Aspects of teaching online during COVID-19 that I want to retain when returning to a “normal” classroom environment

Este artigo objetiva descrever alguns resultados de uma pesquisa qualitativa que visou identificar se docentes que atuam na educação a distância utilizam práticas comunicacionais colaborativas no fórum de discussão como estratégia didática no ensino superior online. A técnica de coleta de dados foi o grupo focal e as informações coletadas foram interpretadas sob o método da análise de conteúdo. Os dados foram tratados mediante a técnica da análise temática. Os resultados apontaram que embora os professores reconheçam que a Educação a Distância - EAD é uma inovação que demanda postura docente diferenciada e novas relações com o saber, não conseguiram ainda distanciar-se completamente do exercício da pedagogia de transmissão e transpor a lógica da linearidade. A adaptação do ambiente presencial para o cenário virtual ainda é um aspecto forte na modalidade online. Os entrevistados percebem que a colaboração é uma estratégia didática que media a construção do conhecimento acadêmico e a necessidade do desenvolvimento das competências técnicas do professor para o trabalho online.Palavras-chave: Aprendizagem colaborativa. Docência online. Interatividade. COLLABORATION AS STRATEGY TEACHING IN DISCUSSION FORUM ONLINEAT GRADUATION Abstract: This paper aims to describe some results of a qualitative research article that sought to identify whether teachers who work in distance education using collaborative communication practices in the discussion forum as a teaching strategy in higher education online. The data collection technique was the focal group and the information gathered were interpreted in the method of content analysis. The data were analyzed by thematic analysis technique. The results showed that although teachers recognize that the EAD is an innovation that demand differentiated teaching approach and new relationships with knowledge, not even managed to distance himself completely from the exercise of pedagogy of transmission and implement the logic of linearity. The adaptation of the classroom environment for virtual scenery is still a strong aspect in the online mode. Respondents realize that collaboration is a teaching strategy that mediates the construction of academic knowledge. And the need to develop technical skills from teacher to work online.Keywords: Collaborative learning. Teaching online. Interactivity. COLABORACIÓN COMO ESTRATEGIA DE ENSEÑANZA EN FORO DE DISCUSIÓNEN LÍNEA EN GRADUACIÓNResumen: Este trabajo tiene como objetivo describir algunos resultados de una pesquisa de investigación cualitativa que buscó identificar si los profesores que trabajan en la educación a distancia utilizando las prácticas de comunicación de colaboración en el foro de discusión como estrategia de enseñanza en la educación superior en línea. La técnica de recolección de datos fue el grupo focal y la información recopilada se interpretó en el método de análisis de contenido. Los datos fueron analizados mediante la técnica de análisis temático. Los resultados mostraron que aunque los profesores reconocen que el Educación a Distáncia - EAD es una innovación que exigen enfoque de la enseñanza diferenciada y nuevas relaciones con el conocimiento, ni siquiera logró distanciarse por completo del ejercicio de la pedagogía de la transmisión y aplicar la lógica de la linealidad. La adaptación del ambiente de la clase de escenografía virtual sigue siendo un aspecto fuerte en el modo online. Los encuestados se dan cuenta de que la colaboración es una estrategia de enseñanza que media la construcción del conocimiento académico y la necesidad de desarrollar habilidades técnicas de maestro a trabajar en línea.Palabras clave: Aprendizaje colaborativo. La enseñanza en línea. La interactividad.

