From Traditional to Distance Learning

2021 ◽  
pp. 119-139
Author(s):  
Lucia Bartolotti
Keyword(s):  
Game Theory ◽  
Distance Learning ◽  
Teaching Practices ◽  
Social And Emotional Learning ◽  
Theoretical Background ◽  
Emotional Impact ◽  
Upper Secondary School ◽  
Distance Teaching ◽  
Social And Emotional ◽  
Upper Secondary

In winter 2020, Coronavirus silently spread from a Chinese metropolis globally. Schools closed and emergency distance teaching was enforced wherever possible. This chapter examines this phenomenon as it took place in an Italian upper secondary school and applies the rules of gamification as a key to understanding the process and the interconnections of all the agents that played a role. The theoretical background includes Werbach and Hunter's game theory, the SAMR model of Ruben Puentedura, and the findings of social and emotional learning (SEL), with the aim to analyze not only the technical transformations with their consequences on teaching practices, but also the emotional impact the pandemic had on teachers and pupils. The results of the first national surveys about the effect of the lockdown months are taken into consideration to validate the author's experience, as well as articles and studies from sources such as UNESCO, OECD, and the Economic World Forum. The description of what happened as if it were a proper game may shed some light into the complexity of this experience.

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

Preservice Teachers in Distance Learning

2021 ◽  
Vol 11 (3) ◽  
pp. 49-61
Author(s):  
Jessica C. Decker ◽  
Valerie Beltran
Keyword(s):  
Preservice Teachers ◽  
Distance Learning ◽  
Teacher Candidates ◽  
Online Survey ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Online Instructors ◽  
Social And Emotional ◽  
The Impact

This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.

scholarly journals TEACHERS' SOCIAL AND EMOTIONAL HEALTH INDICATORS IN THE DISTANCE LEARNING SITUATION DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 15 (1) ◽  
pp. 26-38
Author(s):  
Guna Svence ◽  
Eva Gajdasova ◽  
Ala Petrulyte ◽  
Lūcija Kalnina ◽  
Lāsma Lagzdina ◽  
...  
Keyword(s):  
Distance Learning ◽  
Health Survey ◽  
Emotional Health ◽  
Well Being ◽  
Distance Teaching ◽  
Teacher Engagement ◽  
Social Emotional ◽  
Social And Emotional ◽  
Reaction Index ◽  
Emotional Burnout

There were 3 countries which participated in Erasmus+ project „Supporting teachers to face the challenge of distance teaching” (2020-1-LV01-KA226-SCH-094599) during last year. The aim of the project was to develop a well-functioning digital support system for teachers, promoting socio-emotional health and resilience. The main aim of this research was to outline a research problem on teacher well-being factors in three countries during the Covid-19 pandemic, when teachers worked remotely, and to further explore the problem in a focus group in Latvia. The following is a description of the study that was carried out in Latvia on the problems of teachers' social and emotional health factors during distance learning in 2020-2021. The study in Latvia took place in parallel with the study in Slovakia and Lithuania. This article describes the first part of the study in Latvia. One of the tasks of the study was to identify the factors that predicted teachers’ social and emotional health (SEH-T), to determine the relationships between teacher SEH, emotional burnout and teacher engagement in work indicators, and to perform a linguistic and psychometric adaptation of the teacher SEH-T (Social-emotional Health Survey – Teachers, Furlong and Gajdosova, 2019). Latvian teachers from different schools in Latvia participated in this study. Respondents completed three surveys: Teachers SEH-T (Social- emotional Health Survey – Teachers, Furlong and Gajdosova, 2018), Engaged Teachers Scale (ETS; Klassen, Yerdelen & Durksen, 2013) and the K. Maslach Burnout Survey – General Survey (MBI– GS, Maslach, Jackson & Leiter, 1996; Caune, 2004). The results showed that the translation of teachers' SEH-T survey into Latvian language had good internal coherence of articles, the article discrimination index indicator was statically significant, and the reaction index was within the normal range. Teachers SEH is positively predicted by teacher engagement indicators. Demographic and emotional burnout rates do not predict teachers' SEH-T scores. The results showed that there were statistically significant positive correlations between teacher SEH-T, teacher engagement, and emotional burnout rates. There were statistically significant negative correlations between teachers' SEH-T indicators, teacher involvement and emotional burnout indicators. Keywords: Teachers SEH, work engagement, emotional burnout

Sign in / Sign up

Export Citation Format

Share Document