scholarly journals THE LIVED EXPERIENCES OF TEACHER AND STUDENTS IN PE AMIDST THE PANDEMIC

2021 ◽  
pp. 365-372
Author(s):  
Ma. Isabel O. Mojica
Keyword(s):  
Physical Education ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Human Life ◽  
Research Question ◽  
Coping Mechanisms ◽  
Teachers And Students ◽  
Remote Learning

Conducting classes remotely to shift in teaching paradigm of learning due to the on-going pandemic has posed many challenges to the education sector. Despite these efforts, several arguments are associated with remote learning especially with online classes or e-learning amidst the pandemic. The study aimed to unveil the lived experience of teachers and student who are taking remote learning in physical education subject. The respondents must had experience and engaging in remote learning. This study employed both qualitative and quantitative methods of research. The respondents must had experience and engaging in remote learning. This study answered the following: What is the demographic profile of teachers and students? What are the challenges encountered by teachers and students? What are the coping mechanisms of teachers and students during remote learning? Is there a relationship between challenges encountered and coping mechanisms of teachers and students? How do the profile of the teachers and students relate to the challenges encountered and their coping mechanisms? For the qualitative part, an Interpretative Phenomenological Analysis (IPA) method was used to interpret the meanings of experiences of human life, and focused on research question “What it is like to experience remote teaching and learning in physical education amidst the pandemic?”. Considering the results of the study, it can be said that the major problems faced by both teachers and students are the poor internet connection. This hampers the communication between the two as well as the communication among students. This breeds to a series of problems that stem from the lack of connectivity. Moreover, the most common coping mechanisms employed by both groups are engaging into activities that will help them distress.

scholarly journals Caring for people with severe myalgic encephalomyelitis: An interpretative phenomenological analysis of parents’ experiences

2016 ◽  
Vol 21 (12) ◽  
pp. 2824-2837 ◽  
Author(s):  
Martina Mihelicova ◽  
Zachary Siegel ◽  
Meredyth Evans ◽  
Abigail Brown ◽  
Leonard Jason
Keyword(s):  
Lived Experience ◽  
Health Professionals ◽  
Interpretative Phenomenological Analysis ◽  
Coping Mechanisms ◽  
Phenomenological Analysis ◽  
Myalgic Encephalomyelitis ◽  
Future Research ◽  
Identity Change ◽  
Guilt Feeling ◽  
Parents Experiences

Experiences of parents who care for sons or daughters with severe myalgic encephalomyelitis are rarely discussed within the literature. Narratives of parent–carers in Lost Voices from a Hidden Illness were analyzed using interpretative phenomenological analysis. This study aimed to give voices to those who care for individuals with myalgic encephalomyelitis and are often stigmatized and inform future research supporting parent–carers. Results included themes of identity change, guilt, feeling like outsiders, uncertainty, changing perceptions of time, coping mechanisms, and improvement/symptom management. Findings could inform the development of carer-focused interventions and provide vital information to health professionals about parent–carers’ lived experience.

scholarly journals Lived Experience of Online Teaching During the COVID-19 Pandemic: Implications for Curriculum and Teaching

2021 ◽  
Vol 5 (1-2) ◽  
pp. 89-102
Author(s):  
Peshal Khanal
Keyword(s):  
Lived Experience ◽  
Private School ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Human Life ◽  
Online Classroom ◽  
Technological Learning ◽  
Teachers And Students ◽  
The Face ◽  
Curricular Materials

As the COVID-19 pandemic has affected all sphere of human life and the schools across the country are closed due to the risk of spreading the virus, online teaching has become a major alternative pedagogical strategy among the private schools in particular. This article reports a study that explores how private school teachers perceive and adopt technological learning, how they transfer their technological knowledge and skills into the online classroom and how they self-assess their practices. This is done through a phenomenological study focusing on the meaning the participants make from their lived experience on ‘technological learning and application’ in the face of the pandemic. The study found that dealing with uncertainty and fear of the COVID-19 and the additional pressure for doing online teaching amidst the crisis evoked frustration and anguish among the teachers. Despite a number of challenges and crisis, teachers, however, learn to deal with the technological challenges and manage to run the class through virtual mode. Nevertheless, they assess the online delivery is not effective due to the various constraints. The study suggests for ensuring the access of ICT resources and facilities to both teachers and students, sufficient training to the both groups and digitalize curricular materials for the effective implementation of virtual learning.  

scholarly journals Emergency remote education in Bahrain, Iraq, and Russia During the COVID-19 pandemic: A comparative case study

