Addressing Student Isolation During the Pandemic: An Inquiry into Renewing Relationships and Reimagining Classroom Communities on Remote Instruction Platforms

Abstract

We began this pandemic cycle of inquiry by acknowledging that we all viewed relationships with our students as foundational to the teaching and learning process (i.e., Elmore, 2004; Fullan, 2007; Noddings, 2014; Rimm-Kaufman, et al., 2014). While we had well-established strategies for creating caring classroom communities in our face-to-face classrooms prior to the pandemic, we were all searching for new online strategies for keeping relationships vital when faced with the abrupt transition to remote instruction and the isolating effects of the Spring 2020 lockdown, both for ourselves and for our students. Hence, we committed to documenting and sharing with one another, the innovative strategies we were employing across our elementary and secondary school contexts. Through the use of informal sharing time and Zoom breakout rooms, we were able to connect personally with our students and to revitalize teacher-to-student and student-to-student relationships in our virtual classroom space.

The Combination of Flipped Learning, Station Technique and Technology in Harmony Lesson: Evaluating Student’s Achievement, Attitude and Views

“…In relation to the fourth research question, students were encouraged to engage in collaborative, interesting, and active learning activities (Li et al, 2021). They had the opportunity to socialize with each other (Davis et al, 2021) with the support of Zoom breakout rooms and station techniques. In the current study, a collaborative working environment (Romero-Ivanova et al, 2020) was created in break rooms to facilitate more efficient group work on projects.…”

The effects of blended learning activities based on the ASSURE model in teaching on students and teachers in music lessons

“…The learning at stations method also created a fun classroom environment that promoted active participation, as stated in (Genç, 2013). Moreover, it was revealed that it was interesting for students, encouraged active learning (Li et al, 2021) and allowed them to socialize with each other (Davis et al, 2021). However, as Avcı (2015) stated, some students stated that noise that occurred during the application adversely affected them.…”