O impacto da pandemia da COVID-19 no ensino e aprendizagem de cursos acadêmicos da área da saúde DOI Open Access
Felipe de Souza Duarte, Guilherme Flores de Camargo, Inaldo Sampaio Luz Neto

et al.

Research Society and Development, Journal Year: 2022, Volume and Issue: 11(16), P. e531111638669 - e531111638669

Published: Dec. 16, 2022

A pandemia da COVID-19 causou grandes mudanças nos panoramas atuais sociedade. Nesse sentido, o processo de ensino e aprendizagem durante período também foi afetado, muito por conta do isolamento social que abriu margens para remoto divide opiniões acerca sua efetividade. O objetivo presente trabalho avaliar impacto processos cursos acadêmicos na área saúde. Para tal, realizamos um estudo revisão sistemática literatura através periódicos disponíveis base dados PubMed. princípio foram identificados 112 artigos pesquisa e, após a aplicação dos critérios inclusão exclusão, selecionados 15 lidos agregados em nosso trabalho. Os resultados demonstraram gerou impactos significativos no ensino-aprendizagem, exigindo alunos professores se reinventassem maneira aprender ensinar. implementação possui vantagens desvantagens dividem estudantes ao redor todo mundo. As instituições deverão investir próximos anos infraestrutura contemple as novas tendências aprendizagem, oferecendo capacitação funcionários com vistas desenvolver habilidades necessárias práticas serão futuro educação. defasagem saúde pode ser suprida rápidos workshops oferecidos pela instituição complementar formação desses futuros profissionais.

Teachers’ perceptions about online teaching: Analysis of their experiences and opportunities for knowledge sharing DOI

Jamie Verstraeten,

Annemieke van Dongen-Leunis,

Renée A. Scheepers

et al.

International Journal of Educational Research Open, Journal Year: 2025, Volume and Issue: 9, P. 100450 - 100450

Published: Feb. 16, 2025

Language: Английский

Citations

1

Developing a Skilled Workforce for Future Industry Demand: The Potential of Digital Twin-Based Teaching and Learning Practices in Engineering Education DOI Open Access
M.A. Hazrat, N.M.S. Hassan, Ashfaque Ahmed Chowdhury

et al.

Sustainability, Journal Year: 2023, Volume and Issue: 15(23), P. 16433 - 16433

Published: Nov. 30, 2023

Engineering education providers should foresee the potential of digital transformation teaching and skill-developing activities so that graduating engineers can find themselves highly aligned with demands attributes needed by prospective industrial employers. The advancement revolutions towards hybridisation enabling technologies recognised Industry 4.0, Society 5.0, 5.0 have transformed components engineering higher system remarkably. Future workforce requirements will demand an employee’s multidisciplinary skill mix other professional qualities. Implementing human-centric decision-making based on insights from Digital Twin (DT) systems, sustainability, lean systems is necessary for further economic growth. Recent barriers identified Australian Council Deans, development capabilities, affordable digitally learning facilities were all considered. This paper explores role Twins (DTs) in enhancing incorporating 4.0 advances. By reviewing curricula, pedagogy, evolving graduates, this study identifies key benefits DTs, such as cost-effectiveness, resource management, immersive experiences. also outlines challenges implementing DT-based labs, including IT infrastructure, data quality, privacy, security issues. findings indicate embrace DTs to foster skills meet future demands. Collaboration industry highlighted a crucial factor successful practices offering real-world COVID-19 pandemic has expedited adoption DT technologies, demonstrating their utility minimising educational disruptions. While acknowledges high prepare students demands, it emphasises need among educators ensure effective balanced implementation.

Language: Английский

Citations

16

Knowledge management during emergency remote teaching: an interpretative phenomenological analysis of the transition experiences of faculty members DOI Creative Commons
Pallavi Srivastava,

Trishna Sehgal,

Ritika Jain

et al.

Journal of Knowledge Management, Journal Year: 2024, Volume and Issue: 28(11), P. 78 - 105

Published: Feb. 5, 2024

Purpose The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) cope with shift emergency remote teaching caused COVID-19 pandemic. By focusing on experiences during this transition, aims examine an under-investigated effect of pandemic Indian context. Design/methodology/approach Interpretative phenomenological analysis is used analyze data gathered two waves through 40 in-depth interviews 20 members based India over a year. were analyzed deductively using Kahn’s framework engagement robust coding protocols. Findings Eight subthemes across three (meaningfulness, availability safety) developed discourse challenges related their learning, identity, resources support received from employing educational institutes. findings also present coping strategies management-related that adjust each discussed challenge. Originality/value uses longitudinal design phenomenology as analytical method, which offers significant methodological contribution extant literature. Further, study’s use model members’ transitions novel insights into pandemic’s

Language: Английский

Citations

4

Beyond traditional narratives about teacher professional development: A critical perspective on teachers' working life DOI Creative Commons
Thibault Coppe, Michaël Parmentier, Geert Kelchtermans

et al.