2020 ◽  
Vol 39 (4) ◽  
pp. 473-493
Author(s):  
Christine Elizabeth (Noor) Coutts ◽  
Mohamed Buheji ◽  
Dunya Ahmed ◽  
Talal Abdulkareem ◽  
Budhoor Buheji ◽  
...  
Keyword(s):  
Online Learning ◽  
Lived Experience ◽  
Social Relations ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Comparative Case Study ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Spread Of Infection

BACKGROUND: During the COVID-19 pandemic many education organizations closed their doors to contain the spread of infection, providing learning continuity by distance and online delivery. OBJECTIVE: To explore the challenges educators faced during emergency remote learning so that others may learn from their experience. METHOD: A case study based on the experience of educators compares how education continuity was provided in Bahrain, Iraq, and Russia. Personal insights gathered using Zoom, complemented by documentary evidence, explore the ‘lived experience’ of the emergency changes made to teaching and learning provision. RESULTS: Whilst teachers and students were ill-prepared, and there were issues with electricity supply, stable Wi-Fi, and access to equipment, most countries were able to offer students access to learning using a combination of distance education and online learning. Benefits accrued were greater familiarity with the use of technology and a revaluing of the importance of social relations in teaching and learning. Early indications are that educational inequities may have been widened as a consequence. CONCLUSION: The challenges facing the education sector fall into three main categories: crisis management and decision making, infrastructure readiness, and student receptiveness. A hybrid approach, which blends face-to-face with online learning, is the way forward in the ‘new normal’ post-pandemic.

scholarly journals El Ciclo del Aprendizaje Cooperativo: una guía para implementar de manera efectiva el aprendizaje cooperativo en educación física (The Cooperative Learning Cycle: a guide to effectively implement cooperative learning in physical education)

Retos ◽  
2016 ◽  
pp. 264-269
Author(s):  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Cycle ◽  
Complex Structures ◽  
Whole Process ◽  
Teachers And Students ◽  
Practical Experiences ◽  
Aprendizaje Cooperativo ◽  
Modelo Pedagógico

El objetivo de este artículo es presentar una guía para integrar el aprendizaje cooperativo en contextos de educación física. A lo largo de los últimos 20 años se han publicado numerosos artículos describiendo experiencias de aplicación de distintas estructuras cooperativas. No obstante, no existe ningún documento que “lleve de la mano” a un docente cuando quiere implementar el modelo del aprendizaje cooperativo en su aula de educación física. El Ciclo del Aprendizaje Cooperativo representa una estructura que conduce a docente y discente desde los primeros pasos hasta las estructuras más complejas de este modelo pedagógico, proponiendo 3 fases: (1) Creación y cohesión de grupo, (2) El aprendizaje cooperativo como contenido a enseñar y (3) El aprendizaje cooperativo como recurso para enseñar y aprender. En cada una de estas fases se describen sub-fases y/o técnicas específicas que ayudan a comprender todo el proceso a seguir. El Ciclo del Aprendizaje Cooperativo representa un paso adelante, ya que proporciona a los docentes de educación física un marco estable que les permite a ellos y a sus estudiantes comprender, aprender, usar e integrar de una manera progresiva el aprendizaje cooperativo en sus clases. Solo a través de un trabajo pausado y concienzudo se puede lograr su desarrollo satisfactorio en contextos educativos.Abstract. The goal of this article is to present a guide to integrate cooperative learning in physical education contexts. Over the last twenty years, several articles have been published on practical experiences on this topic. However, there is no document that would “lead by the hand” teachers when they want to implement cooperative learning in their physical education classes. The Cooperative Learning Cycle represents a framework that conducts teachers and students from the first steps to the most complex structures of this pedagogical model. It includes 3 phases: (1) Building group cohesion, (2) cooperative learning as a content, and (3) cooperative learning as a means for teaching and learning. Each of these phases is composed by several sub-phases and/or techniques that help understanding the whole process. The Cooperative Learning Cycle represents a step forward, because it provides teachers with a stable framework that allows them and their students to understand, learn, use, and integrate progressively cooperative learning in their classes. It can only be successfully integrated within educational contexts through a patient and thorough process.

scholarly journals PSICOLOGIA DA EDUCAÇÃO: contribuições para a Educação Física Escolar

2018 ◽  
Vol 3 (10) ◽  
pp. 83
Author(s):  
Izeth Nascimento Barros ◽  
Neusani Oliveira Ives-Felix
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Physical Space ◽  
Teaching Methodology ◽  
De Se ◽  
Teachers And Students ◽  
Emotional Aspects ◽  
Teaching Learning

