Lernen trotz Corona. Chancen und Herausforderungen des distance learning an österreichischen Schulen

Tengler, Karin; Schrammel, Natalie; Brandhofer, Gerhard

doi:10.21243/mi-02-20-24

Cited by 11 publications

(10 citation statements)

References 3 publications

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“…Studies also show that some teachers reported a clearly noticeable increase in their workload during distance teaching as well as in psychosomatic problems (e.g., Klapproth et al, 2020;Prado-Gascó et al, 2020;Tengler et al, 2020;Anderson et al, 2021). The additional expenditure for teachers during the first school closures is also reflected in the diminishing "boundaries" between their work and private life, as reported by the teachers interviewed by Kim and Asbury (2020).…”

Section: The Burden Of Distance Teachingmentioning

confidence: 92%

“…However, several studies indicate that even young teachers who are considered "digital natives" (Prensky, 2001) often do not possess extensive digital skills (König et al, 2020;Bej, 2020, Kundu andBej, 2021). In accordance with this assumption, numerous findings show that only a small number of teachers had prior knowledge in digital education (e.g., Tengler et al, 2020;Helm et al, 2021;Wu, 2021).…”

Section: Teachers' Digital Equipment and Skillsmentioning

confidence: 96%

“…Digitalization in schools gained significant prominence within the past years (König et al, 2020), but it has experienced a particularly clear upturn as a result of the COVID-19 crisis. During the period of the school closures in early 2020, teachers had to be provided with the appropriate technical equipment such as computers, laptops or cell phones in order to maintain a good quality of distance teaching (Tengler et al, 2020;Wu, 2021). Furthermore, it was considered advantageous if both the teachers and the learners had previous knowledge in the use of information and communication technologies (e.g., Bozkurt et al, 2020;Stenman and Pettersson, 2020;Tengler et al, 2020).…”

Section: Teachers' Digital Equipment and Skillsmentioning

confidence: 99%

“…During the period of the school closures in early 2020, teachers had to be provided with the appropriate technical equipment such as computers, laptops or cell phones in order to maintain a good quality of distance teaching (Tengler et al, 2020;Wu, 2021). Furthermore, it was considered advantageous if both the teachers and the learners had previous knowledge in the use of information and communication technologies (e.g., Bozkurt et al, 2020;Stenman and Pettersson, 2020;Tengler et al, 2020). As such, this development may have been especially challenging for those teachers who hhave been using traditional pedagogical tools.…”

Section: Teachers' Digital Equipment and Skillsmentioning

confidence: 99%

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Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to COVID-19

et al. 2021

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Schools around the world have transitioned to emergency distance teaching due to the COVID-19 outbreak. In particular, the first lockdown (in early 2020) came unexpectedly for all actors and stakeholders in Austria. School authorities, parents, students and, above all, teachers were faced with considerable challenges. The aim of the present study is to evaluate the perception of Austrian elementary school teachers about distance teaching during the first lockdown. Using two different qualitative data sets from the Inclusive Home Learning (INCL-LEA) study, the following research question was investigated: what are the main challenges that elementary school teachers faced in distance teaching in Austria due to COVID-19? A multimethod qualitative research was carried out to answer the research question, and the data were evaluated using the topic analysis method. The teachers identified five greatest challenges: i) a lack of personal contact with the students; ii) additional workload and more stress, iii) non-existent technical equipment; iv) a lack of digital skills; and v) an inability to offer individual support for students at risk. This study has shown that better policies are needed to avoid these problems. Such solutions not only require the purchase of digital devices, but also the development of pedagogically well-thought-out and planned curricula and the provision of opportunities to improve digital skills. Furthermore, it also showed that sustainable working conditions needed to be created to counter the long-term effects of the heavy workload on teachers. However, the difference between distance teaching in times of the pandemic and regular online teaching also needs to be considered when developing and implementing policies.

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Section: The Burden Of Distance Teachingmentioning

confidence: 92%

Section: Teachers' Digital Equipment and Skillsmentioning

confidence: 96%

Section: Teachers' Digital Equipment and Skillsmentioning

confidence: 99%

Section: Teachers' Digital Equipment and Skillsmentioning

confidence: 99%

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Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to COVID-19

et al. 2021

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“…Aktuelle Untersuchungen zur coronabedingten Fernlehre (Huber u. a. 2020;Tengler, Schrammel, und Brandhofer 2020) lassen vermuten, dass auch hier der Grossteil der Kommunikation per E-Mail erfolgte, der Nutzung von Lernplattformen bzw. Lernmanagementsystemen aber eine zunehmende Rolle zukommt (ebd.…”

Section: Veränderungen Durch Digitale Medienunclassified

Communication and Collaboration Between Home and School With Digital Media

Bastian

Prasse

2021

MedienPädagogik

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BMBF und KMK fordern in aktuellen Strategiepapieren zur «Bildung in der digitalen Welt» eine Erweiterung der Kommunikation und Kooperation auf allen Ebenen der Schulgemeinschaft. Der Digitalisierung wird in diesem Zusammenhang das Potenzial zugeschrieben, den Informationsfluss und die Zusammenarbeit zwischen Lehrkräften und Eltern verbessern und eine stärkere Mitbestimmung am schulischen Leben fördern zu können. Der Beitrag diskutiert, inwiefern sich für diese Optimierungsunterstellung Hinweise in der Forschung finden lassen. Es zeigt sich, dass die Forschung in diesem Bereich noch am Anfang steht. Wichtige Fragen zur Rolle digitaler Medien in den Kommunikations- und Kooperationsprozessen zwischen Eltern und Schule, zur aktuellen Verbreitung und Verwendung digitaler Technologien und zu den dadurch bewirkten Veränderungen der Zusammenarbeit zwischen Elternhaus und Schule können derzeit nicht umfassend beantwortet werden. Im vorliegenden Beitrag werden deshalb zum einen wichtige Merkmale und Rahmenbedingungen einer gelingenden Zusammenarbeit herausgearbeitet und erste Forschungsergebnisse zu den Besonderheiten und Veränderungen einer digital unterstützten Kommunikation und Kooperation zusammengefasst. Zum anderen werden aktuelle Forschungsdesiderate beschrieben und eine Forschungsagenda für diesen zentralen Bereich von Schule entworfen.

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How did Educational Inequality Emerge During the Pandemic? An Analysis of Differential Effects of Students’ Socioeconomic Background on Changes in Curricular and Leisure Activities During COVID-19-Related School Closures

Postlbauer¹,

Helm²,

Huber³

et al. 2023

Kinder Und Jugendliche in Pandemischer Gesellschaft

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Lernen trotz Corona. Chancen und Herausforderungen des distance learning an österreichischen Schulen

Cited by 11 publications

References 3 publications

Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to COVID-19

Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to COVID-19

Communication and Collaboration Between Home and School With Digital Media

How did Educational Inequality Emerge During the Pandemic? An Analysis of Differential Effects of Students’ Socioeconomic Background on Changes in Curricular and Leisure Activities During COVID-19-Related School Closures

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