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• +4.6

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  Oladapo Olasoji

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  • University of Maiduguri

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  • Understanding Pandemic Pedagogy: Differences Between Emergency Remote, Remote, and Online Teaching

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  Tarkus Suganda

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  • Universitas Padjadjaran

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  • Robert Gordon University

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  • Research and Practice in K-12 Online Learning: A Review of Open Access Literature

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  • Universidad del Pedregal

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Understanding Pandemic Pedagogy: Differences Between Emergency Remote, Remote, and Online Teaching

Technical Report

• Dec 2020

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• 5 Recommendations

+166

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56 Full-text reads

Current total: 3,135

The reality of virtual schools: A review of the literature

Article

• Feb 2009

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+97

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41 Full-text reads

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Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers

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• Jul 2010

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• 1 Recommendation

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Research and Practice in K-12 Online Learning: A Review of Open Access Literature

Article

• Feb 2009

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+69

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21 Full-text reads

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The Landscape of K-12 Online Learning: Examining What Is Known

Chapter

• Jan 2019
• Handbook of distance education

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The Landscape of K-12 Online Learning: Examining What Is Known

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• January 2019

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“Everybody is their own Island”: Teacher Disconnection in a Virtual School

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• April 2012
• International Review of Research in Open and Distance Learning

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K-12 online learning journal articles: trends from two decades of scholarship

Article

• December 2018
• Distance Education

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  • Georgia Southern University

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With 194 new reads, your technical report was the most read research item from your institution

Understanding Pandemic Pedagogy: Differences Between Emergency Remote, Remote, and Online Teaching

Your article reached 400 reads

Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

Recommended articles

An item from one of my open scholarship networks.

Teacher perspectives of self-efficacy and remote learning due to the emergency school closings of 2020

K Ladendorf, H Muehsler, Y Xie, H Hinderliter – Educational Media International, 2021

ABSTRACT The K-12 Spring 2020 COVID-19 school closures saw teachers move
into an online learning environment, and use their knowledge of technology,
pedagogy, and content (TPACK) to develop online learning for the remainder of the …

 

An Educational System for Personalized Teacher Recommendation in K-12 Online Classrooms

J Chen, H Li, W Ding, Z Liu – International Conference on Artificial Intelligence in …, 2021

In this paper, we propose a simple yet effective solution to build practical teacher
recommender systems for online one-on-one classes. Our system consists of (1) a
pseudo matching score module that provides reliable training labels;(2) a ranking …

 

[PDF] Special Education Teachers Share Their Crisis Teaching Experiences

G Braun, S Walte, C Emerling, C Brown – Voices for Educational Equity

In response to the COVID-19 pandemic, schools worldwide shifted the way they
provided instruction to their students in March of 2020. Distance learning caused
stress on teachers as they grappled with figuring out ways to provide education to …

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Michael, You Have A New Citation

The third of three items from one of my open scholarship networks.

Michael, we found more citations of your work last week ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint. See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

Comparing Face-to-Face, Emergency Remote Teaching and Smart Classroom: A Qualitative Exploratory Research Based on Students’ Experience during the COVID-19 Pandemic

• June 2021
• Sustainability 13(12):6625

• DOI: 10.3390/su13126625

• License CC BY 4.0

• Josep Petchamé
• Ignasi Iriondo
• Eva Villegas
• David Riu
• David Fonseca

Abstract – The COVID-19 pandemic significantly disrupted traditional face-to-face teaching worldwide and forced education institutions to adopt new, online teaching formats to enable students to continue with their studies. This research focuses on students’ perceptions of three teaching different modalities: face-to-face (F2F), Emergency Remote Teaching (ERT) and Smart Classroom (SC), which were implemented in response to the restrictions enforced to combat the spread of COVID-19. A qualitative study based on two user experience techniques, Pocket Bipolar Laddering and Emotional Appraisal, was carried out on a group of second-year ICT engineering university students at La Salle Campus Barcelona. The former technique consists in identifying a maximum of three positive and three negative salient items, while the latter is intended to rate pairs of opposite feelings. In the SC format, saving time on travel to university was considered an advantage of online learning, while disadvantages included less effective instructor–student interaction, distractions when off-campus and teamwork issues. These shortcomings can be addressed by specific online teaching training to develop a more active form of learning and foment student participation. However, both ERT and SC modalities were considered effective solutions to cope with the social and mobility restrictions imposed during the pandemic.