PSYCHOLOGY OF EDUCATION: contributions to School Physical EducationPSICOLOGÍA EDUCACIONAL: contribuciones a la Educación Física EscolarEste estudo aborda atemática Psicologia da Educação com ênfase nas suas contribuições para a Educação Física Escolar. O objetivo foi analisar as percepções dos professores (e dos alunos) de Educação Física sobre a Psicologia da Educação no processo de ensino-aprendizagem. Partiu-se do questionamento se estavam aplicando ou não a Psicologia da Educação, no que se refere aos aspectos motivacionais, sociais, culturais e emocionais, nas aulas de Educação Física. Foi realizada uma pesquisa de campo de cunho qualitativo. A coleta de dados ocorreu através de observações e entrevistas semiestruturadas, sendo entrevistados dois professores da disciplina de Educação Física de duas escolas públicas, uma municipal “A” e outra estadual “B”, localizadas na sede de Grajaú-MA. A partir da aplicação de questionários aos discentes, sendo 60 alunos da escola “A” e 60 da escola “B”, o resultado obtido desvelou que, entre os fatores que (des) motivam o processo de ensinar e aprender, estão: a formação inicial e continuada na área, a falta de materiais esportivos e de espaço físico, a falta de um currículo, no sentido de ter uma Base Curricular Comum Nacional-BCCN para a Educação Física. Outros fatores podem interferir nesse processo, como a metodologia de ensino, os desejos dos alunos, a relação entre professor/aluno/aluno, as atividades agradáveis que despertem a curiosidade e o desafio. Em geral, constata-se que os professores de Educação Física vêm aplicando a Psicologia da Educação em suas aulas, ora justificada pela formação inicial, ora pela vontade de ensinar.Palavras-chave: Psicologia da Educação; Educação Física Escolar; Motivação.ABSTRACTThis study addresses the Psychology of Education with emphasis on their contributions to School Physical Education. The goal was to analyze the perceptions of teachers (and students) of Physical Education in relation to Psychology of Education in the teaching-learning process. It broke out of questioning whether or not they were applying the Psychology of Education, as regards the motivational, social, cultural, and emotional aspects, in Physical Education classes. A qualitative field survey was conducted. The data collection took place through observations and interstructured interviews, two teachers of the physical education discipline of two public schools, a municipal "A" and another state "B", located at the headquarters of Grajaú-MA. From the application of questionnaires to the descents, being 60 students from school “A” and 60 from school “B”, the result obtained has unveiled that, among the factors that (des)motivate the process of teaching and learning, are: the initial and continuing formation in the area, the lack of sporting materials and Physical space, lack of a curriculum in order to have a common national curriculum Base-BCCN for physical education. Other factors may interfere in this process, such as the teaching methodology, the pupils ' desires, the relationship between teacher/pupil/pupil, the pleasant activities that awaken curiosity and the challenge. In general, it is noted that the teachers of physical education have been applying the psychology of education in their lessons, now justified by the initial formation, now by the willingness to teach.Keywords: Psychology of Education; School Physical Education; Encouragement.RESUMENEste estudio aborda la Psicología a temáticos de la Educación con énfasis en sus contribuciones a la Educación Física de la escuela. El objetivo fue analizar las percepciones de los docentes (y estudiantes) de la Educación Física sobre la Psicología de la educación en el proceso de enseñanza-aprendizaje. Se rompió del cuestionamiento de se estaban o no aplicando la Psicología Educación, en lo que se respecta a los aspectos motivacionales, sociales, culturales y emocionales, en las clases de Educación Física. Se realizó una encuesta de campo cualitativo. La recolección de datos tuvo lugar a través de observaciones y entrevistas intestructurada, dos profesores de la disciplina de Educación Física de dos escuelas públicas, una “A” municipal y otra estado “B”, ubicado en la sede de Grajaú-MA. Desde la aplicación de cuestionarios a los descensos, siendo 60 estudiantes de la escuela "A" y 60 de la escuela "B", el resultado obtenido ha dado a conocer que, entre los factores que (des) motivan el proceso de enseñanza y aprendizaje, son: la formación inicial y continua en la zona, la falta de materiales deportivos y El espacio físico, la falta de un currículo, con el fin de tener un currículo nacional común BCCN para la educación física. Otros factores pueden interferir en este proceso, como la metodología de enseñanza, los deseos de los alumnos, la relación entre el maestro/alumno/alumno, las actividades placenteras que despiertan la curiosidad y el reto. En general, se observa que los profesores de educación física han estado aplicando la psicología de la educación en sus lecciones, ahora justificadas por la formación inicial, ahora por la voluntad de enseñar.Palabras clave: Psicología Educacional; Educación Física Escolar; Motivación.

