Transitioning the Elementary Mathematics Classroom to Virtual Learning

2021 ◽  
pp. 343-365
Author(s):  
Christie Lynn Martin ◽  
Kristin E. Harbour ◽  
Drew Polly
Keyword(s):  
Technology Use ◽  
Mathematics Classroom ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Classroom Technology ◽  
Digital Competence ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Virtual Tools ◽  
K 12

In this chapter, the authors explore the experiences of K-12 teachers as they navigated an abrupt transition from a traditional face-to-face mathematics classroom to virtual learning. The authors used a survey to ask teachers to explain what effective mathematics instruction meant for their classroom. Their responses most closely aligned with four of the National Council of Teachers of Mathematics (NCTM) effective practices. The survey continued to prompt teachers to share their concerns for the transition, the most effective virtual tools they implemented, support they received, how their virtual classrooms would influence their return to face, and where they needed more support. The authors offer recommendations for supporting teachers as the virtual classroom currently remains in place for many and for transitioning back to the traditional face-to-face classroom. Technology use and digital competence continues to expand in K-12 education.

scholarly journals Reimagining higher education during and post-COVID-19: Challenges and opportunities

2020 ◽  
pp. 147797142094773 ◽  
Author(s):  
Lorenz S Neuwirth ◽  
Svetlana Jović ◽  
B Runi Mukherji
Keyword(s):  
New York ◽  
Virtual Classroom ◽  
State University ◽  
Virtual Classrooms ◽  
System Perspective ◽  
Face To Face ◽  
Diverse Student ◽  
Challenges And Opportunities ◽  
Face To Face Instruction ◽  
Learning Behaviours

The coronavirus (COVID-19) pandemic has required faculty and students to adapt to an unprecedented challenge and rapidly transition from traditional face-to-face instruction to distance learning formats through virtual classrooms. While most campuses trained faculty to ensure quality and maintenance of the curriculum through virtual classrooms, less consideration has been given to training students, who face equal challenges in adapting to this abrupt change in the delivery of the curriculum. Few approaches have been developed for students to facilitate their involuntary transition to virtual classrooms and maintenance of appropriate online learning behaviours and etiquette. Presented here are a series of propositions to help to maintain and enhance the quality of college student engagement and activity in the virtual classroom. These guidelines are from one example of the State University of New York public educational system perspective, at the pandemic’s epicentre, while serving a diverse student population. Initiating a meaningful dialogue between faculty, who are engaged in efforts to cope and adapt to the pandemic, may prove useful in re-envisioning and re-designing future curriculum. This may facilitate future discussions on creating best practices guidelines for asynchronous/synchronous virtual classrooms post the pandemic. The present rapid communication suggests a framework for faculty to develop such guidelines to address the current gap in the literature.

Online Learning at the K-12 Level

2016 ◽  
Vol 6 (2) ◽  
pp. 15-28 ◽  
Author(s):  
Chris Sorensen
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
Grade Level ◽  
Subject Area ◽  
Face To Face ◽  
Online Classrooms ◽  
The Subject ◽  
K 12 ◽  
Positive Results ◽  
Specific Technology

Technology integration has had a profound effect on K-12 education with research yielding positive results in student learning. Most research to date has been conducted in face-to-face settings. With the growth of online K-12 learning, an opportunity exists to examine technology use in the “new” K-12 classroom. The aim of this research was to investigate the potential relationships between specific technology and subject area and grade level and why online K-12 teachers use technology in their online classrooms. Results suggest that in an online K-12 learning environment, relationships may exist between what technology is used and the subject area and/or grade level it is used in.

Developing Teachers' Knowledge for Teaching in Virtual Contexts

2021 ◽  
pp. 643-664
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Social Presence ◽  
Teaching And Learning ◽  
Virtual Classrooms ◽  
Pedagogical Content ◽  
Face To Face ◽  
Knowledge For Teaching ◽  
Virtual Instruction ◽  
Virtual Computer ◽  
K 12 ◽  
Content Knowledge For Teaching

The 2020 worldwide pandemic signaled the COVID-19 crisis as a real threat and forced K-12 schools to move teaching and learning from face-to-face classrooms to online virtual classrooms. Educators searched for a silver lining amid the hardships created by the virtual teaching and learning environments. This chapter answers an important question: How has the knowledge that teachers need for teaching changed as a result of School Lockdown 2020-2021? Analysis of the chapters in this book in addition to extensive qualitative observations of two middle school virtual computer science classrooms over six months identified two important lessons needing consideration when requiring K-12 virtual instruction: (1) teachers' knowledge for teaching requires developing their technological pedagogical content knowledge for teaching in both face-to-face and virtual contexts, and (2) teaching virtually relies on a social presence that assures students' sense of belonging to engage in virtual learning experiences.

