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5 results on '"teaching and learning in emergencies"'

1. Teaching during COVID-19: The Decisions Made in Teaching

Author

Liina Lepp, Triinu Aaviku, Äli Leijen, Margus Pedaste, and Katrin Saks

Subjects
distance learning, COVID-19, teaching and learning in emergencies, science teachers, qualitative research, Education
Abstract

The emergency caused by COVID-19 and the transition to distance learning has made teachers face novel decision-making situations. As the teachers’ pedagogical decisions have an impact on the students’ learning experience, the aim of this study was to describe and explain what influenced the teachers’ teaching-related decisions and how these decisions were reflected in the teaching process during distance learning. The study was based on semi-structured interviews with 16 Estonian basic school science teachers. The data were analyzed using qualitative thematic analysis. The results show that teachers’ teaching-related decisions were influenced by factors that were related to the existence of digital tools as well as to the ability to use them purposefully in the home settings of teachers and students. Teachers’ teaching decisions were mostly motivated by short-term goals, such as maintaining students’ social interaction and supporting student motivation. The desire of teachers to keep students’ and teachers’ own workload affordable was also considered as a factor influencing teachers’ teaching-related decisions. According to the interviews, the switch of focus to workload and well-being and valuing socialization and student motivation over subject matter competences seems to be unique for this new situation.

Published
2021
Full Text
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2. Online and Distance Learning during Lockdown Times. COVID-19 Stories (Volume 2)

Author

Edirisingha, Palitha and Edirisingha, Palitha

Subjects
Philosophy, COVID-19, COVID-19 instructional response, COVID-19 lockdown, COVID-19 lockdown education, COVID-19 pandemic, COVID-19 school closure, EFL learners, Facebook, K-12 education, Madrasti, Moore framework, Rasch analysis, STEM integration, Scotland, Thirdspace, Twitter, academic self-perceptions, accounting education, adaptation, architecture-engineering and construction (AEC), blended learning, childhood learning, children's learning, civil education approach, complex systems, content analysis, coronavirus disease, course satisfaction, digital technology, distance education, distance learning, distanced learning, e-learning, e-learning competency, e-learning readiness, education, educational change, educational technology, elementary school, emergency, emergency remote teaching, engagement, engineering education, entrepreneurship education, evaluation, face-to-face learning, flexible teaching, flipped classroom, higher education, home-learning, home-school relationships, in-service teachers, instructional planning, instructor readiness, internship, learning barriers obstacles, lifelong learning, low-resource settings, mathematics, mathematics education, meaningful learning, n/a, online education, online learning, online teaching, online teaching materials, pandemic, parent attitudes, parental involvement, pedagogy, perceptions, platform, preservice teachers, primary education, primary teachers, productive struggle, professors and students, public education, qualitative research, quality, questionnaire, relationship, remote learning, rural education, school, science teachers, secondary education, social media, special education, sport science, stakeholders, structure in education, student course engagement questionnaire, student perception, students' e-learning preparedness, survey, teacher attitudes, teacher knowledge, teachers, teaching and learning in emergencies, teaching profession, technical support, technologies, technology-mediated learning, technology-mediated teaching, transdisciplinary, undergraduate research, web-based learning, workload
Abstract

Summary: This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering Higher Education (post-secondary) sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.

3. Teaching during COVID-19: the decisions made in teaching

Author

Aaviku, Triinu, Lepp, Liina, Leijen, Äli, Pedaste, Margus, Saks, Katrin, Lepp, Liina, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
teaching and learning in emergencies, loodusteaduste õpetajad, science teachers, distance learning, õpetamine, COVID-19, magistritööd, kvalitatiivsed uurimismeetodid, hädaolukorrad, qualitative research, kaugõpe, koroonakriis
Abstract

https://www.ester.ee/record=b5510357*est

Published
2022

4. Teaching during COVID-19: The Decisions Made in Teaching

Author

Margus Pedaste, Äli Leijen, Liina Lepp, Triinu Aaviku, and Katrin Saks

Subjects
Public Administration, Distance education, Physical Therapy, Sports Therapy and Rehabilitation, Education, teaching and learning in emergencies, 0504 sociology, ComputingMilieux_COMPUTERSANDEDUCATION, Developmental and Educational Psychology, Computer Science (miscellaneous), Mathematics education, Goal orientation, science teachers, 05 social sciences, Socialization, Educational technology, 050401 social sciences methods, 050301 education, COVID-19, Workload, Computer Science Applications, distance learning, Well-being, Thematic analysis, lcsh:L, Psychology, 0503 education, qualitative research, lcsh:Education, Qualitative research
Abstract

The emergency caused by COVID-19 and the transition to distance learning has made teachers face novel decision-making situations. As the teachers&rsquo, pedagogical decisions have an impact on the students&rsquo, learning experience, the aim of this study was to describe and explain what influenced the teachers&rsquo, teaching-related decisions and how these decisions were reflected in the teaching process during distance learning. The study was based on semi-structured interviews with 16 Estonian basic school science teachers. The data were analyzed using qualitative thematic analysis. The results show that teachers&rsquo, teaching-related decisions were influenced by factors that were related to the existence of digital tools as well as to the ability to use them purposefully in the home settings of teachers and students. Teachers&rsquo, teaching decisions were mostly motivated by short-term goals, such as maintaining students&rsquo, social interaction and supporting student motivation. The desire of teachers to keep students&rsquo, and teachers&rsquo, own workload affordable was also considered as a factor influencing teachers&rsquo, teaching-related decisions. According to the interviews, the switch of focus to workload and well-being and valuing socialization and student motivation over subject matter competences seems to be unique for this new situation.

Published
2021
Full Text
View/download PDF

5. Teaching during COVID-19: The Decisions Made in Teaching.

Author

Lepp, Liina, Aaviku, Triinu, Leijen, Äli, Pedaste, Margus, Saks, Katrin, Matsumura, Lindsay Clare, and Edirisingha, Palitha

Subjects
COVID-19, TEACHERS, TEACHERS' workload, ACADEMIC motivation, SCIENCE teachers, TEACHER influence
Abstract

The emergency caused by COVID-19 and the transition to distance learning has made teachers face novel decision-making situations. As the teachers' pedagogical decisions have an impact on the students' learning experience, the aim of this study was to describe and explain what influenced the teachers' teaching-related decisions and how these decisions were reflected in the teaching process during distance learning. The study was based on semi-structured interviews with 16 Estonian basic school science teachers. The data were analyzed using qualitative thematic analysis. The results show that teachers' teaching-related decisions were influenced by factors that were related to the existence of digital tools as well as to the ability to use them purposefully in the home settings of teachers and students. Teachers' teaching decisions were mostly motivated by short-term goals, such as maintaining students' social interaction and supporting student motivation. The desire of teachers to keep students' and teachers' own workload affordable was also considered as a factor influencing teachers' teaching-related decisions. According to the interviews, the switch of focus to workload and well-being and valuing socialization and student motivation over subject matter competences seems to be unique for this new situation. [ABSTRACT FROM AUTHOR]

Published
2021
Full Text
View/download PDF

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