Students’ Perception of the Role of Online Teachers:Comparing Routine and Emergency Times

Social distancing during the COVID-19 pandemic forced the education system to instantly transition to online learning and teaching. Studies show that the challenges of emergency remote teaching (ERT) differ from those of online learning during routine times. Do student’s perceptions of teachers’ roles during online learning differ between ERT and routine online classes as well? Addressing this question can illuminate different aspects of the role of a teacher at different times, thus facilitating the improvement of online learning. This study compares students’ perceptions of their teachers’ roles in the online courses they attended during the pandemic, with perceptions of students who attended online courses in routine times when distance learning was a regular part of the academic program. The participants who attended online courses during routine times were 520 undergraduates in a teacher-education college. A second group of 475 undergraduates from the same college responded at the end of a semester of emergency online learning during the pandemic. Both groups answered questionnaires regarding their perception of four aspects of the role of online teachers: pedagogical, technical, affective, and differentiating. The findings showed that during emergency times, students had significantly higher expectations for teachers’ technical and affective roles than in routine times. However, students had lower expectations regarding teachers’ differentiating role during emergencies, and similar expectations for teachers’ pedagogical role in both situations. These findings highlight the need to plan curricula to suit different situations and different needs, and emphasize the different characteristics of the teachers’ role in different situations, in order to optimally address students’ needs in times of routine and emergency alike.

Training Kuwaiti Teachers to Lead: A Case Study of Competitive Debate at the Basic Education College

This paper presents a case study of a competitive debate program designed for teachers-in-training at the Basic Education College in Kuwait. Stakeholders at different levels have expressed an interest in introducing more constructivist-based pedagogies into the Kuwaiti national education system, but institutional and ideological challenges have hindered implementation. Teachers at the college designed and implemented a debate program based on constructivist principles of authenticity, student meaning-making, collaboration, and high performance expectations. Survey data suggest that participants experienced debate as a transformative experience, changing their perception of themselves, of the world, and of their ability to effect change in it. Participants came to imagine themselves as future system leaders preparing future generations with higher-order skills involving complex solving, which an increasingly complex social reality demanded. From 2015 to 2018, a group of professors formed debate teams at the Kuwait University National English Debate League. This endeavour formed the empirical research presented here as evidence to support a move from instructivist teaching to constructivist learning for future teachers in Kuwait.

COVID-19 and its impact on Further Education college students in Northern Ireland

The effect COVID-19 is having on students and teachers, in academic and emotional ways remains to be understood. This research explored impact on level 3-5 science students attending an FE college in NI, and the science teaching staff. Primary outcome involved analysis of the impact of COVID-19 on academic progress, and emotional state during times of remote teaching, and the perceived impact of remote learning on subject knowledge. Feedback was generated using a mixed-methods approach of questionnaires followed by semi-structured focus groups. Analysis of n=11 staff and n=84 student questionnaire responses, using a mix of Likert type, short and long response questions, showed that while remote learning is overall seen as somewhat positive as it allows more structure, it is perceived neutrally in terms of student receptiveness. Students feel their development as scientists, and emotional wellbeing have been negatively impacted. Lecturing staff, while utilising a number of platforms to encourage engagement, felt overall negatively about online learning. Implications and further analysis will be presented.

Evaluating the Curriculum of Teaching Methods of Basic Education Colleges from the Points of View of the Teachers

The present study tries to evaluate the content of the curriculum of general teaching methods of Basic education college so as to identify the strong and weak points, and to make some remedies of the weak points. Questionnaire is used to gather information of the study. The main areas of questionnaire are: Content, Aim, method and Testing. The sample of the study consists of 25 teachers. The study results indicated that there are some defects in designing the contents and aim of the curriculum of general teaching method. The study has ended up with a number conclusions and recommendations based on its results.

Television For Educating Students With The Help of Up-to-Date University Students

Media uses many different tools in its efforts to believe, using radio, television, posters and some other devices, trying to gain trust and support; which means media tools can be used for control. The increase in media importance in different communities is due to the creation of media tools, and the importance of individuals in society with these tools, especially television, so we see if media or television are in a way Positive is used in a way that plays an important role in bringing about the social change of development and development in all aspects of life in society, and if it is misused, it will have a bad effect on all individual parties in society, so this study contains three goals: - knowing the role of television in creating anxiety by students in a general way Knowing the role of television in creating anxiety by students based on gender change Knowing the role of television in creating anxiety by students according to the stage change Researchers used the method of resolution, the limit of this research by Raparin University students for 2020-2021, the Research Society consists of all students of the Basic Education College whose number is 1216, the sample of research consists of 100 (1,4) stage students from all different departments, the scale of the study prepared by researchers, The most important results of the research are anxiety by the example of the study, which is no different from the gender and stage changes.