Norwegian Teachers’ Experiences with Distance Teaching and Online Schooling During the COVID-19 Pandemic

Folkman, Anne Katrine; Josefsson, Kristina Areskoug; Fjetland, Kirsten Jæger

doi:10.1080/00313831.2021.2021445

Cited by 9 publications

(3 citation statements)

References 28 publications

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“…Although in-class peer support may be one of the main factors that has been altered due to COVID-19 restrictions, the pandemic has had other important implications in educational contexts. Authors such as Folkman et al [36] or Varea et al [37] refer to the important changes that teachers have experienced in their instructional methodologies due to this pandemic. These changes have important effects on students' acquisition of contents and motivation.…”

Section: Alterations In Teaching Strategies Curriculum and Educationa...mentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

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Section: Alterations In Teaching Strategies Curriculum and Educationa...mentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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“…Teachers were forced to collaborate more with each other and with parents and to improve their computer skills (Mankki & Räihä, 2022). The significant time-consuming nature of preparing for distance education is repeatedly found across the world (Munoz, 2021;Folkman et al, 2022;Shobeiry, 2022). Shobeiry (2022) also points to the low equipment of Iranian schools and the lack of computer skills of first grade teachers, thus teachers often used traditional social networking sites for distance education (Jogezai et al, 2021).…”

Section: Current State Of Research On the Impact Of Distance Learningmentioning

confidence: 99%

Outdoor education during the Covid-19 crisis: an analysis of the situation in the Czech Republic

Kroufek¹,

Chytrý²,

Nepraš³

et al. 2022

Education Support

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The Covid-19 pandemic and its associated limitations represent one of the greatest challenges of our age. This is also true of the constraints on education and schooling. Closed schools have brought about a strong attachment of students to screens of electronic devices. Many teachers have been looking for ways to change this situation, and one way to make such a change is through outdoor education. This paper presents the results of an analysis of the implementation of distance learning during the closure of primary schools in the Ústí nad Labem region of the Czech Republic. Using a sample of teachers (N = 152) from a representative number of primary schools, it reflects on their experience with distance learning and emphasises the possible inclusion of outdoor learning elements. It also explores teachers' perceptions of the benefits and barriers to outdoor learning.Distance learning was very challenging for teachers, who often limited themselves to core curriculum and neglected the cultivating role of the school. For many teachers, distance learning was also a way to enhance their teaching skills and deepen their collaboration with colleagues. Teachers who had already had experience of outdoor learning before the school closure were more likely to incorporate it in distance learning. They also perceived outdoor education more positively and did not see its obstacles as insurmountable. For a positive shift, it was sufficient to implement outdoor learning only a few times per term. Therefore, in order to incorporate elements of outdoor learning into distance learning more frequently, it is advisable to implement this educational approach regularly in traditional teaching, to get to know it and to gain confidence in its implementation.

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“…Many researchers have recognized the value of exploring and examining teachers' experiences, especially on curriculum implementation, to improve educational practices and policies (e.g., Davis & Phillips, 2020;Garza et al, 2022;Tsegay et al, 2022). Exploring teachers' experiences has also been widely examined in the online teaching setup during the pandemic (e.g., Folkman et al, 2022;Şahin-Durmaz & Naciye, 2022) which resulted in various adjustments in policies and practice. The rapid shift to online teaching raised numerous challenges (Tanucan et al, 2022b).…”

Section: Introductionmentioning

confidence: 99%

The Difficulties of Teaching Traditional Filipino Games Online

Tanucan

2023

IJLTER

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This study examines the experience of elementary physical education (PE) teachers who teach traditional Filipino games online. The study, which is anchored on the Giorgi's descriptive phenomenology and the Community of Inquiry theory, examines how teachers conduct online classes, how interpersonal relationships and interactions occur, and how, in the process, student learning happens. The analysis of interview transcripts using Giorgi's phenomenological reduction helped shed light on the experiences of the 30 elementary PE teachers. Specifically, the study found that the trial-and-error method of teaching traditional Filipino games online still exists despite teachers' participation in several training activities. Additionally, teachers face several technological challenges due to the need for more technical support and services, despite several requests that they made to their administrators. Furthermore, the limited social interaction and space in online education, alongside their pedagogical and technical problems, hamper the quality of teaching, resulting in diluted enthusiasm, learning, and appreciation for traditional games among students. Thus, teaching traditional Filipino games online has pedagogical and technological issues that should be addressed. However, PE teachers' determination and initiative ensured that students continue with their online learning despite the various problems faced. PE teachers self-studied, self-financed, and harnessed their networks, especially in learning the foundations of technology for online teaching and resolving technical issues. Therefore, more initiatives to help them acquire up-to-date and relevant knowledge, skills, and tools for teaching skill-based topics are necessary to succeed in online education.

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Norwegian Teachers’ Experiences with Distance Teaching and Online Schooling During the COVID-19 Pandemic

Cited by 9 publications

References 28 publications

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Outdoor education during the Covid-19 crisis: an analysis of the situation in the Czech Republic

The Difficulties of Teaching Traditional Filipino Games Online

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