Link to session: Turning literacy tutoring into virtual tutoring

Teichert, Laura; Isidro, Elizabeth

doi:10.1080/21532974.2022.2092042

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…College students' achievement goal orientations, such as mastery-approach (MAP) goals and mastery-avoidance (MAV) goals, predict the adoption of self-regulated learning strategies and supportive online learning behaviors, ultimately influencing students' expected academic outcomes in online courses (Cárdenas-Robledo & Peña-Ayala, 2019). Engagement in online learning, including interactive learning modules and synchronous class attendance, significantly impacts student achievement, particularly in immersive delivery models (Teichert & Isidro, 2022).…”

Section: Role Of Online Learning In Delivering Technical Subjectsmentioning

confidence: 99%

Online Learning Model to Improve the Students’ Achievement in Design of Information and Communication Technology

Zuhairi,

Andayani,

Jarudin

2024

RCD

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The rapid advancement of technology and the growing demand for ICT skills have necessitated innovative educational approaches to improve student achievement. Traditional classroom-based teaching often struggles to keep pace with the dynamic and evolving nature of ICT education. The variability in student learning styles and the increasing requirement for digital skills necessitate a flexible and scalable educational model. This study focuses on developing an effective online learning model tailored to enhance student performance in the field of Design of Information and Communication Technology (ICT). The study employed a mixed-methods approach, combining quantitative and qualitative data. Participants included undergraduate students enrolled in an ICT Design course. They were given access to an online learning platform offering interactive video lectures, multimedia resources, assessments, and collaborative projects. Data collection included pre- and post-tests to measure academic performance, surveys to gauge student satisfaction, and focus group discussions to gather qualitative insights into their learning experience. The findings indicated a significant improvement in student achievement, with post-test scores consistently higher than pre-test scores across all participants. The model's flexibility allowed students to learn at their own pace, leading to a deeper understanding of key concepts. Interactive resources and collaborative projects enhanced engagement and fostered critical thinking. Moreover, the majority of students expressed high satisfaction with the online learning experience, citing the variety of resources, self-paced learning opportunities, and collaborative forums as significant contributors.

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Section: Role Of Online Learning In Delivering Technical Subjectsmentioning

confidence: 99%

Online Learning Model to Improve the Students’ Achievement in Design of Information and Communication Technology

Zuhairi,

Andayani,

Jarudin

2024

RCD

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“…In rather quick succession, publications pertaining to the pandemic materialised in almost every discipline. In Education, discussions of the field as a profession dominated: what online, blended or hybrid learning looked like ( Teichert and Isidro, 2022 ); the impact of the digital divide on children’s learning ( Azubuike et al, 2021 ); or how teachers and educators had to alter pedagogy while maintaining quality ( Crawford et al, 2021 ). Fewer studies have captured the place of informal learning and the experiences of families, locked down in their homes, juggling educating, working and everyday living for survival to the best of their means.…”

Section: Introductionmentioning

confidence: 99%

Family learning and working in lockdown: Navigating crippling fear and euphoric joy to support children’s literacy

Arnott

Teichert

2022

Journal of Early Childhood Literacy

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This paper offers a nuanced perspective of two families’ lockdown literacy journies with their young children during the COVID 19 pandemic. We present informal home learning examples stimulated by play and by school-sanctioned synchronous and asynchronous activities from homes geographically miles apart yet close in terms of shared experience. In response to the catch-up and learning loss narrative which threatens to overshadow some of the positive learning experiences taking place at home, we redirect the ‘catch-up’ narrative towards a nuanced understanding of family learning at home by articulating the complexity of circumstance. Methodologically, drawing on Autoethnography, we present vignettes of lockdown life from Scotland and Michigan, USA. Throughout this paper we articulate challenges with the catch-up narrative and root our conclusions in the early childhood philosophy that learning extends beyond the mind to a whole body, holistic experience.

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