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The Pedagogy of Teaching Online Graduate Courses in the Program of Applied Anthropology

Practicing Anthropology ◽

10.17730/praa.29.1.a553345325436411 ◽

2007 ◽

Vol 29 (1) ◽

pp. 20-23 ◽

Cited By ~ 1

Author(s):

Mariela Nuñez-Janes ◽

Alicia Re Cruz

Keyword(s):

Classroom Environment ◽

Graduate Program ◽

Online Courses ◽

Applied Anthropology ◽

Master's Program ◽

Online Classroom ◽

Teaching Online ◽

Face To Face ◽

Praxis Ii ◽

Anthropology Of Education

Perhaps one of the most recurring questions that we and others have asked about our online graduate program is: How do you foster critical thinking in an online classroom environment? Most of us were initially apprehensive about the idea of an Online Master's Program in Applied Anthropology because we felt that the critical dialogue characteristic of our face-to-face graduate classes might be lost in a virtual environment. In this article, we would like to discuss how we worked through the fear of loosing a critical pedagogical edge by focusing on some of the strategies used by Mariela Nuñez-Janes and Alicia Re Cruz as they developed their online courses. Mariela just completed designing her class about the Anthropology of Education. Alicia will start teaching Theory and Praxis II and Migrants & Refugees during the 2006-2007 academic year.

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Effects of classroom environment on preschool children's adaptive and maladaptive behaviors

PsycEXTRA Dataset ◽

10.1037/e584752012-254 ◽

2010 ◽

Author(s):

Stacy R. Grossman ◽

Carroll E. Izard ◽

Kristy Finlon ◽

Elizabeth Woodburn ◽

Judith K. Morgan ◽

...

Keyword(s):

Classroom Environment ◽

Maladaptive Behaviors

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New Classroom Environment Instrument

PsycTESTS Dataset ◽

10.1037/t07822-000 ◽

2001 ◽

Author(s):

C. Paul Newhouse

Keyword(s):

Classroom Environment

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THE STUDENTS’ ATTITUDE TOWARDS ENGLISH CLASSROOM ENVIRONMENT AT SMP KARTIKA BANJARMASIN SCHOOL YEAR 2014/2015

Jurnal Humaniora Teknologi ◽

10.34128/jht.v1i1.13 ◽

2016 ◽

Vol 1 (1) ◽

pp. 33-40

Author(s):

Hidya Maulida

Keyword(s):

Classroom Management ◽

Classroom Environment ◽

Positive Attitude ◽

English Teacher ◽

Teaching English ◽

School Year ◽

The Mean ◽

English Classroom ◽

Student’S Attitude ◽

Descriptive Method

This research aims to find out the students’ attitude toward English classroom environment especially English teacher, English material and English classroom management. This research used descriptive method to find out the students attitude toward English teacher, English material and English classroom management.The population of this research was the ninth year students of SMP Kartika Banjarmasin which consists of two classes so the totalis 67 students. The instrument of the research was questionnaire by using mean score to find out the mean score of them.The result of the data analysis of the questionnaire indicated that the students have positive attitude toward English teacher (59.80), the students have positive attitude toward English material (59) and the students have positive attitude toward English classroom management (55.92).Based on the result, some suggestions are proposed: (1)Generally, the student's attitude toward English classroom environment is positive but there are still some students have neutral attitude so that its suggested to English teacher at the SMP Kartika Banjarmasin in order to learn more skills and pay attention to the classroom environment’s factor and he should be creative in teaching English so that the students can be motivated in learning English (2) To the students, they should make English as interesting subject so that it can give benefit to the future.

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Enhancing and Impacting the Online Classroom Environment with Infographics

eLearn ◽

10.1145/3326541.3328470 ◽

2019 ◽

Vol 2019 (4) ◽

Author(s):

Hanadi Hamadi ◽

Frederick R. Kates ◽

George Raul Audi ◽

Samantha A. Larson ◽

Malcolm M. Kates

Keyword(s):

Classroom Environment ◽

Online Classroom

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Teaching Music Theory

10.1093/oso/9780190879945.001.0001 ◽

2020 ◽

Author(s):

Jennifer Snodgrass

Keyword(s):

Music Theory ◽

Classroom Environment ◽

Teaching And Learning ◽

Undergraduate Research ◽

Real Life ◽

Aural Skills ◽

New Faculty ◽

Music Therapist ◽

Starting Point ◽

Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

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