Lecturing from home: Exploring academics' experiences of remote teaching during a pandemic

Almpanis, Timos; Joseph-Richard, Paul

doi:10.1016/j.ijedro.2022.100133

Cited by 33 publications

(34 citation statements)

References 28 publications

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“…Other changes include supporting online discussion, recording lectures, adding voiceover commentary to PowerPoint slides, using web conferencing tools, etc. (Almpanis and Joseph-Richard, 2022). Although, distance learning or its variants is not recent and the changes being recommended (e.g., Almpanis and Joseph-Richard, 2022) may not be entirely new, it is the scale and the short time for which educational institutions had changed or need to change that is unprecedented and challenging.…”

Section: Introductionmentioning

confidence: 99%

“…(Almpanis and Joseph-Richard, 2022). Although, distance learning or its variants is not recent and the changes being recommended (e.g., Almpanis and Joseph-Richard, 2022) may not be entirely new, it is the scale and the short time for which educational institutions had changed or need to change that is unprecedented and challenging. Some of the main challenges delivering programmes is how to make sure students still acquire an in-depth understanding of educational content, how they are assessed fairly with strategies that eliminate collusion and malpractices amongst learners.…”

Section: Introductionmentioning

confidence: 99%

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Research-informed teaching for assessing BIM courses during COVID-19 and beyond

Abanda

2022

JARHE

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PurposeIn the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs.Design/methodology/approachThe method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews.FindingsThe main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs.Research limitations/implicationsThe main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions.Originality/valueThe study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Research-informed teaching for assessing BIM courses during COVID-19 and beyond

Abanda

2022

JARHE

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“…Each country attempted to maintain connections with its students and teachers through online platforms and tools, urgently putting in place remote distance education plans as contingency. Under these unexpected circumstances, teachers and parents had to quickly adapt to teaching in this new reality in order to continue to engage students in learning (Almpanis & Joseph-Richard, 2022;El-Sakran et al, 2022;Liberman et al, 2020). outbreak.…”

Section: Introductionmentioning

confidence: 99%

Are Academics Satisfied with the Measurement and Evaluation Practices Applied During Emergency Remote Teaching due to COVID-19?

Özdemir¹,

Toraman²,

Korkmaz³

2022

EDUPIJ

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Background/purpose -The aim of this research is to examine the meanings through metaphors that academics derive from their experiences regarding the measurement and evaluation practices when emergency remote teaching was conducted due to the COVID-19 pandemic, to identify the problems they experienced with the measurement and evaluation practices, and to present their solution recommendations. Materials/methods -The study was structured as a qualitative research. The problems experienced by academics in measurement and evaluation practices, together with their solution suggestions were examined according to the "basic qualitative research" pattern. On the other hand, the "phenomenological qualitative research" design was used since the meanings attributed to the measurement and evaluation practice experiences were examined through metaphors. The participants of the study were 2,321 academics teaching at state and private universities in Turkey.Results -The findings reveal that most of the problems experienced were related to "cheating, test security, fair exam environment, plagiarism, inability to measure whether learning objectives had been achieved, inappropriate online measurement and evaluation methods, lack of quality in assessment practices, and technical issues regarding learning management systems." Conclusion -The solutions proposed by the participant academics were the use of alternative assessment methods, conducting face-to-face rather than online exams, asking different questions for each student by mixing up the questions in the exam, and using webcams for online exam invigilation. Metaphors attributed to the measurement and evaluation practices were grouped under three categories; as positive metaphors (e.g., lighthouse, life buoy), negative metaphors (e.g., hallucination, digging a well with a needle), and metaphors implying that such practices played a key role (e.g., water in desert, surgery) in emergency.

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“…Experts agree that Romania's education system needed a change a long time ago, but a crisis can be converted into an opportunity only if a proper preeminence of staff development for online learning has been put in action (Almpanis, 2022). Given the fact that both Romanian teachers and students lacked previous experience in using online platforms in the learning process, the second semester of 2019-2020 has been postponed to be recovered in the next school year.…”

Section: Introductionmentioning

confidence: 99%

Romanian E-Learning Effects After The COVID-19 Outbreak. The Case Of The Gymnasium Students

Constantin

Chilianu

2022

Research and Education

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Due to the fact that the last three years have been defined by an overlapping series of crises having the disruptive effect of full lockdown, the digital transition to the online learning environment has been immediately adopted as the sole solution of the Romanian authorities. The main purpose of this research paper is to study what type of consequences has produced the e-learning conducted during the pandemic years for the middle-school students, using both qualitative and quantitative methods. Hence, the questionnaire-based survey has been used in order to collect primary data from 333 participants and measured the perception of middle school students from a low-income unit school of Bucharest with regard to a series of nine variables. Thereupon, a comparative analysis of the research findings and both officials and NGOs reports was conducted, with the aim of addressing the research hypotheses and providing a set of recommendations for an increasing satisfaction of both students and teachers towards the education quality. The results reveal that the online learning period is the major factor behind the excessive use of online devices of more than a half of the children asked, which can have very negative effects on their psychological development.

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Lecturing from home: Exploring academics' experiences of remote teaching during a pandemic

Cited by 33 publications

References 28 publications

Research-informed teaching for assessing BIM courses during COVID-19 and beyond

Research-informed teaching for assessing BIM courses during COVID-19 and beyond

Are Academics Satisfied with the Measurement and Evaluation Practices Applied During Emergency Remote Teaching due to COVID-19?

Romanian E-Learning Effects After The COVID-19 Outbreak. The Case Of The Gymnasium Students

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