Research

9 pages, 275 KiB

Open AccessCommunication

Digital Evaluation of Undergraduates’ Knowledge about Scientific Research in Databases during the COVID-19 Pandemic

by Yngrid Monteiro da Silva, Yasmim Marçal Soares Miranda, Rebeca Antunes de Medeiros, Paula Mendes Acatauassú Carneiro, Silvio Augusto Fernandes de Menezes, Aldemir Branco Oliveira-Filho, Paula Cristina Rodrigues Frade, Rogério Valois Laurentino, Ricardo Roberto de Souza Fonseca and Luiz Fernando Almeida Machado

Educ. Sci. 2023, 13(5), 451; https://doi.org/10.3390/educsci13050451 - 27 Apr 2023

Viewed by 1030

Abstract

Background: COVID-19 pandemic times forced health education to go online, and, due to this necessity, long-term difficulties in education such as bibliographic search in databases like PubMed might have worsened even when platforms such as PubMed provide helping mechanisms to the user. These [...] Read more.

Background: COVID-19 pandemic times forced health education to go online, and, due to this necessity, long-term difficulties in education such as bibliographic search in databases like PubMed might have worsened even when platforms such as PubMed provide helping mechanisms to the user. These difficulties or even complete lack of knowledge are, unfortunately, not well documented in the literature. Therefore, this study aimed to describe doubts, lack of knowledge and questions of researchers regarding bibliographic research in PubMed as well as to solve all of those doubts by developing a didactic e-book in relation to bibliographic research in PubMed. Methods: This cross-sectional and populational-based study was conducted between January and April 2021. In northern Brazil, a total of 105 dentistry undergraduate students (DUS) received an anonymous digital form (Google^® Forms Platform) using a non-probabilistic “snowball” sampling technique. The digital form was composed of four blocks of dichotomous and multiple-choice questions. After signing the informed consent term, the DUS were divided into three groups according to their period/semester in the dentistry program during the study time (G1: 1st period/semester; G2: 5th period/semester and G3: 10th period/semester). A total of 25 questions referring to demographic, educational and knowledge data about how to do scientific research and how to use bibliographic search in PubMed were asked, and all data were presented as descriptive percentages and then analyzed using the Chi square and G tests. Results: From 105 (100%), G1 had 29/105 (27.6%); G2 had 37/105 (35.2%); G3 had 39/105 (37.2%), the average age was 22.34 years and most participants were female 85/105 (81%). Among our sample, 56/105 (53.4%) had not used any type of search strategy, and 96/105 (91.4%) used database research methods. The main database for literature search used was Scielo 92/105 (87.6%), and 63/105 (60%) had general questions or doubts about bibliographic research. All these data had statistical significance p < 0.0001. Conclusions: The results demonstrate a lack of knowledge and doubts in DUS from three different periods/semesters, and this collected information can help in the formation of didactic material to solve such doubts. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

15 pages, 807 KiB

Open AccessArticle

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

by Maka Eradze, Delio De Martino, Andrea Tinterri, Laia Albó, Emanuele Bardone, Ayşe Saliha Sunar and Anna Dipace

Educ. Sci. 2023, 13(5), 432; https://doi.org/10.3390/educsci13050432 - 23 Apr 2023

Cited by 1 | Viewed by 2230

Abstract

On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its [...] Read more.

On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its relation to the TPD and educational innovation. In this article, the concepts such as teacher agency, networked learning and reorganization are reexamined and theorized. The current article is a continuation of the research that has shed light on the TPD patterns and peer learning in the context of the pandemic and represents qualitative research covering 15 representatives of different-level schools from three different countries (Italy, Spain and Turkey), focusing on their experiences and future opportunities for TPD. Based on the said theorization, through iterative and abductive reasoning, and narrative inquiry, the lived experiences of teachers are examined and explored. The results indicate that in times of uncertainty and relaxation of macro-level frames, teachers have reorganized their teaching and learning activities relying on peer networks and collaboration while reinforcing their agentic qualities. The implications of the research contribute to the theory, policy and practice of TPD. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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14 pages, 254 KiB

Open AccessArticle

Science Teaching at a Distance in Greece: Students’ Views

by Constantina Stefanidou and Achilleas Mandrikas

Educ. Sci. 2023, 13(4), 395; https://doi.org/10.3390/educsci13040395 - 13 Apr 2023

Viewed by 1322

Abstract

This article presents in a comparative way the findings from two surveys conducted on primary (students in Y6) and secondary (students in Y10) students in Attica, Greece, in order to map their views on distance science education, which was emergently implemented due to [...] Read more.

This article presents in a comparative way the findings from two surveys conducted on primary (students in Y6) and secondary (students in Y10) students in Attica, Greece, in order to map their views on distance science education, which was emergently implemented due to the COVID-19 outbreak during the school year 2020–2021. The research was conducted in a sample of 378 primary and 197 secondary students. The findings revealed that students were not satisfied with the distance teaching and learning of science, either in primary or in secondary education, except for the increased use of audiovisual material. Technical issues, such as poor network and infrastructure, lack of face-to-face interaction with classmates and teacher, external and internal distractions, lack of sufficient experimental activities, and limited understanding of concepts were common findings in both levels of education. Concerning the differences between the levels, it seems that in primary education more technical problems were reported, while in secondary education more didactic problems were reported. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

12 pages, 1510 KiB

Open AccessArticle

A Study of the Usefulness of Physical Models and Digital Models for Teaching Science to Prospective Primary School Teachers

by F. Javier Robles-Moral, Manuel Fernández-Díaz and Gabriel Enrique Ayuso-Fernández

Educ. Sci. 2023, 13(4), 343; https://doi.org/10.3390/educsci13040343 - 27 Mar 2023

Cited by 1 | Viewed by 1824

Abstract

This study focuses on the impact of the use of teaching resources on future teachers in different formats, physical and digital. We worked with a single task dealing with nutrition in humans with two groups of students, but one group worked with a [...] Read more.

