Computers & Education, Год журнала: 2021, Номер 175, С. 104335 - 104335
Опубликована: Сен. 11, 2021
Язык: Английский
Online Learning, Год журнала: 2021, Номер 25(1)
Опубликована: Март 1, 2021
The COVID-19 pandemic required educators and learners to shift emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 from 118 countries April September 2020. Using cluster analysis, detect two readily distinguishable groups of instructors: a group who was more engaged had better coping in terms online teaching challenges, lower levels both engagement coping. We compare their sociodemographic characteristics, also assess relationship between each marker teachers’ Overall, our results suggest that were most coped best transition when they prior experience instruction, taught higher education sector, using real-time synchronous modalities. find non-trivial regarding gender, years experience, country’s level economic development, observe no age or detection contextual effects underscores importance large multisite research.
Язык: Английский
Процитировано
99
RELC Journal, Год журнала: 2021, Номер 52(3), С. 359 - 378
Опубликована: Окт. 25, 2021
The global pandemic caused by the COVID-19 virus has had a disruptive and profound impact on English-language teaching. To reduce spread of virus, teachers learners to suspend in-person teaching learning. This led widespread adoption synchronous asynchronous online Obviously, this period immense challenges for students alike, but it also provided unique opportunity understand potential affordances in study, systematic thematic review empirical studies pertaining pandemic, identifies analyses key knowledge generated English-language-teaching community during pandemic. It ends with discussion lessons learned from suggests areas further research.
Язык: Английский
Процитировано
90
School Psychology, Год журнала: 2021, Номер 36(6), С. 483 - 493
Опубликована: Ноя. 1, 2021
The Coronavirus disease 2019 (COVID-19) pandemic created unprecedented challenges for the U.S. education system and teachers. present study examined correlates predictors of teacher well-being in immediate aftermath school closures related to pandemic. Data were collected as part a larger group randomized trial. Six hundred thirty-nine teachers completed surveys about their stress, coping, health, job satisfaction, internalizing symptoms Fall 2019, before pandemic, May 2020, during Teachers also provided ratings COVID-19 teaching, student attendance engagement, concern students families. reported lower levels work-related stress after pandemic's onset compared prepandemic levels. Multilevel regression analyses revealed confidence ability manage behaviors consistent robust predictor outcomes. Additionally, pre-COVID-19 school-level factors measured including collegial leadership fair equitable discipline structures, predicted aspects at COVID-19. Findings suggest importance competence perceived efficacy managing behavior engaging them learning help adapt stressors organizational health climate may facilitate or hinder adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Язык: Английский
Процитировано
82
Open Praxis, Год журнала: 2021, Номер 13(1), С. 89 - 89
Опубликована: Март 31, 2021
The COVID-19 pandemic has impacted education in ways that academic institutions, scholars, administrators, educators, and students will strive to fully comprehend for years come. global spread of SARS-CoV2 early 2020 prompted social distancing as the primary countermeasure against contracting spreading novel coronavirus, which turn led communities worldwide suddenly transition emergency remote teaching (ERT) order maintain educational continuity. This review literature synthesizes findings from 38 empirical studies set higher about ERT all over world. A thematic analysis produced four major themes: 1) diverse experiences; 2) digital divide vast educational/socio economic inequalities; 3) commonly-experienced problems, issues, challenges; 4) frequently-made adjustments response ERT. Findings are indicative immediate aftermath transitions ERT, open areas research long-term impacts discussed.
Язык: Английский
Процитировано
79
Computers & Education, Год журнала: 2021, Номер 175, С. 104335 - 104335
Опубликована: Сен. 11, 2021
Язык: Английский
Процитировано
75