<i>It Is Impossible</i>: The Teacher’s Creative Response to the Covid-19 Emergency and Digitalized Teaching Strategies

Chemi, Tatiana

doi:10.1177/1077800420960141

Cited by 17 publications

(8 citation statements)

References 19 publications

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“…The ERT implemented during the Covid-19 pandemic also brought up some contradictions which were not evident before: the social distancing between students and teachers, among students, and also among teachers, was contrasted with the increased accessibility facilitated by the virtual learning spaces (Lau 2021 ); the burnout and distress of both teachers and students was accompanied by an increased flexibility and positive dialogic relationships implemented by several educators as a strategy to cope with and anticipate their students’ drop out (Thierauf 2021 ); and the lack of resources and administrative support for faculty to (re)design their courses was balanced with evidence of increased creativity and responsiveness by both teachers and students alike (Chemi 2020 ; Cramman et al 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

et al. 2021

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The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

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Section: Literature Reviewmentioning

confidence: 99%

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

et al. 2021

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“…Although it is to be expected that they will feel more comfortable the next time they give the course, it is also to be expected that the first time will be arduous, stressful and that they will be more centered in maintaining the educational service than in the students’ learning [ 11 ]. The stress of having to adapt oneself, not knowing how to do so, having to abandon old practices–even those that had been successful–and the pressure to innovate against time generate additional stressors [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students

et al. 2021

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Introduction Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students. Method Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020. Results A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach’s α and McDonald’s ω coefficients were over 0.70. Discussion The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching.

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“…The feeling of losing control can, as a consequence, lead to emphasizing a logic of standardization of the teaching/learning contents and the teachers/students emerging as producers/consumers of 'pills' of knowledge rather than as educators/learners. In this situation, softer, improvised, and messy elements of teaching/learning which sustain creativity and imagination, run the risk of being lost or relinquished (Chemi, 2021).…”

Section: Discussionmentioning

confidence: 99%

University teachers and students in the pandemic: Connection, disconnection, and identity challenges

Galuppo

Ripamonti²,

Benozzo³

2022

Qwerty

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It Is Impossible: The Teacher’s Creative Response to the Covid-19 Emergency and Digitalized Teaching Strategies

Cited by 17 publications

References 19 publications

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students

University teachers and students in the pandemic: Connection, disconnection, and identity challenges

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