This study focuses on the impact of the use of teaching resources on future teachers in different formats, physical and digital. We worked with a single task dealing with nutrition in humans with two groups of students, but one group worked with a version of the task that used physical resources, and the other group used digital resources as tools. Analyzing the work carried out and the answers given by the future teachers, it has been possible to observe the advantage of using digital resources over physical ones, although it did not generate significant differences between the two groups of participating students. This study shows how convenient it is to increase the use of digital models because of their lower cost, greater availability and ease of use. In short, they argue that the teaching of scientific knowledge should be complemented by the use of resources and models that facilitate learning, regardless of the format of the resource used. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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17 pages, 1775 KiB

Open AccessArticle

Competence Development Strategies after COVID-19: Using PBL in Translation Courses

by Sandra Ribeiro, Célia Tavares, Cristina Lopes and Graça Chorão

Educ. Sci. 2023, 13(3), 283; https://doi.org/10.3390/educsci13030283 - 07 Mar 2023

Viewed by 1313

Abstract

The 2019 pandemic had a direct impact on all educational stakeholders. While many teachers and trainers regarded the changes with some scepticism, others embraced the opportunity to integrate technology into their teaching-and-learning methods and resources. As translation trainers, it is essential to follow [...] Read more.

The 2019 pandemic had a direct impact on all educational stakeholders. While many teachers and trainers regarded the changes with some scepticism, others embraced the opportunity to integrate technology into their teaching-and-learning methods and resources. As translation trainers, it is essential to follow and understand the translation market. Translators require vast competencies, amongst which is the flexibility to adapt. In translation training, project-based learning (PBL) has been established as an essential teaching-and-learning method, as it has proven to foster the development of essential competencies, since it simulates the translator’s work environment. Thus, the need to implement new strategies within a short timeframe reinforced the practice of PBL. PBL reflects the work of a freelance translator, because it places the student at the centre of the learning process. In these situations, student self-regulation becomes essential, as it is necessary to analyse the market/situation/project received and be flexible enough to adapt to the specific context. As of 2018–2019, ISCAP implemented PBL as the main teaching-and-learning method in its Technical Translation courses. At the same time, on these courses, an ongoing qualitative quasi-experimental study on student self-regulated learning (SRL) began. The purpose is to understand student perception of their self-regulation competence and its development, or lack thereof, after using PBL to complete translation assignments. The study presented in this article aims to examine the possible effects an online-PBL approach may have on a student’s SRL during the pandemic. Students enrolled in the translation courses voluntarily answered a survey on SRL two times: at the beginning and then at the end of the course. The purpose was to analyse and compare each student’s responses before and after using PBL strategies, identifying changes in student perception over a six-month period. Additionally, we compare each group’s results over a period of three years, which includes the lockdown. Statistical analysis showed that a higher level of self confidence in autonomous learning was achieved, but a lower level of belief in the importance and usefulness of the course contents was noted. Additionally, the study revealed that, with the exception of time-management, student SRL increased. Results indicate that PBL is a useful simulation of the translation labour market and that it does enhance essential competencies, amongst which is student SRL. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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29 pages, 1007 KiB

Open AccessArticle

Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics: Challenges and Opportunities for the Post-COVID-19 Era

by Maria Meletiou-Mavrotheris, Panagiota Konstantinou, Konstantinos Katzis, Nayia Stylianidou and Angelos Sofianidis

Educ. Sci. 2023, 13(3), 243; https://doi.org/10.3390/educsci13030243 - 25 Feb 2023

Cited by 1 | Viewed by 1625

Abstract

In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to [...] Read more.

In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ended questions were analyzed using descriptive and inferential statistics, whereas, for the open-ended questions, a thematic analysis approach was employed. Our findings provide useful insights regarding teachers’ self-reported technology backgrounds and levels of instruction regarding the use of technology in mathematics prior to the pandemic, as well their level of preparedness for ERT and the main challenges they faced in implementing ERT of mathematics. Our findings also indicate teachers’ levels of satisfaction with their ERT practices and their beliefs concerning the extent of achievement of the curriculum learning objectives through ERT, and how these varied based on teachers’ self-reported levels of familiarity with technology, their self-reported levels of preparedness for teaching at a distance, and their engagement (or non-engagement) in synchronous instruction during ERT. Teachers’ suggestions, based on their experiences from the lockdown period, regarding how to transform mathematics teaching and learning in the post-COVID-19 era are also presented. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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17 pages, 1103 KiB

Open AccessArticle

Comparing Contact Education and Digital Distant Pedagogy Strategies: Lockdown Lessons Learnt for University-Level Teacher Education

by Hannu Salmi, Ninja Hienonen, Laura Nyman, Arja Kaasinen and Helena Thuneberg

Educ. Sci. 2023, 13(2), 196; https://doi.org/10.3390/educsci13020196 - 13 Feb 2023

Cited by 1 | Viewed by 2664

Abstract

Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and [...] Read more.

Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and innovations. This cross-sectional study compared survey data of teaching students between four time points: in 2019 (n = 108), in 2020 (n = 115), in 2021 (n = 110), and in 2022 (n = 90). The course content was the same, only the implementation differed. In the spring of 2019 and 2022 the course was implemented as contact-teaching, but during the critical phase of the pandemic in 2020 and 2021 as distant teaching. Data were analysed by using ANOVA and the prediction of possible effects of the contact/distance learning by the structural equation path model (SEM). The analysis showed that the results favoured the first contact instruction course in 2019: their confidence of integrating the learned contents of the science centre into practical school matters differed from all the other groups. This group also appreciated the usefulness of the course more than the other groups. In turn, the first distant course had a more negative opinion of the usability of the course than all the other groups. Despite that the distant group in 2020 and even more so the other distant group in 2021 felt more confidence in the direct integration of the course content into future teaching based on the path analysis. Gender had two kinds of effects, one in the distance learning group in 2020: being a female directly predicted the future use of science centre type pedagogy, and the other in the contact learning group in 2022: being a female predicted the appreciation of the science centre course. As a limitation of the study, more students’ prior experience and attitudes with online learning is needed from future research. The preliminary results and best practises of this study are utilised internationally in several EU-Erasmus+ projects. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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15 pages, 1793 KiB

Open AccessArticle

Educational Innovation Faced with COVID-19: Deep Learning for Online Exam Cheating Detection

by Intan Nurma Yulita, Fauzan Akmal Hariz, Ino Suryana and Anton Satria Prabuwono

Educ. Sci. 2023, 13(2), 194; https://doi.org/10.3390/educsci13020194 - 12 Feb 2023

Cited by 9 | Viewed by 2735

Abstract

Because the COVID-19 epidemic has limited human activities, it has touched almost every sector. Education is one of the most affected areas. To prevent physical touch between students, schools and campuses must adapt their complete learning system to an online environment. The difficulty [...] Read more.

Because the COVID-19 epidemic has limited human activities, it has touched almost every sector. Education is one of the most affected areas. To prevent physical touch between students, schools and campuses must adapt their complete learning system to an online environment. The difficulty with this technique arises when the teachers or lecturers administer exams. It is difficult to oversee pupils one by one online. This research proposes the development of a computer program to aid in this effort. By applying deep learning models, this program can detect a person’s activities during an online exam based on a web camera. The reliability of this system is 84.52% based on the parameter F1-score. This study built an Indonesian-language web-based application. Teachers and lecturers in Indonesia can use this tool to evaluate whether students are cheating on online exams. Unquestionably, this application is a tool that may be utilized to develop distance learning educational technology in Indonesia. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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11 pages, 257 KiB

Open AccessArticle

Evaluating Emergency Remote Assessment Adaptations in Higher Education due to COVID-19: Faculty Insights and Challenges

by Elena C. Papanastasiou and Georgia Solomonidou

Educ. Sci. 2023, 13(2), 184; https://doi.org/10.3390/educsci13020184 - 09 Feb 2023

Viewed by 1431

Abstract

The purpose of this study was to critically examine the feedback obtained from higher education instructors regarding the implementation of the emergency remote assessment practices that took place within a university in the Republic of Cyprus, in order to identify the strengths and [...] Read more.

The purpose of this study was to critically examine the feedback obtained from higher education instructors regarding the implementation of the emergency remote assessment practices that took place within a university in the Republic of Cyprus, in order to identify the strengths and weaknesses of the changes that took place. This was essential since the abruptness of the pandemic did not always allow for smooth transitions during the introduction of these changes. Therefore, the results of this survey study that was based on an online questionnaire identified certain aspects of the assessment adaptations that were evaluated as positive (e.g., the use of e-invigilation software), and other aspects that were not as positive (e.g., performing oral examinations after the written test). However, the results also revealed that cheating and plagiarism were issues that concerned the instructors, as were the technological problems that were faced. All these results are discussed holistically at the end of this article in order to guide further research and decision making regarding online assessments. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

16 pages, 295 KiB

Open AccessArticle

Online Testing as a Means of Enhancing Students’ Academic Motivation during the Coronavirus Pandemic

by Stanislava Stoyanova and Vaitsa Giannouli

Educ. Sci. 2023, 13(1), 25; https://doi.org/10.3390/educsci13010025 - 26 Dec 2022

Cited by 3 | Viewed by 1720

Abstract

Although it is widely believed that online testing may be applied as a way of enhancing academic motivation, thus far we know little about this topic for Bulgarian students. For this purpose, we conducted research during the COVID-19 pandemic focusing only on university [...] Read more.

Although it is widely believed that online testing may be applied as a way of enhancing academic motivation, thus far we know little about this topic for Bulgarian students. For this purpose, we conducted research during the COVID-19 pandemic focusing only on university students (n = 80; 74 women, 63 full-time, 17 part-time, 41 bachelor students, 39 master’s students). Participants studied online and filled in several tests online as a part of their interim control. Nine tests were created measuring knowledge and skills related to psychological measurements. Each student was provided the opportunity to respond an unlimited number of times to each test and, therefore, data were collected from 1226 testing procedures that permitted the comparison of 911 responses from full-time students with 315 responses from part-time students. Findings support the conclusion that the highest academic motivation was manifested in the best students’ performance, because the students with high academic motivation had the highest test scores/attempts in online testing. The lowest academic motivation was expressed in the least efforts put into the learning process, because the students with the lowest motivation made the least number of attempts to respond to a test, compared with the students with medium and high academic motivation. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

12 pages, 401 KiB

Open AccessArticle

Ascertaining the Online Learning Behaviors and Formative Assessments Affecting Students’ Academic Performance during the COVID-19 Pandemic: A Case Study of a Computer Science Course

by Tin Tin Ting, Shi Lin Teh and Mee Chin Wee

Educ. Sci. 2022, 12(12), 935; https://doi.org/10.3390/educsci12120935 - 18 Dec 2022

Cited by 1 | Viewed by 1905

Abstract

Prior education research has focused on using learning analytics to predict the academic performance of Massive Online Learning Courses (MOOCs) and e- learning courses in universities. There is limited research on online learning that has been transitioned from physical classes and that has [...] Read more.