Michael, You Have A New Citation

The second of three items from one of my open scholarship networks.

Michael, we found more citations of your work last week ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint. See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

Teacher perspectives of self-efficacy and remote learning due to the emergency school closings of 2020

• June 2021
• Educational Media International

• DOI: 10.1080/09523987.2021.1930481

• Karen Ladendorf
• Hans Muehsler
• Ying Xie
• Hal Hinderliter

Abstract – The K-12 Spring 2020 COVID-19 school closures saw teachers move into an online learning environment, and use their knowledge of technology, pedagogy, and content (TPACK) to develop online learning for the remainder of the school year. The purpose of this study was to examine the relationship between teachers’ self-efficacy as measured by TPACK and their perceived success and satisfaction for delivering online learning during the emergency COVID-19 school closures. A web-based survey was conducted of in-service K-12 teachers instructing remotely. While teachers felt competent in technology integration and felt successful with the remote instruction in Spring 2020, teachers were not always satisfied with their online experience. Furthermore, content area proved to be a factor in predicting both success and satisfaction with online instruction. Teachers with a stronger understanding of their content area and instructional strategies related to the content did not feel their students were successful nor did they feel satisfied with their work online. Results from this study suggests additional support is needed for teachers to bring their teaching to an online platform. School districts should invest in the support and resources needed to provide teachers with professional development specific to grade level and content.

Michael, You Have A New Citation

The first of three items from one of my open scholarship networks.

Michael, we found more citations of your work last week ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint. See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

Preventing Compassion Fatigue among Educators: An Educator Resiliency Study During the COVID-19 Pandemic

• May 2021

• In book: School Violence and Primary Prevention
• Edition: 2nd
• Publisher: New York, NY: Springer

• Project: Bay Area Educator Wellness and Resilience Project

• Chunyan Yang
• Jenna Greenstein
• Sarah Manchanda
• Maedeh Golshirazi
• Tammy Yabiku

Abstract – The teacher shortage in the US is vast and growing. According to the report from Learning Policy Institute (Carver-Thomas & Darling-Hammond, 2017), close to 8% of teachers were leaving teaching, with new teachers (<5 years), leaving at rates between 19% and 30%. Teacher shortages affect student motivation (Shen et al., 2015) and student academic success (Sutcher et al., 2019). With the new challenges teachers are facing during the COVID-19 pandemic, it is vital to understand how the COVID-19 pandemic and its subsequent new challenges may influence teacher’ wellbeing and the teacher workforce. The psychological reasons for teacher shortage are most often examined through a stress and burnout lens. Researchers showed that stress and burnout may significantly impair the working relationships that the teachers have with their students, the quality of teaching and commitment they are able to display (Kyriacou, 1987), and teacher retention (Christian-Brandt et al., 2020). One of the most important factors influencing teacher stress and burnout is compassion fatigue. In this chapter, we will discuss theories and empirical studies related to educators’ compassion fatigue particularly in the context of the COVID-19 pandemic and consequent distance learning. We will begin by defining compassion fatigue and reviewing some key demographic and psychological factors associated with educators’ compassion fatigue. Grounded in the job demands-resource (JD-R) model, we will then discuss some key empirical findings from the COVID-19 Educator Resilience Project to illustrate how educator perceived online teaching self-efficacy, educators’ social and emotional learning (SEL) competencies, and school connectedness factors concurrently and interactively influence educators’ compassion fatigue during the unique context of the COVID-19 pandemic and distance learning. This chapter concludes with a discussion of practical recommendations and strategies to promote educators’ online teaching self-efficacy, SEL competencies, and healthy connectedness, and to prevent compassion fatigue and racial trauma.