scholarly journals Investigating the Effect of Peer-Assessment on Students’ Writing Proficiency

2019 ◽  
Vol 6 (3) ◽  
pp. 754
Author(s):  
Guta Legese ◽  
Tekle Ferede ◽  
Andinet Shimelis
Keyword(s):  
Treatment Group ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Research Question ◽  
Teacher Assessment ◽  
Control Group ◽  
Writing Proficiency ◽  
Writing Test ◽  
Teachers And Students ◽  
And Control

Effective teaching is the collaborative effort of both teachers and students. Teachers are expected to engage their students in teaching and learning process so as to make them active in the classroom. Thus, using peer assessment gives opportunity to a teacher to engage students in learning so that they take responsibility for their own learning. Accordingly, the main aim of this study was to investigate the effect of peer-assessment on students’ writing proficiency. In order to achieve this objective, the research question related to whether the use of peer-assessment can bring a change on the students’ writing proficiency was set. The study was quasi-experiment in design. It focused on 1st year Banking and Finance students of Jimma University. Two groups were randomly selected from the four groups and were again randomly assigned as treatment group and control group. Each group contained 30 students. In order to collect data from the students, paragraph writing test was used at the end of the intervention. The data collected were quantitative, and they were analyzed using inferential statistics called independent sample T-test. The result of the analysis showed that the students in the treatment group improved their writing proficiency than the students in control group. This indicates that the use of peer-assessment as intervention showed a significant effect on the students’ writing proficiency (t (58) = 3.537, p = 0.001, "Sig. (2-tailed)"). Therefore, it is possible to recommend that the use of peer-assessment in addition to teacher assessment is better than using teacher assessment alone so as to improve writing skills.

scholarly journals Introduction to the Special Issue on the COVID-19 Emergency Transition to Remote Learning

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Shanna Smith Jaggars
Keyword(s):  
High Speed ◽  
Teaching And Learning ◽  
Extended Period ◽  
The United States ◽  
Local Context ◽  
Special Issue ◽  
The World ◽  
Teachers And Students ◽  
K 12 ◽  
Remote Learning

The COVID-19 pandemic began in December 2019, and within three months had spread across Europe, the United States, and almost every other nation in the world. To help contain the deadly virus, countries across the globe closed the doors of K-12 schools and colleges. Students residing on university campuses were sent home. School administrators and instructors scrambled to devise plans for teaching and supporting their students from their own homes. Depending on their local context, their experience and training, and their students’ desires and needs, some teachers turned to teaching by correspondence, some to asynchronous online learning, some to synchronous remote class sessions, and some to a unique mix of these elements. Administrators, teachers, and students may have expected these emergency distance education practices to be temporary – a few weeks at most – but many were required to continue with remote teaching through the spring of 2021. More than a year after it began, the pandemic may at last be coming under control as vaccines are distributed across the world, and teachers and students are cautiously looking forward to a return to “normal” schooling conditions in the autumn of 2021. However, lessons from this extended period of universal remote learning will influence student instruction and support practices for many years to come, for both online and in-person courses and programs. The articles in this Special Issue provide a rich portrait of the teaching and learning challenges which characterized the initial emergency transition in Spring 2020, and detail the approaches of administrators and teachers as they attempted to overcome those challenges. Along the way, these studies provide lessons in terms of how to better prepare for future public emergencies, as well as how to improve student success more generally, in both online and in-person settings. Throughout the issue, readers will also see a multitude of challenges related to the “digital divide” – or the fact that students have unequal access to reliable high-speed Internet and other academic technologies, due to underlying inequalities in household income and regional infrastructure.

scholarly journals Teaching health science students during COVID-19: Cross-hemisphere reflections

2021 ◽  
Vol 18 (5) ◽  
pp. 35-51
Author(s):  
Megann McGill ◽  
◽  
Christina Turrietta ◽  
Aparna Lal ◽  
◽  
...  
Keyword(s):  
Pacific Northwest ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Research Question ◽  
Health Sciences ◽  
Health Science ◽  
Teaching Experiences ◽  
The World ◽  
Remote Learning

