Teaching characteristics in distance education—associations with teaching quality and students’ learning experiences

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 132, P. 104174 - 104174

Published: July 5, 2023

In spring 2020, teaching and learning changed significantly when schools closed in order to contain the COVID-19 pandemic. We investigated associations between characteristics (teachers' communication, goals, approach teaching) with ratings of quality students' experiences. Data from students (N = 3.159) Grades 5–12, their parents 1.688), teachers 459) collected online spring/summer 2020 showed that teachers' communication colleagues, ability maintain a good relationship students, time they spent on lessons were most consistently associated as well

Language: Английский

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Performance increases in mathematics within an intelligent tutoring system during COVID-19 related school closures: a large-scale longitudinal evaluation

Computers and Education Open, Journal Year: 2024, Volume and Issue: 6, P. 100162 - 100162

Published: Jan. 21, 2024

The closure of schools due to COVID-19 disrupted learning routines thousands students, resulting in reported performance decreases, especially among lower-performing students. However, some studies on students' within intelligent tutoring systems (ITS) also found significant increases for times school closures as compared before. little is known about longitudinal trajectories ITS. Accordingly, we evaluated data from German students (n≈2,700 students; n≈5 million problems) enrolled an ITS mathematics January 2017 until the end May 2021 investigate effect periods (first and second) during, between, after closures. We observed both lower- higher-performing related Importantly, these improvements were more pronounced Together, results suggest that may have helped maintain learning, particularly during beneficial effects persisted at least following months when opened again. As such, use seems appropriate approach distance crisis.

Language: Английский

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Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities

Computers & Education, Journal Year: 2023, Volume and Issue: 202, P. 104833 - 104833

Published: May 16, 2023

Language: Английский

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Research on the influencing factors of business teachers' teaching quality: PLS-SEM and ANN approach

The International Journal of Management Education, Journal Year: 2025, Volume and Issue: 23(2), P. 101134 - 101134

Published: Jan. 24, 2025

Language: Английский

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Culturally Relevant Pedagogy in K–12 Online Learning: A Systematic Review

Review of Educational Research, Journal Year: 2025, Volume and Issue: unknown

Published: March 18, 2025

A growing literature examines how online learning can incorporate culturally relevant pedagogy (CRP) to provide high-quality, equitable education all students with a particular focus on validating and integrating the unique needs experiences of from minoritized backgrounds identities. This systematic review qualitatively analyzes 42 studies suggest CRP tenets academic excellence, cultural competence, critical consciousness be incorporated into asynchronous, synchronous, or blended overall, by grade level, modality as well differences between conducted before during COVID-19. analysis highlights specific strategies for innovative examples research do so. synthesis emphasizes need further integrate consciousness, particularly involving in social justice work power sharing students.

Language: Английский

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Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(3)

Published: April 7, 2025

ABSTRACT Background In the aftermath of COVID‐19 pandemic, it is critical to reflect holistically on experiences gained in past few years. We thus review research remote mathematics teaching Pre‐K–12 contexts, utilising Activity Theory as a theoretical lens for synthesis. Objectives Drawing from comprehensive overview activity system, we aim identify needs requiring follow‐up action and make recommendations enhance post‐pandemic education. Methods followed Preferred Reporting Items Systematic Reviews Meta‐Analysis (PRISMA) 2020 statement search relevant empirical studies published between January December 2023 Scopus Web Science databases. Content analysis these ( n = 180) yielded information pertinent each constituent theory: subjects (e.g., teachers; students with special education needs), tools applications; online educational resources), objects outcomes decreased students' achievement; applications fully instructional approaches), community division labour support caregivers), rules assessment methods). Results Conclusions It now priority provide remedial programmes, which help catch up their learning. also recommend technology‐enhanced approaches normal school days equip both teachers an increasingly digital world. This contributes our understanding pandemic‐led future needed advance sector.

Language: Английский

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Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics

Trends in Neuroscience and Education, Journal Year: 2023, Volume and Issue: 31, P. 100203 - 100203

Published: May 3, 2023

In 2020, school closures during the COVID-19 pandemic forced students all over world to promptly alter their learning routines from in-person distance learning. However, so far, only a limited number of studies few countries investigated whether affected students' performance within intelligent tutoring system—such as systems. this study, we effect in Austria by evaluating data (n = 168 students) derived an system for mathematics, which used before and first period closures. We found that increased mathematics compared same previous years. Our results indicate systems were valuable tool continuing education maintaining student Austria.

Language: Английский

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Having it both ways: learning communication skills in face-to-face and online environments

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: Feb. 28, 2024

In early 2020, the COVID-19 pandemic forced educators to transition online teaching almost overnight. This paper focuses on students’ perceptions of communication skills in a practice course spring 2020. The beginning was held face-to-face and conducted at end. We sought information regarding experiences skill-based course. Relying knowledge about communication, we selected three areas focus First, feedback is essential process learning included objectives. Second involves eliciting conversations an environment. third area connection between audience speaker public speaking. Our goal develop according student’s perceptions. At end course, 26 students answered open-ended questions two forms implementation. Using thematic analysis, five different themes were constructed: (1) positive (2) neutral (3) challenges (4) speaking, (5) feedback. During learned much-appreciated computer-mediated communication. They believed that good results due careful organization other students. While uncommon, few perceived as neither nor bad, just neutral. Nevertheless, not without challenges; identified several problems concerning, for example, non-verbal Furthermore, considered be successful; however, speaking from physical audience. this study indicate format can effective format. However, especially because regarded participants appreciated practicing setting, suggest should have opportunity both face-to-face. Additionally, although received special attention, it caused most significant environment; therefore, propose solutions address problem must investigated further.

Language: Английский

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Teachers’ trajectories of technology integration during participation in an online professional development program

Zeitschrift für Erziehungswissenschaft, Journal Year: 2024, Volume and Issue: 27(3), P. 769 - 801

Published: May 21, 2024

Abstract Technology-related professional development (PD) is a crucial strategy to prepare and encourage teachers integrate technology into their teaching in high-quality way. During teachers’ participation technology-related PD, change processes occur from current desired status of technology-enhanced (TET). A higher probability disruption TET can be assumed during these processes. However, previous research on PD mainly based cross-sectional data that does not provide insight such (especially participation). In this study, we examined trajectories closely 3-month online (OPD). We conducted concurrent explanatory mixed-methods approach analyze longitudinal the first four weeks OPD, focusing 23 who completed weekly reflection diaries. Findings multilevel framework revealed most variances integration (i.e., frequency quality) motivation use for self-efficacy utility value) was due contextual factors. Using linear mixed-effects models, found statistically significant decrease quality over time. Analyses reflections extreme cases allowed us identify possible relevant characteristics related smoother TET: 1) one generic across lessons 2) ready-to-use domain-specific technology. Implications practice are discussed, as attention unintended side effects instructional phases OPD.

Language: Английский

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Digital learning in schools: Which skills do teachers need, and who should bring their own devices?

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 152, P. 104788 - 104788

Published: Sept. 30, 2024

Language: Английский

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