scholarly journals The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

2020 ◽  
Vol 5 ◽  
Author(s):  
Lavina Sequeira ◽  
Charity M. Dacey
Keyword(s):  
Students Of Color ◽  
Teaching And Learning ◽  
Virtual Classroom ◽  
Virtual Space ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Student Interactions ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Self Study

Despite the fact that American education has at its core strived to provide pathways of opportunity to remedy socio-economic inequalities, as educational institutions transitioned into online virtual classrooms due to the COVID-19 pandemic these inequalities have come into sharper focus for us. During the process of engaging in a larger self-study, we became more aware of the stark socio-economic disparities of our students in a virtual space, specifically amongst students of color, and how these disparities affected learning outcomes and their identity. Juxta positioning the situated in-between spaces of in-class and virtual environments our identities as educators were fluid and intersectional, negotiated in response to student interactions thereby enabling changes in our Dialogical Selves. The sample for this study consisted of 2 faculty members and 40 students. Data sources included reflexive journals, recorded class sessions, students' questionnaires, and artifacts such as student feedback collected through “exit tickets” as well as recorded meetings. Some findings include (1) students' identities were negotiated differently in face to face classrooms vs. virtual classrooms, (2) fluidity in intersectional identity due to intersections of I-positions in the dialogical self, and (3) acknowledging and accepting the presence of COVID-19 created a sense of community in the virtual classroom (4) incorporating self-care and caring pedagogical practices provided an empowering space for students and educators.

scholarly journals O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

2021 ◽  
Vol 108 (Supplement_5) ◽  
Author(s):  
A Nathan ◽  
M Fricker ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Training Programs ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Classroom Training

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals Saudi EFL Instructors’ and Students’ Perspectives Towards Virtual Learning During COVID-19 Pandemic

2021 ◽  
Vol 13 (6) ◽  
pp. 18
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Face To Face ◽  
Large Numbers ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year ◽  
Sudden Transition ◽  
The Impact

The Covid-19 pandemic and the sudden transition from face-to-face to virtual learning have given rise to various challenges and obstacles in teaching contexts all over the world. This paper explores the impact of this unexpected transition in the teaching and learning process based on English as a foreign language (EFL) teachers’ and learners’ experiences at a Saudi university. This research employed a mixed methods approach. Four male and female EFL teachers were involved in addition to thirty-six students from a preparatory year program. The key findings of the study revealed that there were three major challenges encountered in the use of virtual classroom applications during the pandemic, including crucially a lack of technology and Internet connection, having large numbers of students in a virtual learning classroom, and lack of student and teacher interaction when using virtual learning classes. Although Saudi EFL students and teachers viewed the virtual learning classes in a positive light during the pandemic period, they reported that in the post-pandemic period and over the long term, they would prefer traditional face-to-face teaching.

scholarly journals The challenges of delivering addictions psychiatry teaching in the COVID era

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S139-S139
Author(s):  
Rebecca Hammersley ◽  
Amy Martin
Keyword(s):  
Clinical Teaching ◽  
Teaching Style ◽  
Virtual Classroom ◽  
List Type ◽  
Addiction Psychiatry ◽  
Virtual Classrooms ◽  
Teaching Fellows ◽  
Face To Face ◽  
Online Tutorials ◽  
Virtual Teaching

AimsDuring the pandemic, addiction psychiatry moved from face-to-face lectures (delivered by Addictions Psychiatrists) to bitesize pre-recorded lectures (delivered by clinical teaching fellows) alongside interactive tutorials (delivered by Addictions Psychiatrists). The Addictions Team developed an online tutorial (delivered via Blackboard Collaborate) containing a combination of information slides, case studies, interactive quizzes, and short videos. These were delivered ‘live’ to small groups of students in up to four simultaneous virtual classrooms on a 6-weekly rolling basis. We aimed to assess student and tutor feedback regarding the move to interactive online tutorials in addiction psychiatry.MethodTwo questionnaires sought feedback from students and tutors, focussing on the change from face-to-face to virtual teaching during a 20-week period.Result21 (of 161) students completed the questionnaire. •100% ‘strongly agreed’ or ‘agreed’ that the content of the tutorial was relevant to learning outcomes.•52% felt ‘somewhat comfortable’ unmuting their microphones to contribute verbally, contrasting to 24% feeling ‘not very’ or ‘extremely uncomfortable’. In practice, only 30% of students contributed verbally.•57% felt most comfortable contributing via the written ‘chat’ function (rather than audio or camera).•65% felt either ‘somewhat’ or ‘very comfortable’ turning their cameras on, but only 1 student turned their camera on across all tutorials.•48% felt the tutorial was more accessible virtually than face-to-face; 5% considered it less so.•When COVID restrictions are lifted, 14% would prefer the tutorial to remain virtual, 53% would rather it returned face-to-face, and 33% had no preference.7 (of 7) tutors completed the questionnaire. •100% felt that students having their camera on would make their experience of delivering teaching ‘much better’ or ‘better’.•71% of tutors felt that students contributed ‘slightly’ or ‘significantly’ less in the virtual classroom.•Only 29% of tutors found the experience of virtual teaching ‘very’ or ‘somewhat’ enjoyable, contrasting 43% finding it ‘somewhat’ or ‘very’ unenjoyable.•Several white space tutor comments suggested the lack of audio-visual engagement made teaching less rewarding, whilst also preventing them from adapting content, pace, and teaching style to suit the group's needs. Tutors felt that the ease of delivering teaching from any location was beneficial.ConclusionVirtual teaching has become embedded in medical education and will likely remain so post-pandemic. For it to be an effective and enjoyable experience, for both students and teachers, there needs to be adaptation of content, technology, etiquette and culture.

