In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course

2021 ◽  
Vol 11 (4) ◽  
pp. 61-81
Author(s):  
M. Elizabeth Azukas ◽  
Michael K. Barbour
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Success Factors ◽  
Action Research Project ◽  
Graduate Course ◽  
Learner Readiness ◽  
Teachers Perceptions ◽  
Learning Success ◽  
Curricular Materials ◽  
K 12

While the number of K-12 students learning online continues to increase, the focus on online teaching is still absent in most teacher education programs. In this article, the authors examine the data from the fourth cycle of an action research project designed to examine K-12 online learning curricular materials at one Midwestern university. The learner-generated course data generated four themes: the benefits and challenges of K-12 online learning, success factors need for K-12 online learning, growing acceptance of K-12 online learning, and student self-efficacy for teaching online. Recommendations to improve the course based on the data and these themes included updating the Michigan-focused course readings, adding case studies related to overcoming student anxiety and issues often found in urban settings, and the creation/inclusion of some tool or instrument to measure learner readiness to teach online.

scholarly journals Preservice Training Amid a Pandemic in Ghana: Predictors of Online Learning Success Among Teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
William Nketsia ◽  
Maxwell P. Opoku ◽  
Ahmed H. Mohammed ◽  
Emmanuel O. Kumi ◽  
Rosemary Twum ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Information And Communications Technology ◽  
Colleges Of Education ◽  
Learning Success

The coronavirus disease 2019 outbreak has brought the world to a standstill, especially the education sector. Globally, it has claimed over two million lives, with over 100 million people infected, forcing schools to close down. This has reignited the importance of online teaching and learning for preservice teachers who comprise the next frontiers in providing online education to their future students. However, studies on online learning [OL] success among preservice teachers in developing countries, such as Ghana, remain scarce. Accordingly, this study mainly aimed to assess the predictors of OL success among preservice teachers in Ghana. Bandura’s social cognitive theory guided the study; in total, 526 preservice teachers were recruited from four colleges of education. Although the teachers were ambivalent regarding the success of OL, significant differences were found between the following demographics: gender, specialization, marital status, the preferred mode of learning, and the place of residence. Moreover, the study discussed the need for intensive information and communications technology education among preservice teachers, particularly women, developing their confidence in computer skills, and other recommendations.

scholarly journals Perceptions and Usages of Online Teaching Resources by South Dakota Science and Agriculture Teachers

2020 ◽  
Author(s):  
Peter T White ◽  
Madhav P Nepal ◽  
Larry M Browning ◽  
Matthew L Miller ◽  
Sharon S Vestal ◽  
...  
Keyword(s):  
Science Teachers ◽  
Online Teaching ◽  
National Standards ◽  
Teaching Resources ◽  
Teachers Perceptions ◽  
Online Curriculum ◽  
Social Media Platforms ◽  
K 12 ◽  
Science Educators ◽  
Curricular Resources

Understanding how teachers utilize, adapt, and integrate curriculum is helpful in the development and dissemination of curricular resources to better serve our teachers’ needs. Agricultural and science educators face similar challenges in selecting, adapting, and delivering curricular content in their courses. The data presented here assesses teachers’ perceptions of online curricular resources and their usage by agriculture and science teachers in K-12 classrooms. The specific research objectives were to 1) determine the teacher’s perceptions and usage of online curriculum resources and 2) determine their methods to locate and select web-based curricular resources. Analysis suggests that the curricular needs and utilization may not be discipline-specific, and that needs identified in other disciplines may have applications in agriculture and science classrooms. Teachers utilized Google, Facebook, and other social media platforms to share and locate resources but expressed the need to have better organization and classification of online resources. Resources need to be tagged with state and national standards, have references, and activities that are engaging for students and easily adaptable to teachers’ local needs and styles. Teaching pre-service teachers to better utilize existing curricular resources could lead to improved instruction and student learning while saving time. Further research into the utilization of existing curriculum by both current and pre-service teachers is warranted.

scholarly journals Engaging Student Teachers in An Online Teaching Pedagogies Module during COVID-19

2021 ◽  
Vol 10 (7) ◽  
pp. 62
Author(s):  
Peter Tiernan ◽  
Jane O'Kelly ◽  
Justin Rami
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Online Teaching ◽  
Primary Teachers ◽  
Initial Teacher Education ◽  
Learning Tools ◽  
Teachers Perceptions ◽  
The Impact ◽  
Teaching Pedagogies ◽  
Learning Data

COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching. 

Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts

2021 ◽  
Vol 38 (2) ◽  
pp. 258-270
Author(s):  
Amy J. Catalano ◽  
Bruce Torff ◽  
Kevin S. Anderson
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
School Districts ◽  
Teacher Perceptions ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Online Teaching ◽  
The United States ◽  
Content Type ◽  
K 12

PurposeThe novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.Design/methodology/approachThe authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.FindingsRespondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.Originality/valueNo published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

scholarly journals Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ximena D. Burgin ◽  
Sheila Coli Coli ◽  
Mayra C. Daniel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Content Type ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Available Technology ◽  
Qualitative Phenomenological ◽  
K 12

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

scholarly journals Teachers’ Perceptions of the Transition from Onsite to Online Teaching during the Covid-19 Pandemic

2021 ◽  
Vol 8 (4) ◽  
pp. 416-422
Author(s):  
Luu Nguyen Quoc Hung
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Quality ◽  
Educational Institutions ◽  
Educational Systems ◽  
Teachers Perceptions ◽  
Online Teachers ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
Temporary Closure

Educational systems worldwide have been affected by government restrictions imposed in response to the Covid-19 pandemic, causing the temporary closure of many educational institutions. The new condition has forced teachers to make the transition from onsite to online teaching. The current study used a descriptive method to examine online teachers’ perceptions towards online teaching during the transition to online learning at a center for foreign languages in Vietnam. The results reveal that teachers have a relatively positive perception of online teaching, although many typical problems of online teaching do present themselves and the effectiveness of online teaching does not always compare favorably with traditional classroom teaching. Teachers’ suggestions are significant for improving online teaching quality. Online teaching is highly likely here to stay and will continue to improve. The transition from traditional face-to-face classrooms to online teaching can be successfully achieved and its quality can be ensured if challenges and ways of improving online learning continue to be closely examined.

scholarly journals Quiet Participation: Investigating non-posting activities in online learning

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Lesley Wilton
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Learning ◽  
Online Courses ◽  
Learning Activities ◽  
Learning Success ◽  
Nuanced Understanding ◽  
Key Phrases ◽  
K 12

Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since number or frequency of entries, words or key phrases are usually visible and easily tracked. This paper addresses reading, writing and revisiting behaviours by cluster groups in eight online courses, and looks for patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage valuing of different “paths” to online learning success beyond the criterion of written entries.Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since number or frequency of entries, words or key phrases are usually visible and easily tracked. This paper addresses reading, writing and revisiting behaviours by cluster groups in eight online courses, and looks for patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage valuing of different “paths” to online learning success beyond the criterion of written entries.

scholarly journals Genre-based visualization through an online teaching platform: A strategy to engage with academic texts during the Covid-19 outbreak

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 270-288
Author(s):  
Siti Sarah Fitriani ◽  
Sukardi Weda ◽  
Iskandar Abdul Samad ◽  
Rizki Ananda
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
English Education ◽  
Online Intervention ◽  
Online Discussions ◽  
Action Research Project ◽  
Academic Texts ◽  
Learning Platform ◽  
Banda Aceh

During the Covid-19 outbreak in 2020, students of all education levels are pushed to study at home via online classes. Schools, universities and other educational institutes have to make sure that their students can keep receiving knowledge and information based on the indicators set by the curriculum. The same thing also occurs at the English Education Department of Syiah Kuala University in Banda Aceh, Indonesia. This article presents the results of a two-cycle action research project conducted in Banda Aceh, Indonesia, through an online learning platform using Zoom meeting. In this study, eight undergraduate students participated in the online intervention class to apply genre-based visualization metacognitive strategy. A total of six academic texts of the explanation genre were taken from TOEFL tests and used in both cycles. In the online intervention class, students generated visual imagery of the academic texts, built up their knowledge of the text genres in the online discussions, and individually drew visual representations of the explanatory texts. The images drawn by the students were taken for the qualitative analysis, and the tests given to the students were analyzed quantitatively. Both data are used to find out their improvement in reading comprehension. The findings of this study revealed a remarkable contribution of genre-based visualization for improving students' comprehension of academic texts of the explanation genre at TOEFL level, particularly through online learning during the pandemic.

scholarly journals Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

10.28945/3626 ◽  
2017 ◽  
Vol 16 ◽  
pp. 001-014 ◽  
Author(s):  
Tian Luo ◽  
Laura Hibbard ◽  
Teresa Franklin ◽  
David Moore
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Teacher Candidates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Field Experiences ◽  
Learning Activities ◽  
Future Research ◽  
Virtual Field ◽  
K 12

Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences. Background With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.

scholarly journals THE ROLE OF TECHNOLOGY IN ONLINE LEARNING: AN EXAMINTATION TOWARDS ENGLISH TEACHERS’ PERCEPTION AND PRATICES

2021 ◽  
Vol 4 (2) ◽  
pp. 267
Author(s):  
Naajihah Mafruudloh ◽  
Fais Wahidatul Arifatin ◽  
Uswatun Chasanah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Teaching ◽  
Qualitative Data ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Online Language Learning ◽  
Face To Face Learning

Information technology is well developed today. This is shown by several applications that support online activities, social activities, commerce, services, and learning. In this pandemic situation (covid-19), several institutions provided policies to carry out online learning to prevent and minimize the spread of the Covid-19 virus. In this case, the institution committees ask the teachers and lecturers to provide online learning to students, especially in learning English. The purpose of this study was to determine the teachers' perceptions in online language learning. Researchers used a questionnaire instrument to conduct surveys and interviews to obtain qualitative data. This is aimed to observe the teachers’ perception towards online language teaching practices and changes in teaching to online teaching. The things encountered during learning, as well as obstacles faced by the English teacher. In online learning, teachers must be able to involve students so that the situation runs like face-to-face learning. The final results of this study will be useful for online language teachers, institutions, and all aspects involved in education.

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