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 139, P. 104436 - 104436

Published: Dec. 26, 2023

We argue that overlooking teacher professional development's (TPD) temporal and spatial situatedness neglects similarities differences throughout teachers' career stages organizational contexts. Using latent profile analyses for early-career (n = 383), mid-career 355), late-career 296) groups, we found four TPD profiles in each phase. Results showed more heterogeneity of within than between phases; most teachers shared common patterns with other phases. Throughout the phases, need addressing their work at both classroom levels. Our research invites researchers to rethink reductionist narratives regarding TPD.

Language: Английский

Citations

10

Teaching and Learning Online: Experiences from Technical Higher Education DOI Creative Commons

Marielena Katlen Gonzales-Morales,

Julissa Torres Acurio,

Viviana Vanessa Flores-Mera

et al.

Journal of Educational and Social Research, Journal Year: 2025, Volume and Issue: 15(1), P. 383 - 383

Published: Jan. 5, 2025

During the last three years, Peru has been suffering from a social crisis, strikes, protests, etc., triggered by political circumstances, which forced country to abandon, once again, face-to-face class sessions in order adopt virtual teaching model. In this context, students of technological institutes have an 80% interrupted instruction time. The aim study was explore phenomenon online and learning, caused emergent situations, through accounts teachers technical education institution. For purpose, qualitative approach used, with phenomenological design, interview technique whose saturation allowed collaboration 31 participants. findings analysis highlight complexity challenges faced during sessions, addressing technical, pedagogical aspects. It infers need develop comprehensive strategies improve connectivity, foster participation address emotional demands educational environment. Received: 11 September 2024 / Accepted: 21 December Published: 05 January 2025

Language: Английский

Citations

0

Teachers’ concerns and teaching experience during the pandemic and beyond: implications for research, policy and practice DOI Creative Commons
Diana Pereira, Diana Aguiar Vieira, María Assunção Flores

et al.

Cogent Education, Journal Year: 2025, Volume and Issue: 12(1)

Published: Feb. 7, 2025

This paper reports on findings arising from a wider study aimed at investigating teachers' concerns during the pandemic and their views regarding changes in teaching post-COVID context. Adopting mixed-method approach, data were gathered through survey including both open-ended closed-ended questions. The involved 2,192 teachers all sectors of education. Both quantitative qualitative indicate that most frequent are related to students families, own personal issues, poor working conditions, work-life balance. Furthermore, suggest experience second lockdown was generally more positive compared first lockdown. participants advocate for post-pandemic scenario, particularly focusing continuous professional development, enhancing institutional securing access adequate resources. Differences responses sociodemographic questions also found relating Remote Teaching Concerns (RTC) Experience (RTE). offers implications further research, policy practical applications field.

Language: Английский

Citations

0

Attitudes among Public School Teachers during The Implementation of Modular Distance Learning in Philippines DOI

Cristina Beltran Jayme,

Al-Rashiff Hamjilani Mastul,

Alwida Abdurahman Alih

et al.

International Journal of Learning Reformation in Elementary Education, Journal Year: 2025, Volume and Issue: 4(01), P. 54 - 72

Published: March 29, 2025

The COVID-19 pandemic has significantly reshaped the educational landscape, necessitating implementation of Modular Distance Learning (MDL) in Philippines. This study investigates attitudes public school teachers towards MDL, focusing on their readiness, schools’ preparedness, and effectiveness modular instruction. Employing a descriptive quantitative research design, data were collected from 261 Zamboanga City using survey questionnaire. Results indicate that exhibit high level readiness to implement demonstrating adaptability willingness embrace new teaching strategies. Schools also displayed with established communication channels health protocols. However, challenges persist, particularly regarding instruction, which perceive be less effective compared face-to-face learning. Statistical analyses reveal no significant differences teachers’ based demographic factors such as years experience, background, or employment status. male reported higher perception module female counterparts. findings underscore need for continuous professional development improved design enhance learning outcomes. contributes understanding realities MDL provides basis future improving distance

Language: Английский

Citations

0

University teachers’ advice networks, self-efficacy, and readiness for online teaching DOI

Jamie Verstraeten,

Annemieke van Dongen-Leunis,

Thomas W. Valente

et al.

International Journal of Educational Research Open, Journal Year: 2025, Volume and Issue: 9, P. 100478 - 100478

Published: May 14, 2025

Language: Английский

Citations

0

Unlocking fun: Accessing play to enhance secondary teachers’ well-being DOI

Celeste M. Dierenfeld

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 142, P. 104523 - 104523

Published: March 6, 2024

Language: Английский

Citations

3

The stressors affecting teacher burnout in emergency remote teaching context DOI
Gamze Emir, Nesli Çiğdem Saral,

Bilge Merve Saçan

et al.

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 134, P. 104313 - 104313

Published: Sept. 1, 2023

Language: Английский

Citations

7