ANALYSIS OF THE WELL-BEING OF TEACHERS AND STUDENTS IN THE CONTEXT OF THE CHANGE FROM FACE-TO-FACE TO REMOTE LEARNING

2021 ◽  
Author(s):  
Ana Hernando ◽  
Mathieu Legrand ◽  
Carlos Iglesias ◽  
Alicia López ◽  
Javier Velázquez ◽  
...  
Keyword(s):  
Well Being ◽  
Face To Face ◽  
Teachers And Students ◽  
Remote Learning

scholarly journals Remote teaching versus blended learning: exploring discourse richness and learning effectiveness

2021 ◽  
Author(s):  
Bárbara Rodrigues Cintra Armellini ◽  
Alexandre La Luna ◽  
Vanessa Bueris ◽  
Alisson Pinto de Almeida ◽  
Alicia Moraes Tamais ◽  
...  
Keyword(s):  
High School ◽  
Diversity Index ◽  
Teaching Methodology ◽  
Remote Education ◽  
Face To Face ◽  
Active Teaching ◽  
Classroom Activities ◽  
Federal Institute ◽  
Teachers And Students ◽  
Remote Learning

AbstractThe internet has changed the way teachers and students access information and build knowledge. The COVID-19 pandemic has recently created challenges for both teachers and students, demanding new methodologies for remote learning. In Life Sciences, mixing online content with practical activities represents an even greater challenge. In Microbiology, the implementation of an active teaching methodology, the #Adote project, based on the social network Facebook®, represents a great alternative to associate remote education with classroom activities. In 2020, the version applied in high school, “Adopt a Microorganism”, was adapted to meet the demands of emergency remote education due to the suppression of face-to-face activities caused by the pandemic. In the present study, we assessed how the change in methodology impacted the learning of Microbiology and the richness of the discourse of high school integrated to technical education in Business Administration of the Federal Institute of São Paulo, Campus Sorocaba. For that, three questionnaires related to the adopted microorganism species were applied. The responses of students in the 2019 and 2020 classes were compared in terms of content richness and multiplicity of concepts through the application of the Shannon diversity index, an approach usually used to assess biodiversity in different environments. The observed results suggest that remote learning provided students with a conceptual basis and richness of content equivalent to those achieved by students submitted to the hybrid teaching model. In conclusion, this study demonstrated that the #Adote project methodology can be used in both hybrid and remote models, indicating that it is a viable alternative not only for teaching Microbiology, but possibly for other areas of knowledge.

scholarly journals Comparison of hybrid learning and remote education in the implementation of the “Adopt a Microorganism” methodology

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0248906
Author(s):  
Bárbara Rodrigues Cintra Armellini ◽  
Alexandre La Luna ◽  
Vanessa Bueris ◽  
Alisson Pinto de Almeida ◽  
Alicia Moraes Tamais ◽  
...  
Keyword(s):  
High School ◽  
Diversity Index ◽  
Teaching Methodology ◽  
Remote Education ◽  
Face To Face ◽  
Active Teaching ◽  
Classroom Activities ◽  
Federal Institute ◽  
Teachers And Students ◽  
Remote Learning

The Internet has changed the way teachers and students access information and build knowledge. The recent COVID-19 pandemic has created challenges for both teachers and students and a demand for new methodologies of remote learning. In the life sciences, mixing online content with practical activities represents an even greater challenge. In microbiology, the implementation of an active teaching methodology, the #Adopt project, based on the social network Facebook®, represents an excellent option for connecting remote education with classroom activities. In 2020, the version applied in high school, “Adopt a Microorganism”, was adapted to meet the demands of emergency remote education owing to the suppression of face-to-face activities caused by the pandemic. In the present study, we assessed how the change in methodology impacted the discourse richness of students from high school integrated with technical education in the Business Administration program of the Federal Institute of São Paulo, Sorocaba Campus. Three questionnaires related to the groups of microorganisms (Archaea, Bacteria, Virus, Fungi, and Protozoan) were applied. The students’ responses in the 2019 and 2020 classes were compared concerning content richness and multiplicity of concepts through the application of the Shannon diversity index, an approach that is generally used to assess biodiversity in different environments. The observed results suggest that remote learning provided students with a conceptual basis and richness of content equivalent to that achieved by students subjected to the hybrid teaching model. In conclusion, this study suggests that the #Adopt project methodology increases students’ discourse richness in microbiology even without face-to-face traditional classes.