Prior education research has focused on using learning analytics to predict the academic performance of Massive Online Learning Courses (MOOCs) and e- learning courses in universities. There is limited research on online learning that has been transitioned from physical classes and that has continued to use active learning approaches in an online environment. This study aims to determine the variables affecting students’ academic performance for a computing course in a research-intense university during the COVID-19 pandemic. Variables that are indicative of self-regulated learning such as time management, frequency of accessing learning materials and the Learning Management System (LMS), participation in assessment activities and discussions, and the results of formative assessments were extracted from the LMS reports and log files to predict the students’ total marks and final exam results. The findings revealed that good time management and active participation are important for academic success. The results also supported the model for the early prediction of summative assessment performance using formative assessment results. Additionally, this study concludes that the gap in predictive power between formative assessment results and online learning behaviors is small. This research is considered unique because it demonstrates predictive models for students’ academic success for an institution that was forced to transition from physical to online learning. It highlights the importance of self-regulated learning behavior and formative assessments in the contemporary era. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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15 pages, 273 KiB

Open AccessArticle

From the Adoption to the Implementation of Online Teaching in a Post-COVID World: Applying Ely’s Conditions of Change Framework

by Maha Al-Freih

Educ. Sci. 2022, 12(11), 757; https://doi.org/10.3390/educsci12110757 - 28 Oct 2022

Cited by 2 | Viewed by 1712

Abstract

The pivot to online and distance teaching during the COVID-19 pandemic in 2020 created a strong momentum for the establishment and integration of online learning and teaching opportunities in higher education on a global scale, and the Saudi higher education sector is no [...] Read more.

The pivot to online and distance teaching during the COVID-19 pandemic in 2020 created a strong momentum for the establishment and integration of online learning and teaching opportunities in higher education on a global scale, and the Saudi higher education sector is no different. However, the adoption of online teaching during the pandemic was abrupt and sudden; the goal was to provide continued access to education during lockdowns rather than to ensure the effective and sustained use of online and distance courses and programs. The purpose of this study was to examine faculty members’ perceptions regarding the presence or non-presence of eight conditions of change as suggested by Ely and to examine any differences in their perceptions based on various factors (e.g., college affiliations and number of online courses taught). According to Ely, the presence of these environmental conditions is necessary for the successful and sustained implementation of technological changes in educational institutions. The participants in this survey study were 168 faculty members at one public university in Riyadh, Saudi Arabia. The findings indicated that on average, only four out of the eight conditions were perceived as being present by the current sample. Analysis of variance also indicated significant differences in faculty members’ perceptions regarding the presence of some of the conditions based on their reported knowledge of online teaching as well as the number of online courses taught. A discussion of these findings as well as recommendations for the improvement of institutional conditions to support online teaching is provided. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

14 pages, 3219 KiB

Open AccessArticle

Learning Design versus Instructional Design: A Bibliometric Study through Data Visualization Approaches

by Begüm Saçak, Aras Bozkurt and Ellen Wagner

Educ. Sci. 2022, 12(11), 752; https://doi.org/10.3390/educsci12110752 - 27 Oct 2022

Cited by 3 | Viewed by 4133

Abstract

The terms instructional design and learning design have been widely used to describe a discipline concerned with improving the process of teaching and learning. However, though both terms are interchangeably used and share a common vision, both terms are used to encompass different [...] Read more.

The terms instructional design and learning design have been widely used to describe a discipline concerned with improving the process of teaching and learning. However, though both terms are interchangeably used and share a common vision, both terms are used to encompass different aspects of the learning and teaching. In order to better understand the evolution, map intersections and differences of these terms, and identify emerging themes, using text mining and social network analysis approaches, a triangulated bibliometric study was carried out to analyze a total of 514 publications (326 for instructional design and 157 for learning design) indexed in the Scopus database using text mining and social network analysis. Our first round of analysis revealed four broad themes for instructional design: Theory-driven approaches; technology-informed designs; instructional design for higher education; and assessment and evaluation. A second round of analysis for learning design identified four major themes: Design thinking and user experience-driven approaches; online learning informed designs and online environments; analytical approaches for assessment and evaluation; and engagement-based learning design. The study concludes that while instructional design is about developing, assessing, and evaluating instruction, learning design is more about learner engagement and experience, which can be assessed and enhanced by analytical and technological approaches. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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20 pages, 1624 KiB

Open AccessArticle

Assessing Students’ Ability to Apply the Control of Variables Strategy When Engaged with Inquiry-Based Worksheets during the COVID Era

by Eleni Petridou, Anastasios Molohidis and Euripides Hatzikraniotis

Educ. Sci. 2022, 12(10), 668; https://doi.org/10.3390/educsci12100668 - 30 Sep 2022

Cited by 1 | Viewed by 1511

Abstract

In this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the [...] Read more.

In this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the effectiveness of specially designed inquiry-based online worksheets (e-WS) to actively engage students in the design of unconfounded experiments by applying the Control of Variables Strategy (CVS). Second-year senior high school (11th grade) students participated in an intervention in which facets of flipped classroom approach with asynchronous and synchronous distance learning sessions were adopted, during the COVID-19 lockdown. Results show that the flipped classroom approach with synchronous and asynchronous sessions was acceptable and adoptable by the students; the existence of probe questions in e-WS, combined with explicit reference to inquiry procedure enhanced students’ awareness of scientific practice and on CVS, while at the end of the intervention, students were capable of applying the CVS in the design of unconfounded experiments. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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19 pages, 3185 KiB

Open AccessArticle

How Does Simulation Contribute to Prospective Mathematics Teachers’ Learning Experiences and Results?

by Timur Koparan

Educ. Sci. 2022, 12(9), 624; https://doi.org/10.3390/educsci12090624 - 15 Sep 2022

Cited by 2 | Viewed by 2092

Abstract

In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a [...] Read more.

