scholarly journals Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities

2021 ◽  
Vol 20 (11) ◽  
pp. 96-114
Author(s):  
Roland G Pourdavood ◽  
Xuan Song
Keyword(s):  
Classroom Management ◽  
Mathematics Teachers ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Problems ◽  
Online Teaching And Learning ◽  
Beliefs And Practices ◽  
Social And Emotional ◽  
Teachers Beliefs ◽  
Social And Cultural Factors

Many pre-service and in-service mathematics teachers have reflected vulnerabilities and unpreparedness for online teaching during the period of the COVID-19 pandemic. They searched for supports and resources to enhance their knowledge, skills, and dispositions relative to online teaching and learning. However, there is no clear path towards reaching these goals. This qualitative and interpretive research focuses on 48 pre-service and in-service teachers’ online teaching and learning experiences; while they were engaged in a semester-long mathematics-method course. The findings of this study suggest that factors, like interactions, communication, and peer support impact the pre-service and the in-service mathematics teachers’ beliefs and practices toward online teaching and learning. The findings also suggest that social and cultural factors, such as knowing and understanding students’ cultural background, access and equity in mathematics education, learners’ social and emotional development, and parents’ involvement influence mathematics teachers’ practices regarding online teaching and learning. The findings indicate that the transformation from in-person to online learning requires the enhancement of pre-service and in-service mathematics teachers’ online preparations, particularly in the areas of technology, pedagogy, communication skills, and classroom management.

Report on Online Teaching and Learning Amid COVID-19

2020 ◽  
Author(s):  
Alia Ahmed ◽  
AltafurRehman Niaz ◽  
Athar Ikram Khan
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

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