scholarly journals BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES

2020 ◽  
Vol 19 (6A) ◽  
pp. 1055-1067
Author(s):  
Thasmai Dhurumraj ◽  
Sam Ramaila ◽  
Ferhana Raban ◽  
Ahmed Ashruf
Keyword(s):  
Stem Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Survey Design ◽  
Pedagogical Practices ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Educational Pathways ◽  
And Mathematics ◽  
Descriptive Survey

COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed. Keywords: COVID-19, online teaching, pandemic, pedagogy, STEM, teaching practices

scholarly journals THE INTEGRATION OF ONLINE TEACHING AND LEARNING IN STEM EDUCATION AS A RESPONSE TO THE COVID-19 PANDEMIC

2020 ◽  
Vol 19 (6A) ◽  
pp. 1040-1042
Author(s):  
Lindelani Mnguni ◽  
Hamza Mokiwa
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Knowledge Construction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Online Teaching And Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Modern Technologies

Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus's spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students' conceptualization of STEM knowledge, its application, and relevance are continuously being investigated.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

Gardening in Cyberspace: A Metaphor to Enhance Online Teaching and Learning

2003 ◽  
Vol 27 (6) ◽  
pp. 673-693 ◽  
Author(s):  
Gary L. May ◽  
Darren Short
Keyword(s):  
Instructional Design ◽  
Personal Growth ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Information Overload ◽  
Pedagogical Practices ◽  
Effective Practices ◽  
Online Teaching And Learning ◽  
Online Instructors ◽  
Management Techniques

The metaphors we use can influence our behavior. This article proposes a new metaphor to help guide online instructors to more effective practices. The metaphor, gardening in cyberspace, is about creating an environment that fosters learning and personal growth. The practices of good gardening—positioning, conditioning soil, watering, and controlling weeds and pests—all serve as useful analogues to good online pedagogical practices, including addressing individual differences, motivating the student, providing feedback, and avoiding information overload. Examples of instructional design and course management techniques are included to illustrate what online instructors might do differently if they took the gardening perspective seriously. The authors also extend the metaphor to explore administration’s role as gardening store proprietors.

scholarly journals Predictive Analytics on Academic Performance in Higher Education Institution during COVID-19 using Regression Model

2021 ◽  
Vol 15 ◽  
pp. 184-189
Author(s):  
Muhammad Farezuan Zulkri ◽  
Shazlyn Milleana Shaharudin ◽  
Noor Azrin Abdul Rajak ◽  
Muhammad Safwan Ibrahim
Keyword(s):  
Academic Performance ◽  
Regression Model ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Predictive Analytics ◽  
Education Institution ◽  
Learning Approach ◽  
Online Teaching And Learning ◽  
And Mathematics

The coronavirus disease 2019 (COVID-19) outbreak in December 2019 had affected the way of living for people around the world including students in educational institutions. These students had to prepare for the continuity of their study mentally and physically by adapting to the online teaching and learning approach, which can significantly impact their academic performance. Hence, this study examines the students' academic performance on the online teaching and learning approach, thus predicting their academic performance for the upcoming semester. This study enables various actions to be taken in improving and maintaining the student's performance in their study activities. The study was conducted on undergraduate students from the Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris. This paper presents the prediction of the student's academic performance with a linear regression model. Evidently, the result shows that the student's academic performance continually improves while adapting to the online teaching and learning approach. It also shows that there were few respondents affected while adapting to this new norm approach. Hence, the future development of the regression model can be improved by having a more comprehensive range of Malaysian universities' data.

Using Generation Z's Learning Approaches to Create Meaningful Online Learning

2021 ◽  
pp. 149-169
Author(s):  
Letha Mellman ◽  
Mia Kim Williams ◽  
David A. Slykhuis
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Research Method ◽  
Teaching And Learning ◽  
Research Study ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Online Teaching And Learning ◽  
Generation Z ◽  
Pedagogical Decisions

This chapter presents findings from an eDelphi research study through which participant experts of Generation Z established learning approaches for online environments. Experts were members of this generation all being born in 2001 or 2002 who have participated in informal or formal pre-pandemic online learning. Background on Generation Z, description of the eDelphi research method, and implications of the learning approaches provide insight to different pedagogical practices that support successful online teaching and learning aligned with the learning approaches established by Generation Z. This generation bridges the bulk of K12 and undergraduate learners. As educators re-vision classrooms necessitated by the current educational climate, understanding the learning approaches of students provides a critical foundation on which educators can make pedagogical decisions that engage learners in online contexts.

scholarly journals A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic

2022 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Gladys Khoza Nomfundo
Keyword(s):  
Higher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Effective Pedagogy