In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a survey form for the simulation-based learning environment, and observations. The research was conducted within the scope of the Probability and Statistics Teaching course. In the lessons, conducted in a simulation-based learning environment with distance education, the prospective teachers were asked to solve the questions asked and send the solutions using smartphones. The different ways of thinking that emerged are put forward by the researcher. Then, simulations developed by the researcher were used for the problems, and the prospective teachers were asked to make observations and take notes on important issues. In the last stage, there was a class discussion about the related problems. After the simulation-based learning activities, the prospective teachers were asked to evaluate the learning environment. The data obtained were evaluated qualitatively, and the prospective teachers’ ways of thinking about problems, changing thoughts with the use of simulations, and their views on the learning environment are presented as direct quotations. The research findings revealed that the designed learning environment offers unique opportunities for prospective teachers to think about situations with mathematics content and to experience different methods of teaching and learning mathematics. The learning environment provided prospective teachers with the opportunity to understand and evaluate the contribution of simulations to problem-solving and the opportunities they provide for discussion, reflection, and collaboration in a meaningful context. It was concluded that simulations could become a powerful tool and an effective learning environment for learners. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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18 pages, 581 KiB

Open AccessArticle

Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom

by Vincenza Benigno, Giovanni Paolo Caruso, Francesca Maria Dagnino, Edoardo Dalla Mutta and Chiara Fante

Educ. Sci. 2022, 12(8), 563; https://doi.org/10.3390/educsci12080563 - 18 Aug 2022

Cited by 3 | Viewed by 1917

Abstract

Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the [...] Read more.

Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the COVID-19 pandemic and the consequent dispositions of the Ministry of Education regarding remote education and integrated digital didactic (DID), new opportunities became available for homebound students. In this research, we applied and tested in the context of homebound education a model of hybrid inclusive classroom developed in a previous project ((TRIS), addressing homebound students that could not permanently attend school and followed lessons remotely. The present study involved two homebound students affected by chronic and acute diseases. During the 2020/21 school year, the model was proposed to the two school councils (22 teachers in all) and the trial monitored; at the end of the school year, semi-structured interviews were conducted with teachers and transcriptions analyzed using a deductive approach based on the model. Results confirm some findings of the TRIS project, while new aspects emerged linked to the specific context. Overall, the implemented hybrid classroom seems to have positively affected both the learnings and students’ inclusion. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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34 pages, 5760 KiB

Open AccessArticle

Emergency Remote Learning in Higher Education in Cyprus during COVID-19 Lockdown: A Zoom-Out View of Challenges and Opportunities for Quality Online Learning

by Maria Meletiou-Mavrotheris, Nikleia Eteokleous and Agni Stylianou-Georgiou

Educ. Sci. 2022, 12(7), 477; https://doi.org/10.3390/educsci12070477 - 11 Jul 2022

Cited by 20 | Viewed by 5065

Abstract

This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different [...] Read more.

This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different fields of study and educational levels). Quantitative and qualitative analyses of the data collected from 1051 students provide valuable information and insights regarding learners’ prior technology background and level of preparedness for online learning, the challenges and benefits of ERL and how they would like their online learning experience to be improved in case of future ERL. The results underline that students’ knowledge of and self-efficacy in using e-learning tools do not directly equate to being a digital learner equipped with necessary digital skills such as self-regulation to fully benefit from online learning. The educational disparities caused by inequalities in access and accessibility to high-quality education laid bare by the pandemic stressed the need for online environments that would afford quality learning for all learners. Online learning demands are discussed in the article, as well as implications for research, practice and policy making. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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17 pages, 619 KiB

Open AccessArticle

COVID-19 and the Key Digital Transformation Lessons for Higher Education Institutions in South Africa

by David Mhlanga, Varaidzo Denhere and Tankiso Moloi

Educ. Sci. 2022, 12(7), 464; https://doi.org/10.3390/educsci12070464 - 04 Jul 2022

Cited by 28 | Viewed by 7580

Abstract

COVID-19 has left an unmistakable impression on the world stage. It has altered the global socio-economic landscape, forcing individuals to adapt and embrace new ways of doing business, as well as new ways of life. One of the most significant effects of the [...] Read more.

COVID-19 has left an unmistakable impression on the world stage. It has altered the global socio-economic landscape, forcing individuals to adapt and embrace new ways of doing business, as well as new ways of life. One of the most significant effects of the pandemic was to hasten the adoption of digital technologies by many areas of the global economy. Campus closures were observed in the higher education sector, putting an end to long-standing face-to-face teaching and learning. This necessitated the most rapid paradigm shift ever seen in this industry to continue educating and learning. An abrupt change to online learning, which is primarily reliant on digital technologies, occurred. As a result, the purpose of this article is to investigate and identify ten critical digital transformation lessons from COVID-19 for South African higher education institutions. Secondary data gathered from the literature research were used to meet the study’s goal. The study concluded by laying out the most important digital transformation lessons for South Africa, including the notion that the country should strive to build digital capabilities because digital technology gaps remain wide, among other things. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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16 pages, 3127 KiB

Open AccessArticle

The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed

by Ermelyn Bustillo and Maricar Aguilos

Educ. Sci. 2022, 12(7), 449; https://doi.org/10.3390/educsci12070449 - 29 Jun 2022

Cited by 10 | Viewed by 46493

Abstract

The coronavirus pandemic (COVID-19) is a global health crisis that has affected educational systems worldwide. North Eastern Mindanao State University (NEMSU), a typical countryside academic institution in the Southern Philippines, did not escape this dilemma. The advent of remote learning to continue the [...] Read more.

