Virtual Learning Post COVID-19

The impacts of COVID-19 on education have changed how many schools and education providers deliver education with the rapid transition to online learning environments. This research highlights the critical factors influencing student and teacher engagement while also highlighting opportunities for educators to enhance the engagement for their students, utilising results from two focus groups and qualitative surveys through a case study on school districts across South Australia. This provided an understanding of the critical factors influencing teacher and student engagement and identified opportunities for improvements to the levels of student engagements through online learning environments. This research has identified best practices within schools and across the Department of Education that can support virtual learning and digital engagement into the future. In addition, through the identification of critical factors influencing student and teacher engagement, exploration of opportunities to support students and improve overall digital engagement can be identified.

Students Who Orient towards Studying vs. Learning: Teachers’ Perceptions

Many present-day students orient towards outcomes instead of learning. This is leading to failure that affects students, families, the educational system itself, and occupational and financial systems in Spain. Indeed, current data points to an 18.2% university drop-out rate during the first year. The present study seeks to identify teachers’ perceptions of the deficiencies pertaining to study orientations, their involvement in training processes, and student knowledge about the actual state of affairs regarding this topic. The target population for this incidental study was 1769 university lecturers, with a final participating sample of 317. A cross-sectional study was conducted, which was descriptive and inferential in nature. Linear regression was employed to explain variance. Outcomes showed a high degree of homogeneity in teachers’ responses. Outcomes indicate that orientations towards academic learning and study are deemed necessary. Furthermore, such orientations do not prevail due to a lack of teacher engagement, possibly due to a lack of teacher training directed towards managing and balancing class time with monitoring practices. A degree of insufficiency was observed with regards to teacher training for study management, in addition to greater teacher engagement amongst hired teaching staff with indefinite contracts working at public or private institutions, relative to official permanent teaching staff.

‘When Teachers Become Students’: Enhancing the Engagement of Public Senior High School XY Kediri Teachers During Online Learning

Online learning during the pandemic has reduced teacher engagement at SMAN XY Kediri. The 'When Teachers Become Students' training was to foster teacher engagement. This training used a Sense of Self-efficacy approach (instructional strategies, classroom management, & student engagement). This study used a quantitative approach with the experimental method of pretest-posttest design. The sampling technique used is purposive sampling with a total of 16 participants. Measurements were given before and after the training consisting of the engaged teacher scale by Klassen, Yerdelen, and Durksen (2013). Data were analyzed using paired sample t-test. There was an increase in the score of sense of self-efficacy (sig 0.00 (p<0.05)). It indicates that this training is quite effective in increasing teacher engagement at SMA XY Kediri.

Screen Recording Video in Virtual Learning during Covid-19 Pandemic: Students’ Perspective

In educational institutions, such as universities, the usage of digital tools has been employed to improve the delivery of the curriculum. They could be useful as teaching aids in the event of a COVID-19 epidemic. As a result of these concerns, this research was carried out to find out what students thought about the use of screen recording video in virtual learning activities during the Covid-19 epidemic. A total of 50 students from the English department at Universitas Pamulang participated in this study. To gather information, the authors handed out a questionnaire with ten questions and interviewed four students on the use of virtual learning in the COVID-19 pandemic situation. Students' top five positive responses to screen video recording in virtual learning are: improving the quality of learning, assisting students in learning more effectively, enhancing students' learning experience, student-teacher engagement, and flexibility of time and place, according to the data analysis. They also discovered that no matter how helpful screen capturing video is, teachers' aid and advice are still required.

Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment

In the assessment of English as a foreign language (EFL) reading proficiency, text adaptation is an important and challenging task for teachers. Although an increasing number of technology tools are available to facilitate text adaptation, research exploring how teachers engage with technology-enhanced text adaptation (TETA) is scarce. Drawing on a three-dimension framework consisting of behavioral, cognitive, and affective criteria of engagement, this case study investigated four Chinese EFL teachers' engagement with TETA facilitated by Eng-Editor, an online text complexity evaluation tool, in preparing reading assessment materials. Data from multiple sources were collected in the study. Firstly, the teachers' original and adapted texts were analyzed to reveal their behavioral engagement. Secondly, individual interviews were conducted with each teacher to unveil their cognitive and affective engagement. Results show diverse characteristics of teacher engagement with TETA along the three-dimension framework; moreover, various factors that influenced their engagement are also revealed. The paper concludes by providing suggestions for designing training programs to support teachers' employment of TETA.

Teachers Working in Special Schools in Scotland Acting with Practical Wisdom: Supporting Children with Additional Needs in COVID-19 Lockdown

The COVID-19 lockdown has substantially disrupted the established facets of teacher engagement with their students, and, given the significance of this multidimensional interaction, it brings into question what we know as teachers’ identity. The lockdown has offered a dilemmatic context where the processes of teaching and learning and being(s) a teacher are being re-visited and re-negotiated. This paper looks specifically at the perceptions of two teachers of their lockdown experience working within a special education context in Scotland, supporting children with disabilities and/or learning difficulties while at home. The question that this paper addresses is: what is the understanding of these two teachers of their role in a specialised educational context while in COVID-19 lockdown? This paper uses ‘practical wisdom’ (also known as phronêsis) as its theoretical basis, where the focus is on teachers’ judgements at precisely those moments where guidelines and procedures are unclear, and the criteria open to multiple interpretations. The COVID-19 pandemic certainly provided this context. Richard Smith’s interpretation of phronêsis as ‘attentiveness’ are central to this paper. In-depth interviews carried out with teachers are analysed through this theoretical framework and two themes are discussed.

Teachers Engagement of Madrasah Aliyah’s Teachers In Learning During Covid-19

Pandemi covid-19 telah memaksa semua aspek kehidupan berubah, termasuk pembelajaran dimadrasah aliyah. Penelitian ini bertujuan untuk mengetahui perbedaan teacher engagement gurudilihat dari jenis kelamin dan status sertifikasi guru madrasah aliyah di kabupaten Tegal. Penelitian ini menggunakan mix method dengan subjek penelitian sebanyak 302 guru madrasah aliyah. Temuan penelitian menunjukkan bahwa teacher engagement terdiri atas lima aspek yaitu vigor, dedication, absorpsion, job satisfaction, dan quitting intention. Dengan menggunakan lima aspek tersebut, diketahui bahwa ada perbedaan teacher engagement antara guru laki-laki danperempuan. Guru laki-laki memiliki nilai teacher engagement lebih tinggi daripada guru perempuan. Mean teacher engagement guru laki-laki sebesar 4,62 sementara guru perempuan sebesar 4,55. Nilai rh sebesar 0,209 lebih besar daripada nilai rtabel baik pada signifikansi 5% ataupun 1 %. Ini menunjukkan bahwa ada perbedaan nilai teacher engagement antara laki-laki danperempuan. Sementara mean guru yang sudah tersertifikasi (4,73) lebih tinggi daripada guru belum tersertifikasi (4,48). Nilai rh sebesar -0,001 menunjukkan bahwa tidak ada perbedaan nilai teacher engagement antara guru sertifikasi dengan guru belum tersertifikasi pada Madrasah Aliyah di Kabupaten Tegal. Temuan ini perlu mendapatkan perhatian dari pengambil kebijakan di Kantor Kementerian Agama Provinsi Jawa Tengah