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for better learning opportunities and creating distinct learning environments through the use of digital technology. The effectiveness of lesson delivery with technology integration is characterized as technological pedagogical content knowledge. It is a significant application in all aspects of learning that are necessary for the teaching and learning process. Consequently, this theoretical paper proposes a conceptual model for comprehending the link between effective pedagogy and technological pedagogical content knowledge, both of which result in students' academic performance in an online teaching and learning context. This theoretical paper recommends that Higher Education Institutions have fundamental technological infrastructure and equip educators and students with advanced technologies applicable to online teaching and learning platforms, which is consistent with an Online Collaborative Learning theory. Educators must also be able to effectively use digital technology systems to deliver online lessons. According to this model, Higher Education Institutions will benefit through providing students with essential technical skills that today's employers require and ensuring that universities around the world remain competitive.

scholarly journals Technology Integration into the Teaching and Learning of Geography in Senior High Schools in Ghana: A TPACK Assessment

2021 ◽  
pp. 80-90
Author(s):  
Bismark Mensah ◽  
Adjoa Afriyie Poku ◽  
Augustine Yao Quashigah
Keyword(s):  
High Schools ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Survey Design ◽  
Tertiary Education ◽  
Research Problem ◽  
Pedagogical Content ◽  
High Level ◽  
Descriptive Survey

In Ghana, the integration of technology into the teaching and learning process seems to be making strides in tertiary education. However, the case is not the same in Senior High Schools. This study, therefore, sought to assess Senior High School Geography teachers' knowledge in integrating technology into their classroom adapting the Technological Pedagogical Content Knowledge (TPACK) model as a framework for analysis. The study adopted the descriptive survey design to provide a comprehensive analysis of the research problem. Through a survey, a total of 113 geography teachers participated in the study, responding to a TPACK survey questionnaire. The data were analysed using mean and standard deviation. The findings of the study showed that teachers possessed a high level of content and pedagogical knowledge in geography. The analysis, however, showed that teachers were not as confident as they were in content and pedagogy compared to technological knowledge and its subsequent integration into the teaching and learning of geography. It was, therefore, recommended among others that courses at the higher education level should integrate Information and Communication Technologies (ICTs) into teaching and learning to help student-teachers appreciate the place of specific technologies, hardware and software in the teaching and learning of their respective disciplines.

scholarly journals Pre-Service Teachers’ Perception of Online Teaching and Learning During the COVID – 19 Era

2020 ◽  
Vol 8 (`10) ◽  
pp. 1649-1662
Author(s):  
Charles Agyei Amoah ◽  
Anna Mwinbuabu Naah
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Network Connectivity ◽  
Sampling Technique ◽  
Education Programme ◽  
Educational Institutions ◽  
Online Teaching And Learning ◽  
Video And Audio ◽  
Quantitative Descriptive ◽  
Descriptive Survey

The disclosure of COVID – 19 saw an increasing popularity of Information technology. Most of the educational institutions has resort to online teaching and learning. The purpose of the study was intended to find out pre-service teachers’ perception of online teaching and learning during the COVID – 19 era. In this study, a quantitative descriptive survey research design was adopted. The research instrument that was used to collect the data was questionnaire. The items on the instrument that is the questionnaire were self-developed by the researcher for this study. The non-probability sampling technique namely purposive sampling was employed to select the respondents from Offinso College of Education in the Ashanti Region. A total of 94 pre-service teachers participated in the study. Out of this total, 49 females and 45 males, were pre-service teachers’ trainees on a 4-year Bed Primary Education Programme pursuing General Chemistry as one of their core courses. The results from the study showed that most of the pre-service teachers’ had an idea of the units taught for the semester. Pre-service teachers’ expressed great need for lessons to be delivered using video and audio as it makes lesson real and also see their tutor even though it required much data to access video. The pre-service teachers’ expressed great interest in tutors using trial questions and quiz in assessing them and responds from assessment should be submitted through what’s up platform. With all the challenges pre-service teachers’ encountered during online teaching and learning they appreciated the tutor-learner relationship and interactions as cordial, collaborative and done in a form of discussion. It is therefore recommended that there should be stable network connectivity and subside on data bundle for learners.

scholarly journals CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS’ REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC

2020 ◽  
Vol 19 (6A) ◽  
pp. 1125-1136
Author(s):  
Asheena Singh-Pillay ◽  
Jayaluxmi Naidoo
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
Study Data ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Online Technologies ◽  
And Mathematics

To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers’ reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students’ learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning. Keywords: learning style, online teaching and learning, pandemic, reflections, WhatsApp

Sign in / Sign up

Export Citation Format

Share Document