Remote Education
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2021 ◽  
Vol 11 (Sp.Issue) ◽  
Ljerka Jukić Matić

The study reported in this paper aims to show how Croatian lower-secondary mathematics teachers coped with remote education during the lockdown necessitated by the Covid-19 pandemic. The research design refers to the case study of six teachers. On five occasions, the teachers were interviewed about the organisation of their virtual classrooms, forms of assessment, and utilisation of (digital) teaching resources from the beginning of March until the end of June 2020. The study results showed that social parameters were prominent factors in the decision-making of many teachers regarding teaching remotely. For example, the teachers always put students’ needs first: they were accessible almost all day to their students, they tried not to overload students and provided daily feedback on their work. In addition, the teachers in the study raised the issue of academic dishonesty in remote education – the digital environment made cheating easier and meant that the usual assessment formats became unfeasible. Although the findings provide insight into the work of teachers during a pandemic, a larger sample would provide generalisations about the changes in workload that mathematics teachers experienced during remote education.

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Anna Kouhia ◽  
Kaiju Kangas ◽  
Sirpa Kokko

The Covid-19 pandemic caused many sudden social changes, including a shift to remote education in many countries. In Finland, remote education also concerns crafts as a standard school subject, combining aspects of art, design, textile, and technology in basic education. Accordingly, Finnish craft teachers faced the unprecedented situation of teaching remotely a subject, which often involves hands-on activities with tangible tools and materials. The present study explores how craft pedagogy has been adapted to remote education by looking at the opportunities and challenges it faces and the effects on classroom interaction. The data consist of the output of two webinars (i.e. 27 group assignments from 123 participants) organised in the autumn of 2020 and targeted at craft teachers and student craft teachers at various levels of the education system. The qualitative, data-driven content analysis reveals that remote teaching provides beneficial opportunities for involving students’ everyday lives and families in craft education. However, challenges exist relating to the unequal distribution of materials, as well as technical and social resources at different levels of education and in various contexts. Our study also finds that remote teaching is more teacher-centred and task-oriented than classroom interaction. Online teaching facilities allow teachers to provide students with more individual feedback but make maintaining students’ peer interaction difficult. Although remote craft education was considered very challenging at first, teachers have managed to create useful pedagogical practices to be utilised in and beyond the era of the Covid-19 pandemic.

2021 ◽  
Vol 6 ◽  
Gwen D. Erlam ◽  
Nick Garrett ◽  
Norina Gasteiger ◽  
Kelvin Lau ◽  
Kath Hoare ◽  

The COVID-19 pandemic and related lock downs have accelerated the need for online and remote teaching within university settings. However, due to the abrupt nature of the pandemic, many academic staff were not prepared for this forced transition. This study aimed to understand how the pandemic affected academics at a New Zealand university, with regards to their transition to emergency remote teaching. Specifically, it explores the challenges as well as benefits academics experienced during this transition. Recommendations for future online learning are also made. Academic staff (N = 67) at a New Zealand University completed an anonymous online survey. Quantitative data were analyzed statistically using descriptive and inferential statistics, while qualitative data were analyzed thematically. Major challenges experienced included miscommunication from the university, concerns about student access to technology, finding a quiet space to work, lack of digital competence skills, too much screen-time, managing work hours, and work/life balance. Benefits included enhanced flexibility, enhanced teacher creativity, increasing autonomy of learners, and reduced commute time. Looking forward, academic staff desired future teaching to include blended learning and virtual immersion. New strategies of working remotely are being explored to facilitate teaching and learning while catering to the preferences and skills of both educators and students. Our findings honor the considerable agility of academic staff who sought to sustain and enhance excellence in remote education. At an institutional level our findings point to the need for staff to be supported by their institutions as they further refine their work within new-found spaces.

2021 ◽  
Vol 12 ◽  
Abir El Telyani ◽  
Panteha Farmanesh ◽  
Pouya Zargar

Upon the spread of the global pandemic of COVID-19, education was transformed online in an abrupt manner. Amid this change, the education sector did not have room for proper decision-making and understanding of psychological effects. This theoretical analysis aims to contribute to the proposed Frontiers Research Topic, through (a) in-depth analysis of the pandemic status and behavioral psychology and (b) examining educational psychology from the perspective of teachers regarding sudden changes. As a result, implications are suggested based on interviews, linking to extant literature. The current research recognizes the difference between online learning and emergency remote education. While the former comprises prepared means of teaching and assessment, the latter is unaccompanied by such preparedness. Thus, there are variations in the outcomes of learning, motivation, and engagement. Scholars, teachers, deans, and educational managers can benefit from current results.