The coronavirus pandemic (COVID-19) is a global health crisis that has affected educational systems worldwide. North Eastern Mindanao State University (NEMSU), a typical countryside academic institution in the Southern Philippines, did not escape this dilemma. The advent of remote learning to continue the students’ learning process has caused difficulties for both the students and the educational institutions. Thus, we conducted this study to assess the students’ level of submission of assigned tasks from printed remote learning modular materials under the College of Teacher Education of NEMSU. We evaluated whether the distance of students’ residences to the campus or the nearest online learning facilities affects the level of modular task retrievals. We also determined the current situation, challenges, and struggles of the students with remote learning. Our results showed that out of 392 printed learning modules sent to Bachelor of Elementary Education (BEED) students, 299 or 76% were retrieved. There were also 292 Bachelor of Secondary Education (BSED) students who received the learning modules, and 237, or 81%, complied with their tasks. We found that 68% of the total number of students reside within a <30 km radius, while 32% were within a 30–40 km radius. We also found that the distance of their residences from the NEMSU campus slightly affected the percentage of modular learning material retrievals for both the BEED and BSED students, with R² = 0.38 and R² = 0.07, respectively. Nonstructured interview results showed that most students were constrained by many challenges and struggles in complying with the tasks. These include internet connectivity problems, inadequate learning resources, difficulty understanding the module contents and assessment instructions, overloaded remote learning tasks, poor learning environment, and mental health problems. This study also revealed that the country’s digital divide became more apparent as we navigated this new mode of the remote learning system. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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16 pages, 303 KiB

Open AccessArticle

The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education

by Toni Mäkipää, Raili Hildén and Tanja Samulin

Educ. Sci. 2022, 12(6), 389; https://doi.org/10.3390/educsci12060389 - 05 Jun 2022

Cited by 1 | Viewed by 1606

Abstract

The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interviews with five students. Descriptive [...] Read more.

The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interviews with five students. Descriptive statistics, multiple linear regression analysis, and content analysis were used to analyze the data. The students pointed out that, on average, teachers have mastered the pedagogy of remote teaching well, although older teachers had more challenges than younger teachers. The quality of teaching was reported as being high. Teachers’ pedagogical knowledge was the strongest predictor of successful remote teaching. In terms of assessment, teachers mostly used essays and other written assignments to assess students’ achievement. According to most students, the assessment practices were implemented successfully. The results provide insights for developing remote teaching in teacher education. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

20 pages, 2359 KiB

Open AccessArticle

Computer Animation Education Online: A Tool to Teach Control Systems Engineering throughout the COVID-19 Pandemic

by Anna Patete and Ronald Marquez

Educ. Sci. 2022, 12(4), 253; https://doi.org/10.3390/educsci12040253 - 01 Apr 2022

Cited by 6 | Viewed by 3446

Abstract

The world is changing, and university education must be able to adapt to it. New technologies such as artificial intelligence and robotics are requiring tools such as simulation and process control to develop products and services. Thus, control systems engineering schools are adapting [...] Read more.

The world is changing, and university education must be able to adapt to it. New technologies such as artificial intelligence and robotics are requiring tools such as simulation and process control to develop products and services. Thus, control systems engineering schools are adapting to new educational frameworks tailored to deploy promising and feasible new technologies. Herein, we have relied on computer animation-based education and its implementation as an online project-based strategy to attain the objectives and goals of the control systems engineering courses at University of Los Andes, Venezuela. The ControlAnimation library developed in Mathematica program in 2002 has been used as a tool to teach control systems engineering courses since 2008 and with greater prominence since 2020, when the stay-at-home orders due to the COVID-19 pandemic were enacted. Consequently, computer animation-based education has proven its feasibility as an online tool combined with project-based learning techniques, thus allowing students to interact with an animated control system by changing the mathematical model and the design parameters of control laws in a comfortable and somewhat playful way. This enabled new capabilities to study the dynamic behaviors of primordial control systems online. In addition, it allowed students to co-identify and relate in a more intuitive way to the mathematical models and control equations with the physical behavior of the real control systems. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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14 pages, 327 KiB

Open AccessEditor’s ChoiceArticle

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

by Pablo Dúo-Terrón, Antonio-José Moreno-Guerrero and José-Antonio Marín-Marín

Educ. Sci. 2022, 12(3), 183; https://doi.org/10.3390/educsci12030183 - 06 Mar 2022

Cited by 12 | Viewed by 6104

Abstract

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In [...] Read more.

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

25 pages, 1242 KiB

Open AccessArticle

Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19

by Meredith Weaver Kier and Lindy L. Johnson

Educ. Sci. 2022, 12(1), 48; https://doi.org/10.3390/educsci12010048 - 14 Jan 2022

Cited by 7 | Viewed by 3162

Abstract

The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores [...] Read more.

The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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21 pages, 279 KiB

Open AccessArticle

Finding Spaces: Teacher Education Technology Competencies (TETCs)

by Andrea C. Burrows, Gabriel P. Swarts, Linda Hutchison, Jason M. Katzmann, Rod Thompson, Lindsey Freeman, Angela Schanke, Trina Kilty and Todd Reynolds

Educ. Sci. 2021, 11(11), 733; https://doi.org/10.3390/educsci11110733 - 15 Nov 2021

Cited by 6 | Viewed by 2832

Abstract

This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and [...] Read more.

