Advancing an agenda for instructional preparedness: lessons learned from the transition to remote learning

Westwick, Joshua N.; Morreale, Sherwyn P.

doi:10.1080/03634523.2020.1857416

Cited by 13 publications

(5 citation statements)

References 4 publications

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“…Zhang & Yu, 2023). Even though Westwick and Morreale (2021) noted in their study that universities might not be prepared for the rapid transition to remote teaching, the COVID-19 outbreak occurred unexpectedly, and the classroom-to-online transition was abrupt, Chinese teachers may be well-prepared. Based on the research conducted by Gao and Zhang (2020), English as a Foreign Language educators in China demonstrated comprehensive knowledge regarding the distinctive features, benefits, and limitations of online instruction.…”

Section: Discussionmentioning

confidence: 94%

Face-to-Face and Online Learning in Higher Education: Academic Achievements and Learners’ Experience in the Chinese SFL Context

Liu

2023

Sage Open

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As a result of the COVID-19 virus outbreak, there has been a dramatic change in the educational landscape, and traditional classroom instruction has shifted to the online environment. Previous research has yielded contradictory results regarding the effect of different instructional modalities on student achievement. This study aimed to examine the impact of teaching mode (online vs. face-to-face) on academic outcomes in the context of Spanish as a foreign language in China. A comparative analysis was conducted between two cohorts of students, one receiving online courses and the other undergoing in-person instruction, and their respective scores for Spanish tests are reported. Additionally, a questionnaire was administered to the online cohort to gain insight into their learning motivation. The results showed that students who received online instruction outperformed those who received face-to-face instruction. Regarding the potential factors underlying the superior academic outcomes of online learners, examination of questionnaire responses pertaining to their learning experience reveals that students’ motivation, learning strategies, self-regulation, and self-efficacy are crucial factors of successful learning results and may have positively contributed to such outcomes.

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Section: Discussionmentioning

confidence: 94%

Face-to-Face and Online Learning in Higher Education: Academic Achievements and Learners’ Experience in the Chinese SFL Context

Liu

2023

Sage Open

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“…As we move into the new post-pandemic normal, adjustments to teaching and learning may still need to be made due to the lingering effects of the pandemic, especially as online and HyFlex classrooms continue to be used within communication and other disciplines (Beatty, 2019;Katz and Kedem-Yemini, 2021;Morreale et al, 2021;Westwick and Morreale, 2021;Wong et al, 2022). These instructors showed us that it is possible to pivot and embody pedagogical practices in unique and critical ways, using technology, and in doing so, to build relationships with students with a high degree of caring.…”

Section: Discussionmentioning

confidence: 99%

“…Scholars report on the difficulties caused by the sudden pivot in education to online environments due to the COVID-19 pandemic, with opportunities for growth found for post-pandemic education (Bidwell et al, 2020;Blume, 2020;Schwartzman, 2020;Westwick and Morreale, 2021;Kordrostami and Seitz, 2022). Even though the rapid transfer to the online environment was far from ideal, positive outcomes for instructors, and higher education in general, included being better prepared in the future for moving education to a virtual platform when needed, and understanding how we can build learning environments that are inclusive for all learners (Fassett and Atay, 2022), such as HyFlex and blended classrooms (Beatty, 2019;Imran et al, 2023).…”

Section: Pandemic Pedagogymentioning

confidence: 99%

“…Pandemic pedagogy modalities, and the rapid transitions required, raised questions about if and how connections with students were being made in these classrooms (Sobaih et al, 2020;Westwick and Morreale, 2021;Gimpel, 2022;Parsloe and Smith, 2022;Clughen, 2023;Nieuwenhuis and Strausz, 2023;Salarvand et al, 2023). Tecce DeCarlo et al (2022) found that overall faculty and students were able to adapt, and that through the use of technology, connections, engagement, effective teaching and learning was possible.…”

Section: Pandemic Pedagogymentioning

confidence: 99%

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“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

Chatham-Carpenter,

Malone

2023

Front. Educ.