Efforts to mitigate the spread of the COVID-19 virus based on recommendations from government agencies across the world, such as physical distancing requirements, propelled university and college training programs into virtual learning environments in 2020. This unprecedented and largely unplanned shift to online/remote learning has led to novel pedagogical experiences for instructors, particularly those teaching in the field of health sciences, which typically rely on in-person and hands-on training to prepare students for their careers. Our manuscript aims to answer the research question, “What are the crosscultural experiences of university instructors teaching students studying health sciences during a global pandemic?” The three authors of this manuscript are lecturers in higher education who teach in the health science programmes in different parts of the world (i.e., Australia, Pacific Northwest USA, Southwest USA). A reflective scholarship of teaching and learning method, collective autoethnographies, was used to examine the online/remote teaching experiences of the authors. Four shared themes emerged from our qualitative coding and reflective discussions, with our experiences highlighting the importance of human connection and comparisons to pre-pandemic teaching practice. Our reflections have implications for pedagogy and course design and highlight the limited support available for educators teaching during stressful times as we continue remote learning. These cross-cultural teaching experiences in health sciences provide important insights into cross-hemisphere discussions about teaching in a post-COVID world.

Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools

2021 ◽  
pp. 1356336X2110179
Author(s):  
Koon Teck Koh ◽  
Li Quan Warrick Tan ◽  
Martin Camiré ◽  
Maria Agnes Alcantara Paculdar ◽  
Wei Guang Andy Chua
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Pedagogical Tool ◽  
Cultural Conditions ◽  
Teachers And Students ◽  
Ict Tools

Although there have been studies on the use of information and communications technology (ICT) as a pedagogical tool to enhance teaching and learning in physical education (PE), more research is warranted to understand perceived barriers and facilitators to usage. The purpose of the present study was to understand key factors that influence the adoption of ICT in PE perceived by teachers and students in Singapore schools. Eleven PE teachers (two females, nine males) with two to 25 years of teaching experience were individually interviewed, and 72 students (39 females, 33 males) from 10 to 17 years of age participated in 11 focus groups. The study was guided by ontological relativism and situated within epistemological constructionism. Three themes were developed from the thematic analysis: (a) technological dispositions (i.e. self-efficacy and open-mindedness); (b) teaching approaches (i.e. pedagogical integration; cognitive, affective and psychomotor stimulation; and balanced integration of ICT and the traditional approach); and (c) contextual factors (i.e. technological conditions; cultural conditions; and teachers’ ICT-specific PE knowledge). Findings from the study support the notion that appropriate use of ICT tools has the potential to positively influence teaching and learning during PE lessons while emphasising the need for schools and professional development bodies to improve the ICT pedagogical proficiency of PE teachers. The study provides important insights into how teachers can better leverage ICT tools to support student learning in PE.

scholarly journals THE IMPACT OF THE SILENT ENEMY (COVID-19 PANDEMIC) ON THE MARKETING EFFORTS UNDERTAKEN BY THE AUTOMOTIVE INDUSTRIES IN MALAYSIA

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Kumaran Kanapathipillai
Keyword(s):  
Automotive Industry ◽  
Significant Relationship ◽  
Quantitative Methods ◽  
Human Life ◽  
Research Question ◽  
Marketing Concept ◽  
Wuhan City ◽  
Survey Technique ◽  
The World ◽  
The Impact

<p>The impact of a dangerous pandemic to human life is not a new chapter in human history. However, the silent enemy (Covid-19) pandemic crept from Wuhan City, Hubei Province, China, at an exponential rate that it shifted the rhythm of the world. The crisis that started in China has become a global crisis that crippled many nations in terms of health and economy. From the events that have happened and still happening, we can notice that humans were not prepared for the onslaught of this killer pandemic. The businesses and industries in Malaysia were also not spared by this killer pandemic. One of the hard-hit industries, due to this pandemic is the automotive industry in Malaysia. Therefore, this research aims to discover how Covid-19 pandemic has impacted the marketing efforts undertaken by the automotive industry in Malaysia. Consequently, to achieve the objective of this research, the survey technique is used to develop a detailed profile, which is gathered from 337 out of 450 formal standardized questionnaires sent online to marketers at twelve automotive companies in Malaysia. This research applied the quantitative methods to yield empirical results and validations that answer the research question. The literature examined the areas of the marketing concept, context and strategies to fill the gap and to determine the significant relationship between the Covid-19 pandemic and the marketing efforts undertaken by the marketers of the automotive industry. The analysis shows that Covid-19 pandemic has a significant relationship and correlated negatively to marketing efforts. The hypothesis proved that Covid-19 pandemic has a significant relationship with marketing efforts. Thus, this study could also help all other businesses and industries in Malaysia stay vigilant and overwhelm the assault of this silent enemy. By making a shift to its marketing concept, context and strategies, the automotive industry could regain its momentum from the onslaught of the silent enemy (Covid-19) pandemic.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0626/a.php" alt="Hit counter" /></p>

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