Teaching Students With Learning Disabilities in a Virtual Learning Environment

2021 ◽  
pp. 19-41
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi ◽  
Simran Randhawa
Keyword(s):  
Learning Disabilities ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Students With Learning Disabilities ◽  
Face To Face ◽  
Rapid Changes ◽  
Development Support ◽  
K 12 ◽  
Virtual Mode

COVID-19 brought unprecedented changes in the education sector at all levels globally. These rapid changes have transformed the way teachers are transacting the curriculum in K-12 classrooms. Teachers have had to adapt and depend on a virtual mode to reach students and facilitate student engagement and subsequent learning. In the absence of professional development support, such overnight changes and giant leaps from traditional face-to-face interaction with students have been extremely challenging for teachers and equally stressful for students and their parents. Many teachers describe their helplessness with growing absenteeism and delayed submission of student assignments. It is even more difficult for students with a learning disability to engage virtually for a longer time in front of a computer screen. They often need intensive, one-on-one support from the parent. This chapter aims to highlight the challenges faced by professionals to teach students with specific learning disabilities effectively in a virtual learning environment and identify effective solutions.

Analyzing Diversity and Equity in Virtual Classrooms

2022 ◽  
pp. 155-162
Author(s):  
Antoniece Bailey ◽  
Shatara Sims
Keyword(s):  
School Districts ◽  
Virtual Learning ◽  
School Systems ◽  
Virtual Classrooms ◽  
Face To Face ◽  
The World ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Virtual Setting

Around the country, school systems are trying to navigate through the ever-changing impact COVID-19 has caused. School districts scramble to equip teachers and students with technology as the world transitions to a mostly virtual setting. This document gives an overview of challenges educators encountered shifting from traditional face-to-face learning to virtual learning. This chapter also analyzes how differentiation and the use of multiple communication platforms help to address equity and diversity in the virtual setting.

scholarly journals Promoting Learning from Home Environments Through Google Classroom Application for EFL Undergraduates

DEIKSIS ◽  
2020 ◽  
Vol 12 (03) ◽  
pp. 229
Author(s):  
Amrina Rosyada
Keyword(s):  
Narrative Analysis ◽  
English Education ◽  
Virtual Classroom ◽  
Mixed Method Research ◽  
Home Environments ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Course Engagement ◽  
Emergency Actions ◽  
Simple Features

<p>As the world has been shocked by the unexpected rapid disease named COVID-19, several emergency actions are conducted in all aspects of human lives, including in the education field. In Indonesia, all colleges, particularly in several red-zone areas such as Jakarta, are restricted accessed for several months ahead. All activities inside the institutions’ building are limited, and face-to-face classrooms are forbidden and changed into virtual classrooms or called Learning from Home Environments (LHE). Regarding the situation, this research is promoting LHE with the use of Google Classroom application as a free available media in teaching English basic grammar course for EFL undergraduates. This research was participated by 60 students of English Education Program, Universitas Indraprasta PGRI (Unindra), located in Jakarta, Indonesia. The research administered a convergent mixed-method research design by collecting data in two cycles that accumulated through tests and questionnaires. Based on research questions, a correlational analysis and a narrative analysis were allocated. The results indicate an interesting output on students’ course engagement and course understanding. Supported by several practical and simple features, Google Classroom becomes a promising and favorite tool in learning English from home environments during the pandemic period.</p><p>Keywords: Learning from home environments, google classroom application, EFL undergraduates, virtual classroom, pandemic period</p>

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