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IntroductionThe stress and strain due to various aspects of the pandemic affected teaching and learning. Relating between instructors and students, and between students, may never be the same. Adjustments to teaching and learning may still need to be made due to the lingering effects of the pandemic, especially as zoom classrooms continue to be used within communication and other disciplines.MethodsIn this study, the researchers interviewed 15 communication instructors, using indepth semi-structured zoom interviews, about their experiences in the pandemic classroom and how they attempted to build relationships and connections with students during the COVID-19 pandemic.ResultsThe researchers found specific immediacy strategies used by instructors, with participants indicating they attempted to use the more traditional teacher nonverbal immediacy behaviors such as eye contact, facial expressions, physical distance, and touch, but were hampered by the wearing of masks, practicing social distancing, and moving to online teaching modalities where student engagement was limited at best. Instructors also adapted verbal immediacy behaviors, as they used various strategies for inviting participation, providing feedback, and being real to develop connections with students, as well as building in specific teaching structures into their pandemic classrooms. In addition, participants indicated they used a variety of additional immediacy-related strategies and behaviors to build relationships once moving to blended HyFlex or online teaching. These strategies were used consistently, as instructors seamlessly moved between the online synchronous classroom, the blended classroom, and the face-to-face classroom with masking and physical distancing required.DiscussionOur research revealed that there were unique ways relationships were built, typically using different types of media to enact teacher immediacy in nuanced ways. We argue that looking at such teaching using both media multiplexity and embodied pedagogy perspectives can enhance the teacher immediacy literature by demonstrating how teacher immediacy was changed during the pandemic, as media richness increased the likelihood of developing relationships between teachers and students through an embodied pedagogy of caring using technological tools.

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“…As Jing explained, the task of moving classes online 'overnight' may have seemed daunting to practitioners with limited knowledge and experience of distance teaching, giving rise to disbelief and anxiety (Westwick & Morreale, 2021). The institutional support rendered to faculty mainly focused on solving technical problems in online teaching and was favourably described by participants as "careful", "detailed", and "beginner-friendly".…”

Section: Institutional Support As a Double-edged Swordmentioning

confidence: 99%

The Road to Becoming a “Live-Streaming Star”: Ecological Influences on Improvisation Efforts Among Teaching-from-Home Chinese English as a Foreign Language Teachers in the COVID-19 Outbreak

Chen

2023

SER

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When the COVID-19 pandemic outbreak threw the world into a public panic, teachers worldwide were challenged to adapt to a new pedagogical ecology as online delivery of classes was widely made a required necessity. This study explores how language teachers responded to the sudden disruption via improvisational endeavours during the first online semester and how their endeavours were influenced by various ecological factors beyond the online classroom. Data were collected using a survey and interviews with English as a Foreign Language (EFL) teachers from three universities in eastern coastal China. The results showed that the participants’ improvisation efforts featured limited preparation and creativity and a lukewarm willingness to try out new things while teaching from home. Ecological influences on the teachers’ improvisation efforts were identified as a multitude of institutional, daily contextual, sociocultural, and personal factors that interacted in complex, less predictable ways. In general, the diverse sources of influence exerted a mixed impact on individual teachers’ improvisation practices and performance. Sociocultural influence, in particular the “live-streaming star” meme, was found to be a unique source of inspiration and support. This exploratory study expands the research of improvisation in educational settings, which has largely been associated with pedagogical innovation to adapt to micro-level changes. In the emergency remote teaching scenario, innovative attempts made by individual teachers were subject to the meso-level and the macro-level ecological influences, which may overwhelm or deter practitioners. Apart from potential theoretical and pedagogical implications, the study offers insights into the nature and impact of crisis-prompted online teaching in and beyond the COVID-19 context.

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Advancing an agenda for instructional preparedness: lessons learned from the transition to remote learning

Cited by 13 publications

References 4 publications

Face-to-Face and Online Learning in Higher Education: Academic Achievements and Learners’ Experience in the Chinese SFL Context

Face-to-Face and Online Learning in Higher Education: Academic Achievements and Learners’ Experience in the Chinese SFL Context

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

The Road to Becoming a “Live-Streaming Star”: Ecological Influences on Improvisation Efforts Among Teaching-from-Home Chinese English as a Foreign Language Teachers in the COVID-19 Outbreak

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