Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach

Dennen, Vanessa P.; Bagdy, Lauren M.; Arslan, Ömer

doi:10.1080/15391523.2021.1924093

Cited by 20 publications

(17 citation statements)

References 38 publications

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“…For example, barriers arise when domestic and international students living in different time zones are required to work together on projects or assignments. For international students who either had to return to or became trapped in their home countries during the pandemic, continuing their studies while also adapting to the different time zones became a real challenge ( Dennen et al, 2022 ). Universities may have to design teaching strategies and develop resources that can enable better online groupwork engagements between domestic and international students.…”

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Fang

Pechenkina

Rayner

2023

The International Journal of Management Education

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Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Fang

Pechenkina

Rayner

2023

The International Journal of Management Education

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“…When the university announced that the campus was closing, the instructor created a check-in survey for use with her campus classes (see Dennen et al, 2022 for an example of how the survey was used with a campus class). She then realized that her online students might be affected by the pandemic in ways that could affect course performance even if the course modality was not changing, and surveyed the OER class as well.…”

Section: Course Redesign and Learner Needsmentioning

confidence: 99%

Open, Flexible, and Serving Others: Meeting Needs during a Pandemic and beyond

Dennen

Bong

2022

Global Perspectives on Educational Innovations for Emergency Situations

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In the early days of the COVID-19 pandemic when in-person courses were switching to emergency remote learning formats, even students online needed flexibility. This case study describes how a graduate-level online class on open learning and open educational resources (OER) was redesigned to both allow students to apply their course-related knowledge and skills in the service of others and accommodate students whose other life responsibilities had changed. Findings show that these online students experienced great stress during Spring 2020, and many had increased job duties related to the shift to remote learning. These students appreciated the flexible redesign and used it as an opportunity to help integrate OER in their own remote teaching and assist others to do the same. They provided their colleagues and the field at large with educational resources about finding, using, creating, and sharing OER, all while meeting course objectives. Even students who were not employed as educators or instructional designers embraced the opportunity to be helpers and deploy their new knowledge and skills. Student learning outcomes were assessed using reflective portfolios, and course objectives were met whether students followed the original course plan or took advantage of the course redesign.

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“…However, there appear to be few studies that examine the DE challenges from the teachers' point of view during this pandemic crisis. Most studies (Dennen et al, 2021;Ladendorf et al, 2021;Trust & Whalen, 2021;Yang et al, 2021) examine teachers' adopted teaching approaches, the provision of teacher support to students, and the areas they focused on to address the sudden transition to remote education. Also, similar research in the field (e.g., Akram et al, 2021;Zilka, 2021) focuses on the generic examination of teachers' attitudes towards DE without considering their individual factors on their attitude towards DE, the difference between teachers of different stages of education (e.g., primary versus secondary), or teaching subjects.…”

Section: Introductionmentioning

confidence: 99%

Socio-Emotional Characteristics of Emergency Distance Teaching: A Mixed-Method Investigation in Greece

Tzafilkou

Perifanou

Economides³

2022

JITE:Research

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Aim/Purpose: The study examines the teachers’ perceptions towards a set of socio-emotional characteristics of distance education (DE) in primary and secondary schools during the Covid-19 pandemic. The examined characteristics include perceived joy, stress, effort/fatigue, isolation, inclusiveness, and collaboration/interaction. Background: The transition to emergency distance education had a large socio-emotional impact on teachers. Recent evidence certifies an increase in mental health issues like stress and load. Studies also recognized online teaching barriers including difficulties in communication and interaction with students. This study focuses on the examination of the socio-emotional characteristics of distance education as perceived by primary and secondary education teachers in Greece. The study also investigates differences between primary and secondary education, teaching disciplines, and the role of individual factors like gender, age, and experience. Methodology: The study used a mixed-method research design with closed-ended and open-ended questions on a sample of 845 teachers of primary and secondary education in Greece. The closed-ended questionnaire consisted of 19 items of socio-emotional DE characteristics, measured in a 5-point bipolar format. Exploratory Factor Analysis (EFA)was conducted on 16 items, indicating three components: (a) effort/fatigue, (b) inclusiveness, and (c) collaboration/interactivity. A single-item scale was considered for joy, fatigue, stress, and isolation. The finalized measurement model was evaluated in terms of item loadings, reliability of measures, convergent, and discriminant validity, with the help of the SmartPLS software. Descriptive statistics and percentages were calculated with the help of SPSS software. Because of the non-normal distribution of the data, non-parametric methods of Mann-Whitney and Kruskal-Wallis were performed to examine significant differences in teacher groups. The qualitative part of the analysis was conducted on text data received from two open-ended questions, on a sample of 602 cases. The identified qualitative constructs were investigated through content thematic analysis focusing on the identification of the socio-emotional codes and references, excluding non-relevant themes and cases. Contribution: The findings of the study contribute towards the deeper understanding of the teachers’ psychological or emotional state during the early stage of the Covid-19 emergency DE, as well as on the role of individual and other factors like gender, age, teaching stage, and teaching subject. The results can be leveraged during or after the pandemic, to design pedagogical or psychological practices and strategies to encourage and facilitate the teachers’ transition to DE. Findings: A measurement model of the teachers’ perceived socio-emotional characteristics towards emergency distance education was developed and validated. The model includes the components of: (a) effort/fatigue, (b) inclusiveness, (c) collaboration/interactivity, (d) isolation, (e) joy, and (f) stress. The quantitative results indicated that teachers experienced increased levels of fatigue, and perceived DE as difficult and time-consuming. Teachers of primary education reported significantly lower levels of perceived collaboration/interaction than secondary teachers. Female teachers reported significantly higher scores of both joy and stress, while the youngest age groups expressed the highest scores of joy. The teaching subject also revealed differences in fatigue. Through qualitative analysis, this study also identified several socio-emotional thematic codes revealing the teachers’ difficulties in interaction and communication with students as well as a set of emotional attributes like fatigue, joy, and stress. Recommendations for Practitioners: Teachers should modify their face-to-face teaching material and adjust it to online teaching principles, avoiding future load and frustration. Different approaches should be implemented in primary and secondary education and indifferent teaching disciplines. Also, teachers should be trained on DE-oriented digital skills, ICT competencies, and socio-emotional skills, e.g., by receiving psychological and socio-emotional support from experts. Strategies to decrease fatigue and stress, especially in synchronous teaching should be traced by schools and educators. Recommendation for Researchers: The findings provide theoretical evidence on the teachers’ socio-emotional attitude towards DE and their experiences in the first stages of the emergency remote education due to the Covid-19 pandemic. Impact on Society: This research highlights the perceived DE characteristics and the barriers to online teaching during Covid-19. Schools, educators, and society should collaborate to provide awareness and opportunities for successful distance education practices. Future Research: The survey is based on individual self-reported measures, and this restricts the deeper understanding of the findings. Hence, future research should extend this work by using different methods of data collection like for instance observations, course recordings, interviews, or focus groups.

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Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach

Cited by 20 publications

References 38 publications

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Undergraduate business students' learning experiences during the COVID-19 pandemic: Insights for remediation of future disruption

Open, Flexible, and Serving Others: Meeting Needs during a Pandemic and beyond

Socio-Emotional Characteristics of Emergency Distance Teaching: A Mixed-Method Investigation in Greece

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