scholarly journals The Situation of Violence in the High Schools of Shkodra City.

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Zamira Shabani ◽  
Irena Shala ◽  
Julian Kraja ◽  
Vera Gjinaj ◽  
Emiljano Pjetri
Keyword(s):  
Sample Selection ◽  
Unintentional Injury ◽  
Well Being ◽  
Cross Sectional Study ◽  
Self Report ◽  
Cross Sectional ◽  
Face To Face ◽  
Teachers And Students ◽  
Psychological Harm ◽  
Microsoft Office

Any behavior or attitude that harms the physical, emotional, and sexual well-being of one or more persons and affects the termination of the individual's normal development is considered as violence. Violence at school includes behaviors such as: victimization of a child and teachers, raping of a child and / or a teacher, physical and psychological harassment, cyber threatening, controversies, bullism, physical and psychological harm, teachers and students sexual violence, using of weapons in school environments. The main violence forms at school are: teachers to students, students to teachers, students to students. This is a punctual, transversal, cross-sectional study. 100 students at high school of Shkodra city participated in this study. The sample selection was randomized. Students of 14-18 years old; 63 females and 37 males were included in the study. The timeframe of the study was January – February  2018. The information was gathered from face to face interviews using standatized questionnaires: Global School-based Student Health Survey (GSHS) 2003, Core-Expanded Questions for the Violence and Unintentional Injury Module Violence (adapted). The information collected by the questionnaires was confident, self-report  and with permission of school. All data were calculated with Microsoft Office 2010.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Learning in lockdown: A case study in rapid transition to remote teaching

2021 ◽  
pp. 026638212098473
Author(s):  
Jela Webb
Keyword(s):  
Graduate Education ◽  
Learning Model ◽  
Corporate Sector ◽  
Face Model ◽  
Post Graduate ◽  
Face To Face ◽  
New Ways Of Working ◽  
Rapid Transition ◽  
Remote Learning

Disruption is the by-word for 2020. Across the globe organisations have been affected by the COVID-19 pandemic and consequent lockdowns, which accelerated new ways of working and learning. In this article, I share my experience of transitioning from a face-to-face model of delivering post-graduate education to a remote learning model. I reflect on how the corporate sector might learn from my experience as it considers re-skilling and up-skilling the workforce to meet the demands faced by a changing jobs landscape.

scholarly journals Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation

2021 ◽  
Vol 7 (1) ◽  
pp. 43
Author(s):  
Santiago Tejedor ◽  
Laura Cervi ◽  
Ana Pérez-Escoda ◽  
Fernanda Tusa ◽  
Alberto Parola
Keyword(s):  
Higher Education ◽  
Open Innovation ◽  
Educational Process ◽  
Knowledge Flow ◽  
Convenience Sample ◽  
Face To Face ◽  
Assessment Tests ◽  
Positive Elements ◽  
Teachers And Students ◽  
Training Resources

The COVID-19 pandemic has transformed training processes. The transition from face-to-face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innovation in this crisis situation will encourage universities to deal with difficulties and embrace opportunities to enhance knowledge production. In this regard, the main objective of this work is to analyze how universities have managed knowledge flow during lockdown situation. The research presents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 responses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the absence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material collides with the demand from students for a mixture of training resources, a greater role for the podcast and, especially, a typology of assessment tests that pass the traditional exams.

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