This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing practices of incorporating technology into secondary methods coursework and to search for new spaces to implement the TETC guidelines and structure, as well as explore the roles faculty play in the adoption and implementation of technologies. Vignettes authored by faculty in each content area provide a rich depth of faculty experience and dispositions regarding technology integration, as well as spaces for the deeper use of technology based on the TETC recommendations. Key questions emerged about the efficacy of current technology practices, as well as the experiences and dispositions of the faculty within the secondary education program. Findings show that secondary education faculty use domain/content-specific technologies in their course; are expected to be “meta-experts”, both discovering and implementing technology simultaneously; and tend to discover technologies through content-specific interactions and discussions. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

18 pages, 2463 KiB

Open AccessArticle

Students and Teachers Using Mentimeter: Technological Innovation to Face the Challenges of the COVID-19 Pandemic and Post-Pandemic in Higher Education

by J. Ignacio Pichardo, Esteban F. López-Medina, Olga Mancha-Cáceres, Isabel González-Enríquez, Alejandro Hernández-Melián, Maribel Blázquez-Rodríguez, Virginia Jiménez, Marina Logares, David Carabantes-Alarcon, Mónica Ramos-Toro, Esther Isorna, Mónica Cornejo-Valle and Oriol Borrás-Gené

Educ. Sci. 2021, 11(11), 667; https://doi.org/10.3390/educsci11110667 - 21 Oct 2021

Cited by 25 | Viewed by 12782

Abstract

The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was [...] Read more.

The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was answered by 400 students and 12 participating academics. These 12 academic respondents also participated in a focus group after experiencing this software during an academic course. Qualitative and quantitative data was collected and analyzed to conclude that this software not only facilitated student participation during the pandemic (both face-to-face and online) in synchronous and asynchronous ways but also improved attention, engagement, collaborative learning and interaction. Immediate feedback made it possible for teachers to monitor the students’ learning processes and to adjust the content and pace accordingly. Students and educators highlighted the inclusive potential of this tool, as it allows participation from a diverse audience with different backgrounds and capacities, ensuring inclusive and equitable education for all. Some opportunities for improvement were also identified, namely more functions to make the software more attractive and adapt it to different educational objectives. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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12 pages, 225 KiB

Open AccessArticle

Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland

by Anni Loukomies and Kalle Juuti

Educ. Sci. 2021, 11(9), 560; https://doi.org/10.3390/educsci11090560 - 18 Sep 2021

Cited by 11 | Viewed by 3341

Abstract

The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future [...] Read more.

The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future and to support all students appropriately, it is important to be aware of students’ experiences. In this study, instant video blogging (IVB) was used to collect primary school students’ first-hand reports of their emotions in remote learning situations. Through an experience sampling method, 23 Finnish fifth-grade students (aged 11–12 years) took part in IVB during the remote learning period 18 March 2020–13 May 2020. Students’ expressions related to negative emotional experiences were more diverse than those related to positive ones. Nice was the most often reported positive evaluation related to studying. The most often reported negative feelings were bored and irritated, and the most often reported negative aspects related to learning were difficult tasks or not having learned anything. Towards the end of the research period, positive mentions about returning to school increased. The IVB method offered direct insight into how primary students experienced the remote learning period, which can support preparation for exceptional periods in the future and the development of digital learning solutions. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

29 pages, 1159 KiB

Open AccessArticle

Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers’ Collaboration Cluster

by Francisco Delgado, Marco Enríquez-Flores and Alfonso Jaimes-Nájera

Educ. Sci. 2021, 11(9), 543; https://doi.org/10.3390/educsci11090543 - 15 Sep 2021

Cited by 4 | Viewed by 2877

Abstract

The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission—depending on one’s personal and emotional points of view. Both extremes have been widely influenced by external factors [...] Read more.

The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission—depending on one’s personal and emotional points of view. Both extremes have been widely influenced by external factors on each individual’s life path. Education in the sciences and engineering has encountered more issues than other disciplines due to specialized mathematical handwriting, experimental demonstrations, abstract complexity, and lab practices. This work analyses three aspects of science education courses taught by university professors in a collaborative teacher cluster, sharing technology applications and education methodologies in science over three semesters when the COVID-19 lockdown was in effect. The first aspect was a didactic design coming from several educational frameworks through adoption or sharing. The second one was an analysis by discipline of multiple factors affecting student engagement during the health contingency. The third analysis examined the gains and losses in our students caused by the university closure and the pandemic’s intrusions. The report explores the correlations of the exiting student perceptions with their academic performance in the courses and survey results about the impact of decisions or happenings during the crisis. This work’s value lies in the lessons for the future of education concerning the teacher dominions of didactic design, support, and collaboration in a broader sense than only for teaching. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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14 pages, 652 KiB

Open AccessArticle

U.S. Parents’ Reports of Assisting Their Children with Distance Learning during COVID-19

by Susan Sonnenschein, Elyse R Grossman and Julie A Grossman

Educ. Sci. 2021, 11(9), 501; https://doi.org/10.3390/educsci11090501 - 03 Sep 2021

Cited by 18 | Viewed by 4901

Abstract

COVID-19 has caused increased stress among U.S. adults, with many reporting concerns assisting their children with distance learning due to school closures. This study surveyed U.S. parents–most of whom were middle-aged, White, affluent, and female–to learn what types of distance learning activities parents [...] Read more.

COVID-19 has caused increased stress among U.S. adults, with many reporting concerns assisting their children with distance learning due to school closures. This study surveyed U.S. parents–most of whom were middle-aged, White, affluent, and female–to learn what types of distance learning activities parents engaged in with their children during COVID-19; whether these types of activities varied by the child’s age; and whether there was an association between engaging in these activities and stress. Most parents engaged in Monitoring, Teaching or Technology support activities with their children. Although these activities varied by child’s age, parents who reported engaging in any distance learning activity reported increased stress. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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24 pages, 31308 KiB

Open AccessArticle

A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

by Razzaqul Ahshan

Educ. Sci. 2021, 11(9), 483; https://doi.org/10.3390/educsci11090483 - 31 Aug 2021

Cited by 56 | Viewed by 12773

Abstract

The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge [...] Read more.

