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2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Ian Matheson ◽  
Jacqueline Specht ◽  
Jeffrey MacCormack

The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self‑efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self‑efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID‑19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved.  


2022 ◽  
Author(s):  
Chenyang Lin ◽  
Yuxin Tong ◽  
Yaying Bai ◽  
Zixi Zhao ◽  
Wenxiang Quan ◽  
...  

Previous studies showed that the COVID-19 outbreak increased the levels of depression and anxiety in heterogeneous populations. This study examines the prevalence of depression and anxiety among Chinese international students enrolled in US universities during the COVID-19 pandemic and identifies the associated factors, including habits, social and psychological support, sleep quality, and remote learning. Participants were recruited with snowball sampling through 21 Chinese international student associations in US universities. The survey consisted of demographic questions, the Social Support Rating Scale (SSRS), the Insomnia Severity Index (ISI), the Patient Health Questionnaire-9 (PHQ-9), the General Anxiety Disorder-7 (GAD-7), and self-constructed questions on academic performance, financial concerns, use of social media, physical exercise, and psychological support. Cut-off scores of 10 were used for both PHQ-9 and GAD-7 to determine the binary outcomes of depression and anxiety, respectively. Bivariant analyses and multivariable logistic regression analyses were performed to identify the associated factors. Among 1881 participants, we found a prevalence of depression at 24.5% and that of anxiety at 20.7%. Multiple correlates—including recent exposure to traumatic event(s), pandemic-related financial concerns, workload, social support, remote learning, willingness to seek professional help, and sleep quality—were identified. It is critical for future studies to further investigate this student population and for universities to provide more flexible learning options and more access to psychological services.


Author(s):  
Hsuan-Ying Liu

Abstract Although Computer-Assisted Language Learning (CALL) is relied upon heavily in these disruptive times due to the COVID-19 pandemic, little is known about committed learners’ reactions to CALL as they actively voiced their questions and concerns during crisis-prompted remote learning. Employing a qualitative research method, findings reveal that their attitudes toward remote learning were ambivalent. While they viewed online tools as useful learning resources, they also expressed hesitation in adopting them. Meanwhile, they welcomed innovative ad hoc curriculum quickly developed by the instructor; however, the innovative curriculum was also viewed as less organized. These findings shed light on pedagogical implications for world language education in higher education and urge researchers to further investigate how remote language teaching and learning would affect committed students during the new normal times as foreign language enrollments continue to decline.


2022 ◽  
Author(s):  
Wid Hasen Allehaiby ◽  
Sara Al-Bahlani

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be applied to any academic subject, are critical within the design of any task that aims to assess learning. This review paper discusses how assessment approaches need to be modified in a time of crisis. It determines the position assessment should adopt within emergency remote teaching methods and analyzes the fundamental characteristics of five principles of assessment and how they can be accomplished with emergency remote teaching approaches. Furthermore, this paper evaluates the vulnerability and viability of the five assessment principles, examines the application of online assessment on a holistic level, and puts forward a set of recommendations to ensure the assessment principles are achieved within emergency remote learning contexts. The paper concludes with the notion that the construct of time, which is inherent within the principle of practicality, is the most significant when developing online assessments as it is this characteristic that is the most at risk. In addition, we suggest that the assessments that are implemented during emergency remote learning involve open-ended, as opposed to close-ended, questions and highlight the importance of educators demonstrating flexibility and understanding toward their students.


2022 ◽  
Vol 15 (1) ◽  
Author(s):  
Joseph D. Ciano ◽  
John Acerra ◽  
Aimee Tang

Abstract Background The COVID-19 pandemic has pressured post-graduate medical education programs to shift from traditional in-person teaching to remote teaching and learning. Remote learning in medical education has been described in the literature mostly in the context of local in-country teaching. International remote medical education poses unique challenges for educators, especially in low-middle income countries (LMICs) who need continued Emergency Medicine (EM) specialty development. Our objective is to describe the development and implementation of our remote educational curriculum for EM trainees in West Bengal, India, and to assess trainee satisfaction with our remote learning curriculum. Methods Our curriculum was developed by adapting remote learning techniques used in Western post-graduate medical education, conducting literature searches on remote learning modalities, and through collaboration with local faculty in India. We assessed resident satisfaction in our curriculum with feedback surveys and group discussions. Results The remote educational curriculum had overall high trainee satisfaction ratings for weekly livestream video lectures and throughout our monthly educational modules (median ratings 9-10 out of a 10-point Likert scale). Qualitative feedback regarding specific lecture topics and educational modules were also received. Conclusions International remote education in LMICs poses a unique set of challenges to medical educators. Residents in our study reported high satisfaction with the curriculum, but there is a lack of clarity regarding how a remote curriculum may impact academic and clinical performance. Future studies are needed to further evaluate the efficacy and academic and clinical implications of remote medical education in LMICs.


2022 ◽  
Author(s):  
Piotr Długosz

Knowledge during remote education was efficiently acquired by about half of the respondents. Every fifth student did not have the technical ability to fully participate in remote lessons. It is worth adding that the long duration of remote learning has created negative habits thate ffectively hinder functioning in the post-pandemic reality. Dark scenarios have come true and show that half of the students have serious problems with adapting to the school reality.


2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Danielle Magaldi ◽  
Harriet Fayne

Purpose Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level. Design/methodology/approach Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level. Findings Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving. Originality In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.


INFORMASI ◽  
2022 ◽  
Vol 51 (2) ◽  
pp. 305-326
Author(s):  
Ernesto Cordero Collo, Jr.

The COVID-19 pandemic has radically reshaped the academic life of graduate students and revealed the inequities in the traditional education system in the Philippines. This study is a qualitative navigation of the lived accounts of development communication (devcom) graduate students at the University of the Philippines Los Baños. It foregrounds devcom as a field of theory and practice in honor of its pioneer Professor Emeritus Nora C. Quebral and her contribution to the ferment of the field. The credence of phenomenology informed the direction of this research in addressing a paucity of literature that examines the experiences of graduate students on remote learning within the current milieu. The transition of academia into a new phase of development surfaced stories of personal and academic struggles. As social beings, they engage virtual and real spaces in coping that redirect them to a sense of purpose and semblance of normalcy at a time of uncertainties. To address their recurring and emerging conditions is the cultivation of institutional support and online forms of communication support as two pivotal forms of their reflective recommendations. Drawing from the participants’ reflections, I developed a schema that investigates the intersectionality of their struggles, coping, and recommendations towards a conducive remote learning milieu.


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