention in K12 education, there is little research that studies how this maker spirit can be incorporated in traditional engineering courses that focus mainly on theories or software. Originality/value Including electronics and mechanical components in programming assignments would bring surprising effects on students’ motivation in learning.

Where to direct research in lean six sigma?

2018 ◽  
Vol 9 (3) ◽  
pp. 324-350 ◽  
Author(s):  
Fabio Francisco da Silva ◽  
Lukas Daniel Filser ◽  
Fernando Juliani ◽  
Otávio José de Oliveira
Keyword(s):  
Six Sigma ◽  
State Of The Art ◽  
Lean Six Sigma ◽  
Research Trends ◽  
Content Type ◽  
Main Research ◽  
Efficiency And Effectiveness ◽  
Subject Areas ◽  
Number Of Citations ◽  
Practical Implications

Purpose Lean Six Sigma (LSS) is a continuous improvement methodology used to increase the efficiency and effectiveness of processes. Although there are several articles published, only two have analyzed the literature from a bibliometrics perspective. The purpose of this paper is to analyze the LSS literature by bibliometrics, identifying its state of the art, scientific gaps and research trends. Design/methodology/approach Articles published up to 2016 in the database Scopus were investigated to identify the most significant articles, authors, journals, institutions and countries based on citation counting as well as the most frequent keywords and subject areas on LSS. Articles published in 2014, 2015 and 2016 were analyzed to point out scientific gaps and to identify eight main research trends on LSS. Findings The research trends are: “LSS implementation”, “Healthcare”, “LSS tools”, “Human factors”, “Expansion of results”, “SME”, “LSS combined with other methodologies” and “Education”. The research outcomes also point out the most significant articles, authors, journals, institutions and countries in LSS literature. Practical implications This research contributes to develop the state of the art of LSS and helps professionals as well as researchers to identify which issues new studies should address. Originality/value The performance of the literature is measured based on the number of citations and not on the number of published papers, and the bibliometric analysis covers the highest number of articles so far (319 articles). Besides, the identification of the main research trends on LSS is exclusively based on the most recent studies.

Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts

2021 ◽  
Vol 38 (2) ◽  
pp. 258-270
Author(s):  
Amy J. Catalano ◽  
Bruce Torff ◽  
Kevin S. Anderson
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
School Districts ◽  
Teacher Perceptions ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Online Teaching ◽  
The United States ◽  
Content Type ◽  
K 12

PurposeThe novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.Design/methodology/approachThe authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.FindingsRespondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.Originality/valueNo published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

Social distancing meet social media: digital tools for connecting students, teachers, and citizens in an emergency

2020 ◽  
Vol 121 (5/6) ◽  
pp. 341-352
Author(s):  
Christine Greenhow ◽  
Amy Chapman
Keyword(s):  
Social Media ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Civic Participation ◽  
Digital Tools ◽  
Health Crisis ◽  
Content Type ◽  
Social Distancing ◽  
K 12

Purpose In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).

scholarly journals Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ximena D. Burgin ◽  
Sheila Coli Coli ◽  
Mayra C. Daniel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Content Type ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Available Technology ◽  
Qualitative Phenomenological ◽  
K 12

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

Jointly grasping the possible in design

2014 ◽  
Vol 12 (1) ◽  
pp. 14-17
Author(s):  
Chuck Huff
Keyword(s):  
Participatory Design ◽  
Design Methodology ◽  
Ethical Concern ◽  
Content Type ◽  
The World ◽  
History Of ◽  
Practical Implications ◽  
The Way

Purpose – This paper aims to evaluate the contribution of Christiansen attempting to reintegrate ethics into the process of design. Design/methodology/approach – It situates her attempt in the context of the history of the participatory design movement, and the way ethical concern has been jettisoned leaving only a pragmatic toolbox of techniques. Findings – Christiansen is successful in finding ethical encounter residing of necessity at the heart of design. Design imposes a vision or narrative on the world and participatory design makes that narrative negotiable. Practical implications – All design is of necessity ethical endeavor, and Christiansen helps us to understand why. Originality/value – This response situates Christiansen's approach within the Heideggerian understanding of the “ready to hand” assumptions that lie in the ways we approach objects in our world. This language may help provide a structured way to talk about the encounter.

scholarly journals (Un)affirming assimilation: depictions of dis/ability in health textbooks

2020 ◽  
Vol 14 (3/4) ◽  
pp. 269-280
Author(s):  
Sherry L. Deckman ◽  
Ellie Fitts Fulmer ◽  
Keely Kirby ◽  
Katharine Hoover ◽  
Abena Subira Mackall
Keyword(s):  
Multicultural Education ◽  
Social Transformation ◽  
School Health ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Content Type ◽  
The Usa ◽  
Curricular Materials ◽  
K 12 ◽  
Practical Implications

Purpose In light of the systemic and pervasive nature of ableism and how ableist ideology structures – or limits – educational opportunities, this paper aims to contribute to the ongoing conversation within the field of multicultural education regarding how to meaningfully include dis/ability in K-12 curricula. Design/methodology/approach This paper explores how elementary and middle school health textbooks from two prominent publishers in the USA portray dis/ability through quantitative and qualitative content analysis methods of 1,468 images across texts. Findings Findings indicate that the majority of the textbook portrayals of dis/ability tacitly forward assimilationist ideals. Specifically, the textbooks assume and speak to a normatively-abled reader, pointing out those with dis/abilities as different from the reader. Additionally, mainstream or normative markers are provided as evidence of success and those with dis/abilities who have been successful as such are positioned as overcoming their limitations. Practical implications Such portrayals stifle the possibility of social transformation by reinforcing and privileging dominant, ableist views. Therefore, teachers are recommended to take steps that might counter such messages in curricular materials and teacher educators are called on to support these efforts. Originality/value This paper extends the tradition of curricular analysis as one of the first studies to examine the portrayals of dis/ability in US health textbooks and offer practical implications for educators.

Guidelines and tools for promoting digital equity

2020 ◽  
Vol 121 (5/6) ◽  
pp. 285-299
Author(s):  
Stephen J. Aguilar
Keyword(s):  
Design Methodology ◽  
Survey Instrument ◽  
Current Crisis ◽  
Human Capabilities ◽  
Interview Protocol ◽  
Content Type ◽  
Digital Equity ◽  
Conceptual Paper ◽  
K 12 ◽  
Practical Implications

Purpose This paper aims to provide a targeted overview of relevant digital equity gap literature that serves to contextualize the current crisis brought on by the COVID-19 pandemic. Following this review of the literature, the author introduces five guidelines that educators can use to guide their decisions about how to adapt to remote learning. It concludes with an overview and full text of two tools educators and researchers can use to better understand the challenges faced by students: the Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument. Design/methodology/approach This conceptual paper is grounded on the theoretical framework of Martha Nussbaum's “Capability Approach,” which outlines core human capabilities that (if fostered) enable individuals to generate valuable outcomes for themselves. Findings It is suggested that it is important to attend to human capabilities when addressing digital equity gaps exacerbated by the pandemic. The author provides two tools that are intended to help individuals gather important information about the communities they serve and/or study. Research limitations/implications Both tools provide descriptive information that will contextualize digital equity gaps, should they be present. Practical implications This paper provides concrete tools for educators who wish to understand digital equity gaps within the communities they serve. Social implications In time of unprecedented distance learning, it is important for both K-12 educators and higher education instructors to understand the technological capabilities of their students. The Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument give them a place to start. Originality/value This paper fulfills an identified need to study and address digital equity gaps.

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