The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student–student interactions, student–instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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17 pages, 1599 KiB

Open AccessArticle

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

by Simon Barlovits, Simone Jablonski, Claudia Lázaro, Matthias Ludwig and Tomas Recio

Educ. Sci. 2021, 11(8), 406; https://doi.org/10.3390/educsci11080406 - 05 Aug 2021

Cited by 23 | Viewed by 4507

Abstract

In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding [...] Read more.

In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N₁ = 171 German teachers; N₂ = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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21 pages, 2168 KiB

Open AccessArticle

Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

by Filipa Seabra, António Teixeira, Marta Abelha and Luísa Aires

Educ. Sci. 2021, 11(7), 349; https://doi.org/10.3390/educsci11070349 - 13 Jul 2021

Cited by 23 | Viewed by 4902

Abstract

Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions [...] Read more.

Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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15 pages, 1877 KiB

Open AccessArticle

Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study

by Ranjit Vijayan

Educ. Sci. 2021, 11(7), 347; https://doi.org/10.3390/educsci11070347 - 13 Jul 2021

Cited by 45 | Viewed by 8701

Abstract

The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While [...] Read more.

The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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23 pages, 20782 KiB

Open AccessArticle

Let Students Talk about Emergency Remote Teaching Experience: Secondary Students’ Perceptions on Their Experience during the COVID-19 Pandemic

by Angelos Sofianidis, Maria Meletiou-Mavrotheris, Panagiota Konstantinou, Nayia Stylianidou and Konstantinos Katzis

Educ. Sci. 2021, 11(6), 268; https://doi.org/10.3390/educsci11060268 - 29 May 2021

Cited by 33 | Viewed by 6894

Abstract

This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students [...] Read more.

This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to emergency remote education and their main worries and concerns during this period, as well as their perceptions regarding the effectiveness of the teaching and learning process followed during the distance education period. The study also elicited students’ suggestions, based on their experiences from the lockdown period, on improving instruction in case of further lockdown(s) and in the post-COVID-19 era. Three hundred twenty-two (322) students of both upper and lower secondary education participated in the study. The data from closed questions were analysed using descriptive and inferential statistics, and for the data from the open questions, a qualitative thematic analysis approach was followed. The valuable insights gained from this study illustrate how important it is for educators and educational policymakers to give voice to students, closely listen to what learners felt worked and what did not during the period of remote learning, and develop plans and policies that incorporate their feedback. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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Review

Jump to: Research, Other

17 pages, 1424 KiB

Open AccessReview

Review about Online Educational Guidance during the COVID-19 Pandemic

by Iván Mielgo-Conde, Sara Seijas-Santos and Mario Grande-de-Prado

Educ. Sci. 2021, 11(8), 411; https://doi.org/10.3390/educsci11080411 - 09 Aug 2021

Cited by 11 | Viewed by 5162

Abstract

The COVID-19 pandemic has affected almost every area of our lives. It meant a break from our lifestyles, transforming everything from face-to-face to online. Among the places where this situation has become more evident are primary schools, secondary schools, and universities, which have [...] Read more.

The COVID-19 pandemic has affected almost every area of our lives. It meant a break from our lifestyles, transforming everything from face-to-face to online. Among the places where this situation has become more evident are primary schools, secondary schools, and universities, which have had to adopt online teaching in its entirety. Faced with this situation, the work of the educational counsellors was essential to coordinate the centre with the families and to enable students to follow the classes in the best way possible. The objective of this study is to analyse the scientific literature about online educational guidance, with a focus on the COVID-19 pandemic. To achieve this, a scoping review inspired by the PRISMA model was done. A total of 42 articles were studied. The main results show that many counsellors were at a disadvantage and in a very stressful situation, as they did not have the necessary digital training. On the other hand, this situation has been the first contact for many counsellors with the use of ICT within their profession and in an unexpected situation, without time for training or enough preparation. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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29 pages, 1573 KiB

Open AccessSystematic Review

Crisis Management, School Leadership in Disruptive Times and the Recovery of Schools in the Post COVID-19 Era: A Systematic Literature Review

by Paraskevi Chatzipanagiotou and Eirene Katsarou

Educ. Sci. 2023, 13(2), 118; https://doi.org/10.3390/educsci13020118 - 23 Jan 2023

Cited by 13 | Viewed by 11159

Abstract

Contemporary school leadership has always been considered to be one of the most pivotal factors conducive to school effectiveness as well as a driver of change and strategic innovation involving the development of a strong vision, attendant goals and a relevant plan for [...] Read more.

Contemporary school leadership has always been considered to be one of the most pivotal factors conducive to school effectiveness as well as a driver of change and strategic innovation involving the development of a strong vision, attendant goals and a relevant plan for implementation, monitoring and review. However, the disruption in the provision of educational services caused by the recent COVID-19 pandemic global outbreak revealed deficits in school leadership theory that were largely associated with the adoption of proper crisis management skills by the vast majority of schools’ principals to readily adapt to a new reality and effectively confront upcoming challenges, at both instructional and organizational levels. Interestingly, although crisis management as a notion has been substantially elaborated on a theoretical level and successfully applied in different types of crises, it still has not gained a sustained focus within the field of educational leadership, as evidenced by the notable scarcity of related empirical research. This study addresses this gap in the research via a systematic review of scientific papers, published within the 2019–2022 timespan and compiled under the PRISMA framework, reporting on the challenges faced, the crisis management strategies employed and the personality traits that were most commonly associated with effective crisis leadership throughout the turbulent COVID-19 era. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

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