2021 ◽  
Vol 7 (2) ◽  
pp. 15-22
Shahrina Ismail ◽  
Mohammad Ilham Husaini Mohammad Nazeri ◽  
Sharifah Fairuz Syed Mohamad

As COVID-19 hits the world shockingly, most nations worldwide have agreed to put educational institutions temporarily close. However, education has not stopped, but to go fully online as schools and universities could provide remote education. In this case, teachers have been struggling to adapt to the new norm to stop disease transmission. Thus, this study was conducted to investigate the impact of Online Teaching and Learning (OTL) on teachers during COVID-19. The questionnaire was distributed randomly online among 320 teachers in Malaysia. SPSS has been used to analyse the completed questionnaire to obtain descriptive and inferential statistics. Three variables that have been used in this study were effectiveness, challenges, and school reopening using Cronbach’s alpha, hypothesis testing, t-test, ANOVA, Pearson correlation, and multiple linear regression. This study has shown that most teachers were affected by using online as a new method of teaching. A negative correlation between effectiveness and challenges has implied that increasing challenges would decrease online teaching effectiveness. Besides, many of the components show a significant difference in the variables in terms of socio-demographic profiles. The findings obtained would help the higher administration tackle challenges the teachers face and know the effectiveness of online teaching and learning.

Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 124-141
Gabriela Sabulsky ◽  
Constanza Bosch Alessio ◽  

This article presents some findings of ongoing investigation on preferences and activities of university students in an emergency remote education context. A qualitative research was developed through the application of two controlled instruments (questionnaires), and a more productive one (recordings of testimonies). The main contribution of this work is the identification of three student profiles based on the strategies they develop to study with technologies in their personal environments. They are known as Gutenberg, Amphibian, and Maker profiles, and some of the main characteristics of their techno-pedagogical practices are described here. The Gutenberg profile defines a group of students whose study practices and preferences are fundamentally linked to analog technologies; the Amphibian profile is defined by the combination of analogical and digital strategies, however, there is an emphasis on the emulation of analog practices. Finally, Maker profiles prefer digital technologies and they are able to recreate teaching resources into new digital objects. The results indicate that students appropriate technologies in a particular and flexible way, which puts in tension the categories native digital and millennial, since preferences and activities seem to show the presence of analogical practices along with other emerging ones.

2021 ◽  
Vol 10 (10) ◽  
pp. 364
Marina Lepp ◽  
Piret Luik

At the beginning of 2020, education worldwide, including in Estonia, was affected by the coronavirus pandemic, which necessitated the transfer of all levels of education to distance learning. Emergency remote education created both challenges and positives for different stakeholders, especially during the early part of this staggering situation. This study aims to describe the challenges and positives encountered by people in different roles, using data from the Facebook group ‘Homeschooling with technology’ from 6 March–26 April 2020. Members of the Facebook group were divided into eight role groups. A qualitative method study design was used and inductive thematic analysis of 130 messages posted by different roles was conducted. 72 messages were coded as expressing negative sentiments and describing various problems and challenges, which were then used to create a thematic map with seven main themes. Two themes (teachers’ unreadiness and problems related to technology) were reported by all stakeholder groups except members from government institutions, who did not post any messages about challenges. Seven main themes describing positives in the Facebook messages were identified using 58 messages coded as expressing positive sentiments. All role groups posted some messages about the positives but only the theme ‘Stress management’ was mentioned by all roles. Several themes (e.g., digital tools, teachers) included both negative and positive reports. The results help capture the effect of changing roles on challenges and positives experienced by different stakeholders during the implementation of emergency remote education, which can be used for future application of distance learning in education.

2021 ◽  
Vol 13 (19) ◽  
pp. 10513
Cristina Gallego-Gómez ◽  
Carmen De-Pablos-Heredero ◽  
José Luis Montes-Botella

COVID-19 has accelerated digital transformation in teaching-learning environments. Universities based on face-to-face models have had to quickly adapt their processes to ensure the success of remote teaching-learning systems in the last months. The growing demand for technological resources has meant an effort to understand the requirements and variables that affect students’ acceptance, intention to use, and adoption of these tools. This study aims to analyze students’ acceptance of online processes adopted by universities because of the COVID-19 scenario. Although this study is based on a Technology Acceptance Model (TAM), it also considers other factors, such as perceived efficiency and satisfaction. A questionnaire was built and distributed to 313 students. The data were processed using the Structural Equation Model (SEM) method. The results indicate that 30.7% of the students improved their views of remote education using online systems. However, 49.9% of students do not believe that face-to-face teaching-learning education will be replaced by virtual teaching-learning education in the long term. Our findings confirm that the enriched TAM model built provides a useful theoretical approach to understanding and explaining users’ acceptance of remote learning environments when there is a need to rapidly migrate from face-to-face to online teaching-learning processes.

2021 ◽  
Vol 9 (207) ◽  
pp. 1-12

The sudden shift to remote education required rapid adaptation by teachers to ensure continuity of teaching. Thus, teachers had to adjust their pedagogical activities and teaching strategies to ensure student learning during the Covid-19 pandemic. Thus, the objective of this study was to understand the difficulties and challenges faced by teachers during classes during the pandemic period. For that, a quantitative-qualitative approach was used to describe and explore the results obtained in the research carried out with 21 teachers from public and private schools in Queimadas - PB. Therefore, structured questionnaires with 16 questions were used for the field research. The collected data were organized in tables and treated using descriptive statistics. The results obtained indicated that the majority of students did not have adequate electronic devices to accompany remote classes, although they had access to the internet. In addition, the results indicated that teachers paid for the costs of acquiring appropriate equipment for remote classes and did not receive incentives from the institutions they teach. Finally, it was found that the teachers participating in the study claimed to have developed some disorder during remote classes.

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

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