High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?

Computers & Education, Год журнала: 2023, Номер 199, С. 104788 - 104788

Опубликована: Март 22, 2023

During the COVID-19-related school closures teachers and students were challenged to suddenly switch digital teaching at a distance. In particular, challenge was organize high-quality in which stay on task. Familiarity with technology may have helped master situation. However, only few studies so far examined quality of distance (e.g., cognitive activation) during its relation students' learning effort investment). Moreover, systematic research concerning role familiarity technology-enhanced acquired face-to-face is yet lacking. our study, we used data from 729 ninth graders investigate how student-observed activities when using related two subjects (mathematics, German). addition, whether student-perceived activation mediated this relation. Finally, sample provides unique opportunity examine familiarity, as some classes had been randomly equipped tablet computers one year before thus gain classroom. Results structural equation models showed that associated both subjects. Student-perceived association. gained COVID-19 pandemic appeared be less important for teaching. Thus, infrastructural measures, such equipping schools devices can familiarize themselves technology, do not seem decisive (distance) teaching-at least case short-term change teaching, necessary pandemic.

Язык: Английский

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Zur Bedeutung von Feedback für das Belastungserleben von Schüler:innen vor und während des Distanzunterrichts

Zeitschrift für Erziehungswissenschaft, Год журнала: 2025, Номер unknown

Опубликована: Янв. 15, 2025

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A comparison of three modes of online key word sign training to determine efficacy and acceptability in comparison to in-person key word sign training

Augmentative and Alternative Communication, Год журнала: 2025, Номер unknown, С. 1 - 14

Опубликована: Фев. 6, 2025

Key Word Sign (KWS) is an unaided form of augmentative and alternative communication where manual signing used for people with complex needs. Communication partners require training; however geographical, familial personal barriers impact accessing KWS training. Online training has become more common; however, no research investigated the online delivery This mixed methods study compared efficacy acceptability programs delivered synchronously, asynchronously or as a combination both (hybrid), results from previous that measured face-to-face

Язык: Английский

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Online and on-site teaching in Pedodontology

BMC Medical Education, Год журнала: 2025, Номер 25(1)

Опубликована: Март 4, 2025

In the teaching of Pedodontology, combining online and on-site is becoming more widely used. This study aims to evaluate its impact on students' academic performance satisfaction, attempting discover potential innovations. Undergraduate students majoring in Stomatology, a five-year program Fujian Medical University, were selected as research subjects. The 2021 cohort, serving experimental group, was taught using methods during pandemic, while 2018 control received traditional teaching. Final exam results satisfaction questionnaires from both groups compared. One hundred twenty responses with response rate 100%(120/120). Compared group's theory test scores increased by an average 0.54 points practical skills 2.11 points, but there no significant difference (P > 0.05). questionnaire suggested that group demonstrated improvements over stimulating learning enthusiasm, enhancing efficiency, promoting autonomous learning, problem induction, problem-solving abilities < terms this course has 10% During COVID-19 approach adopted Pedodontology been proved be effective improving student satisfaction.

Язык: Английский

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Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic

Zeitschrift für Pädagogische Psychologie, Год журнала: 2025, Номер unknown

Опубликована: Фев. 21, 2025

Abstract: The aim of the present study is to examine if teachers’ professional beliefs accounted for differences in self-reported instructional quality distance learning during COVID-19 pandemic. N = 194 German mathematics teachers were surveyed pandemic 2021 about their (potential cognitive activation, support, management time). Teachers’ constructivist and self-efficacy assessed 2019, before Results structural equation modeling indicate that stronger beliefs, higher potential activation learning. Self-efficacy predicted support better time. These significant associations persisted when pandemic-specific resources (technological pedagogical knowledge, technical at school, collaborative teaching planning; all measured by self-reports) considered. Thus, findings assumption are important adapting challenging unfamiliar circumstances such as pandemic, still ensuring high quality.

Язык: Английский

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Identifying Key Factors Influencing Teaching Quality: A Computational Pedagogy Approach

Systems, Год журнала: 2023, Номер 11(9), С. 455 - 455

Опубликована: Сен. 2, 2023

Although previous research has explored the correlation between teacher characteristics and teaching quality, effective methods for identifying key factors that influence quality are still lacking. This study aims to address this issue by developing an identification methodology based on a computational pedagogy paradigm identify of teachers courses their quality. We developed quantitative models quantify those identified in studies. Correlation multiple analyses were conducted influencing characteristics, grey analysis was used calculate degree these Our applied 27 computer science discipline 82 courses, validated with data from eight additional teachers. findings demonstrate effectiveness our method confirm significant correlations influential innovative approach provides new insights tools predicting improving across disciplinary majors. implications future education studies, particularly development By providing more comprehensive understanding can inform evidence-based strategies improve different

Язык: Английский

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Exploring the relationship of elementary school teachers’ virtual community participation on classroom management by using knowledge sharing as a mediating effect

Interactive Learning Environments, Год журнала: 2024, Номер unknown, С. 1 - 13

Опубликована: Июнь 27, 2024

Язык: Английский

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Evaluating the performance of ChatGPT and GPT-4o in coding classroom discourse data: A study of synchronous online mathematics instruction

Computers and Education Artificial Intelligence, Год журнала: 2024, Номер unknown, С. 100325 - 100325

Опубликована: Окт. 1, 2024

Язык: Английский

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Behind the Scenes of Adaptive Learning: A Scoping Review of Teachers’ Perspectives on the Use of Adaptive Learning Technologies

Education Sciences, Год журнала: 2024, Номер 14(12), С. 1413 - 1413

Опубликована: Дек. 23, 2024

Adaptive learning technologies are emerging educational tools that personalize instruction and tasks to meet students’ current ability levels. Despite their increasing prevalence, the present discourse on adaptive software focuses technical aspects of systems without accounting for other factors impact use in classrooms. In acknowledgment importance teachers’ roles implementation tools, this review examined studies about perspectives courses. A systematic search was conducted four databases (ERIC, Academic Search Complete, Google Scholar, Taylor Francis Online). Twenty-nine full-text articles were retained analysis. hybrid deductive inductive approaches applied analyze data, using described Technology Acceptance Model its extensions as a guide. The findings showed teachers who saw long-term benefits more willing invest time effort learn classes. Barriers identified scant professional development opportunities teachers, programs’ complexities, demands time. To make programs work, must be board co-designers content creators, they require ongoing institutional support sufficient preparation teacher education programs.

Язык: Английский

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Learning from students: Factors that support student engagement in blended learning environments within and beyond classrooms

Journal of Student Affairs in Africa, Год журнала: 2023, Номер 11(2)

Опубликована: Дек. 13, 2023

Technology is key to making education systems more resilient disruptions. In the South African higher sector, technology will continue play a much larger role than years preceding COVID-19 pandemic. Technology, however, cannot replace value gained through social contact and concerns about relational disengagement in curricular, co-curricular extra-curricular spaces have been noted. Drawing on large-scale qualitative data collected as part of Survey Student Engagement, this article explores what students consider most important factors supporting their learning development how these might be translated technologically enhanced teaching spaces. Such insights from students’ experiences could inform blended that leverage enhance engagement.

Язык: Английский

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