Emergency remote teaching during COVID-19 pandemic: lessons learned from Cyprus

Nisiforou, Efi A.; Kosmas, Panagiotis; Vrasidas, Charalambos

doi:10.1080/09523987.2021.1930484

Cited by 22 publications

(22 citation statements)

References 5 publications

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“…Overall the student-teachers reported their preference for active learning strategies (Puskas, 2021;Reister and Rook, 2021;Nisiforou et al, 2021) and a high level of engagement during online courses. Instructions on the use of online strategies were provided to students for 180 minutes per week during the first four weeks of the semester with an additional office hours consultation devoted to practicing new active learning and teaching strategies.…”

Section: Discussionmentioning

confidence: 99%

“…The massive switch to online education, experienced in Spring 2020 due to the coronavirus outbreak, found all educational institutions with little or no preparation. Video conferencing platforms (Zoom, MS Teams, Google meet) served as a solution to teaching remotely (Garcia et al, 2020;Redinger et al, 2020;Nisiforou et al, 2021). According to numerous studies, online teaching requires different approach skills, especially in the areas of pedagogy and technology (Cutri and Mena, 2020;Răducu et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Pre-Service Teachers’ Perceptions on Active Learning Strategies in Online Classrooms

Halimi

2022

JESR

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Active learning is broadly viewed across a range of subjects, as a student-centered method for transmitting knowledge in a student-engaging manner. However, in an online setting, when instructors and students interact through chat boxes, breakout rooms, microphones, or web cameras, active learning can be applied in different ways. In order to gain an understanding of the influence of active learning used in online teaching and learning, this study was conducted with pre-service teachers from a private American university in Kuwait, selected by employing purposive sampling to get reliable data. An explanatory sequential mixed method design was used with an adopted Student Response to Instructional Practices (StRIP) instrument to collect quantitative data from 96 pre-service teachers. Interviews were conducted with 15 pre-service teachers to elicit information about their experiences regarding the use of active learning strategies introduced and practiced during semester-long online teaching and learning. In contrast to previous studies about students’ resistance to active learning, the current study points to a preference for the active learning method of instruction as a convenient approach that would provide an opportunity for all students in online classes to think and engage with course material and make the whole learning process more effective. Received: 21 July 2022 / Accepted: 29 August 2022 / Published: 2 September 2022

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions on Active Learning Strategies in Online Classrooms

Halimi

2022

JESR

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“…The challenges are also about limited tools, materials, and procedures. The solution to these challenges is remote guidance (Nisiforou et al, 2021), answering student questions related to practicum, evaluating students, and discussing the practicum results. The learning objectives in the practicum cannot be fully achieved through the online process (Saraswati & Mertayasa, 2020).…”

Section: Average Score 688% Goodmentioning

confidence: 99%

“…The COVID-19 Pandemic impacted the education field, specifically the online learning process (Nisiforou et al, 2021). It affected the practicum activity that could not be held in the school laboratory (Variyan & Reimer, 2021).…”

Section: Introductionmentioning

confidence: 99%

The implementation of osmosis practicum during the COVID-19 pandemic

2022

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Biology lessons conducted online during the COVID-19 pandemic have hampered school implementation practicum activities. Therefore, it is necessary to conduct research that aims to describe the implementation ofbiology practicum during online learning. This research was conducted to determine the impact of online osmosis practicum during the COVID-19 pandemic in class XI MIPA 4 SMA Negeri 1 Sindang with a sample of 27 students of class XI MIPA 4 and 1 biology teacher. The method used in this research is descriptive qualitative. The sampling technique was carried out by the purposive sampling method. The instruments used are observation sheets, questionnaire sheets, interview sheets, documentation, and field notes. The data analysis technique used is descriptive qualitative analysis. The osmosis practicum process is carried out independently by students using the guidance from the teacher provided. The practicum results are then reported in an activity video, and the teacher will check the video. The results of the research carried out showed that the implementation of the osmosis practicum went well. The readiness of the tools and practicum materials is inthe very good category, students' understanding of doing practicum is in a good category, the conclusions are in a good category, and the practicum report is in the very good category. From the results obtained, it can beconcluded that the implementation of the osmosis practicum in class XI MIPA SMA Negeri 1 Sindang was carried out online is implemented properly and effectively.

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“…Palabras clave: COVID-19, docentes en formación, enseñanza oral en línea, inglés como lengua extranjera, integración de la tecnología Introduction COVID-19 has significantly altered education worldwide (Nisiforou et al, 2021), including English language teaching (Yi & Jang, 2020). Hundreds of countries discontinued school instruction because of this virus's rapid spread (Basilaia & Kvavadze, 2020;Viner et al, 2020).…”

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EFL Preservice Teachers’ Technology Integration in Managing and Teaching Speaking Skills During Emergency Remote Teaching

Kusuma

2022

Profile: Issues Teach. Prof. Dev.

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This study aimed at investigating the EFL preservice teachers’ technology integration in managing and teaching speaking skills online during emergency remote teaching in Indonesia. This study employed a single case study approach by implementing an explanatory sequential mixed method design. The findings showed that even though the preservice teachers used various technology tools, they frequently implemented WhatsApp, YouTube, and Google Forms for classroom management and teaching speaking purposes. This study offers some implications to advance English language teacher education programs to prepare the future EFL preservice teachers in the post-pandemic era.

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Emergency remote teaching during COVID-19 pandemic: lessons learned from Cyprus

Cited by 22 publications

References 5 publications

Pre-Service Teachers’ Perceptions on Active Learning Strategies in Online Classrooms

Pre-Service Teachers’ Perceptions on Active Learning Strategies in Online Classrooms

The implementation of osmosis practicum during the COVID-19 pandemic

EFL Preservice Teachers’ Technology Integration in Managing and Teaching Speaking Skills During Emergency Remote Teaching

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