Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic

Cutri, Ramona Maile; Mena, Juanjo; Whiting, Erin Feinauer

doi:10.1080/02619768.2020.1815702

Cited by 306 publications

(265 citation statements)

References 14 publications

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“…Clarity on the research methodology, dimensions of qualitative research in ELT, action research for professional development were some of the topics teachers found most useful that they attended during the study period. Also, the kind of mandatory transition to the online mode of situation created a sense of 'forced readiness' (Cutri, Mena & Whiting, 2020)) which ultimately contributed to change the mindset of teachers for further learning and professional development.…”

Section: Professional Development Eventsmentioning

confidence: 99%

English Language Teacher Professional Development During COVID-19 in Nepal

Gautam

2021

Interdisc. Res. Educ.

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COVID-19 pandemic has brought a big pedagogical shift in education across the board. In this context, teachers expected to be adaptable in the new situation in by familiarizing themselves to the emerging technology-driven pedagogy. This article explores how 102 English language teachers in Nepal prepared themselves to respond to COVID-19 by attending various professional development events organized between April and September 2020 by different professional forums and organizations. The results show that English teachers in Nepal attended three kinds of events that include training programs to learn technology, events to learn about the online resources for English language teaching and professional development events to enhance their professional skills. Participation in these events made English teachers digitally confident to run the classes online and increased awareness of the integration of online resources in English language teaching.

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Section: Professional Development Eventsmentioning

confidence: 99%

English Language Teacher Professional Development During COVID-19 in Nepal

Gautam

2021

Interdisc. Res. Educ.

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“…In this context, it is important to investigate the applicability of existing curricula in online learning environments. In addition, studies focusing on distance education during the pandemic have been mostly carried out in higher education (Adarkwah, 2020 ; Almaiah, 2020 ; Aguilera-Hermida, 2020 ; Rapanta et al, 2020 ; Cutri, 2020 ; Johnson et al, 2020 ; Yates et al, 2020 ; Giavrimis & Nikolaou, 2020 ). In this context, it is considered that the results of the study will significantly contribute to the development process of middle school curricula in accordance with distance education.…”

Section: Introductionmentioning

confidence: 99%

Teachers' views related the middle school curriculum for distance education during the COVID-19 pandemic

2021

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This qualitative study aims to examine teachers’ opinions concerning the middle school curricula that have been in use for years, in order to determine its suitability for distance education during the COVID-19 pandemic. The participants consisted of eighteen middle school teachers from different subject areas in Turkey. A maximum variation sampling method was employed for participant selection. The data was collected through semi-structured interviews. Due to the pandemic, the interviews were conducted using video conferencing applications. The data was analyzed through content analysis. According to the findings, the teachers report that while they are effective in achieving cognitive objectives, they have difficulties in achieving affective and psychomotor objectives. In addition, the teachers do not prefer to design their own materials, rather they mainly benefit from ready-to-use materials during emergency distance education. The teachers also reveal that direct instruction and questioning were the teaching methods and techniques they preferred in online courses and that they were unable to adapt other methods and techniques to distance education, which resulted in students experiencing teacher-centered activities. Moreover, the teachers complain about students not attending the online courses on time or even at all, their disinterest, a lack of instant feedback, limited communication with students, and insufficient course lengths. Another critical finding was that the teachers only use homework, end-of-unit quizzes, and participation to online courses as measurement and evaluation tools and agree that they are unable to administer reliable and valid evaluation tools. The limitations of the study and implications for future research are later discussed.

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“…With the growing interest in incorporating technology into pedagogy, there have been expanding research aiming at examining different aspects of ICT implementation. Examples of areas examined included preparedness of students and/or faculty (Cutri et al, 2020;Martin et al, 2020;Parkes et al, 2015), satisfaction of students and/or faculty (Bolliger & Wasilik, 2009;Choe et al, 2019), perception and acceptance of students and/or faculty of specific technology in education (Ustun et al, 2020;Yılmaz, 2017). In settings with slow or recent ICT use in education, such studies become valuable in shaping strategies and action plans for ICT implementation.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating the use of informational technologies by students of healthcare colleges for academic purposes over a five-year period

et al. 2021

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This study aimed to assess the extent to which healthcare students use five informational technologies for daily academic purposes and to examine the changes in student perceptions toward these technologies over five years. This was a cross-sectional descriptive study in 10 different colleges in seven governorates. We conducted a survey using the instruments developed from the Technology Acceptance Model (TAM). The surveys were administered to convenience samples of students at the colleges of pharmacy, medicine, and dentistry in the participating universities. The survey was conducted three times over three different years: 2015, 2018, 2020. Five Information and Communication Technology components were included in the study: electronic course management (ECM), internet, computer, audio recording/commentary, and PowerPoint slides. The surveys were electronic and administered using Qualtrics Survey Software. For most respondents, the survey links were administered electronically via Facebook groups to convenience samples of students of the Bachelor programs. Kruskal-Wallis test was used to measure the difference among the three (years) surveys results. The multiple linear regression analysis was used to measure the associations between the five predictors of the TAM and the outcome variable (actual use of technology). There was a total of 3,113 valid surveys collected in 2015, 2018, and 2020. Nearly two thirds of participants were females. Most students did not have enough experience in using ECM before classes closure in March 2020. Lack of facilitating conditions and infrastructures like an expert technical support team and stable internet connections are negatively impacting students' acceptance of technology use in education. Moving from mainly face-to-face learning with partial electronic use in 2015 and 2018 to totally virtual learning in 2020 had a negative impact on the perceptions of healthcare college students of the five technologies across the five TAM domains (perceived usefulness, facilitating condition, ease of use, attitude toward use, intention to use) and the actual use of these technologies. The TAM successfully explained the factors influencing the actual use of technologies by healthcare college students. Continuing technical support and training can reduce students' electronic challenges. Technical status assessment needs to be done at the beginning, mid and end of the semester to evaluate the technical challenges facing students in online learning. The study tools are internationally adoptable to evaluate the student perceptions of the ICT implementation for research and academic annual assessment purposes.

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Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic

Cited by 306 publications

References 14 publications

English Language Teacher Professional Development During COVID-19 in Nepal

English Language Teacher Professional Development During COVID-19 in Nepal

Teachers' views related the middle school curriculum for distance education during the COVID-19 pandemic

Evaluating the use of informational technologies by students of healthcare colleges for academic purposes over a five-year period

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