Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education

Oyarzun, Beth; Hancock, Charlotte; Salas, Spencer; Martin, Florence

doi:10.1080/21532974.2021.1890653

Cited by 26 publications

(20 citation statements)

References 21 publications

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“…One especially interesting finding was that many teachers sought to sustain students' positive affection and maintain their social relationships in online instruction when the social distancing has been enforced in the COVID‐19 pandemic. Researchers and practitioners have grappled with concerns over isolation and anxiety during the pandemic (Oyarzun et al., 2021; Tan, 2021). The current study pinpoints the importance of positive affect, interaction and cohesion in online learning during corona virus pandemic and other crisis‐like situations.…”

Section: Discussionmentioning

confidence: 99%

“…There is much interest in the CoI framework given its emphasis on community as essential to support collaborative learning and discourse associated with higher levels of learning (Garrison et al., 2010; Rubin et al., 2013). Since the COVID‐19 pandemic has led to quarantine and isolation, it is particularly important to establish or sustain a sense of community by improving the socio‐emotional climate, reducing feelings of isolation and creating conditions for inquiry and quality interaction in online courses (Oyarzun et al., 2021; Tan, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

Wang

Yang

Liu

et al. 2021

Brit J Educational Tech

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This research consisted of two studies to investigate how the Chinese rural educational system supported students' online learning and to determine the factors that influenced students' online learning quality (satisfaction and cognitive and social presence) during the COVID‐19 pandemic. Study 1, based on interviews with three curriculum officers, seven principals and 30 course teachers, found that great efforts were made to realize digital equity and education for all students. The necessity of providing resources and support to teachers and students (facilitating conditions) was recognized, along with the importance of teachers' online course design and organization and the facilitation of discourse (teaching presence and social presence). Based on the findings of Study 1 and the literature review, a conceptual model of facilitating conditions and teaching presence reported to influence students' online learning quality was generated. In Study 2, 1,409 students from three rural primary schools were surveyed to test the conceptual model. The results indicated that facilitating conditions influenced students' online learning quality through enhanced technology self‐efficacy and perceived usefulness. Teaching presence directly and positively predicted students' online learning quality. This research highlights the importance of creating a learning community and providing technology access and support to ensure online learning opportunities and quality for rural students. What is already known about this topic Chinese students from rural or migrant schools have fewer opportunities to access computers and the Internet, lower frequencies of online activity and technology self‐efficacy and less training and parental and teacher support. Providing support and resources to encourage and facilitate technology use among teachers and students in rural and underdeveloped schools is of great importance. Identifying the factors that contribute to online learning quality among rural school students to tackle the transition to online learning is necessary. What this paper adds The rural government and schools have made great efforts to ensure digital equity and education for all students, despite family conditions. Facilitating purposeful interactions and providing timely feedback is critical for effective learning in online teaching. Facilitating conditions represented by available support and resources and teaching presence influence students' online learning quality in rural areas. Implications for practice and/or policy Providing digital equipment and resources to all students is the first step towards distance learning. Providing opportunities to improve teachers' digital competency is critical for providing quality online instruction. Providing students timely assistance and useful and learner‐friendly technologies to enhance their satisfaction and social and cognitive presence is necessary. Online instructors should create a friendly online learning environment, facilitate active discussion and purposeful re...

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

Wang

Yang

Liu

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…The desire to ‘retain some traditional ways of learning’ ( Lam, 2015 ) may have impacted on some mature students’ ability to feel part of the learning community, where they felt like they belonged to an institution or part of their course peer group ( Tu & McIsaac, 2002 ). The sudden move to blended learning meant that some students were not necessarily taking part in the education experience they were originally intending to do, with the inherent biases that some feel towards online or distance education as being a poor substitute for face-to-face learning ( Oyarzun et al, 2021 ). Multiple participants reiterated the desire for moving back to learning at the university, for example: I think we need to get back on campus or back to face-to-face (learning) because if we wanted to do remote learning we would all signed up for the Open University.…”

Section: Resultsmentioning

confidence: 99%

Mature Students’ Experience: A Community of Inquiry Study during a COVID-19 Pandemic

Homer

2022

Journal of Adult and Continuing Education

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The COVID-19 pandemic has had a profound effect on university students across the world. In a short period of time from 2020 to 2022, Higher Education Institutions (HEIs) had to pivot their modes of delivery to ensure they could meet the needs of their students. The move to digital platforms has been challenging for students from all ages, but particularly mature students. This study sought to explore mature students’ experiences of university during the COVID-19 pandemic through the lens of the Community of Inquiry (CoI) model. Utilising a qualitative approach, twenty semi-structured interviews were conducted with students from across the University of Warwick. The interviews were conducted by a staff member and a mature student during the pandemic and four themes were identified: Adapting to online learning, relationships, external factors and response of the university. This research study has identified that some participants responded well to the emergency situation, others had caring responsibilities which impacted on their studies but that peer relationships and collaborative learning is key to their success.

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“…Online learning requires students to exercise a series of skills such as self-regulation and navigating in online learning, balancing between studies, and taking care of one's well-being and the family, sharing physical space with the family. Each of these factors alone and all of them combined, diminish the ability of lecturers to teach in a way that promotes SEL (Kamei & Harriott, 2021;Oyarzun et al, 2021;Schmidt-Crawford et al, 2021;Zieher et al, 2021). These considerable interferences that emerged during the COVID-19 lockdowns often disrupted student routine, impeded social interaction, and negatively affected their psycho-social health (Basaran & Yalman, 2022;Schmidt-Crawford et al, 2021).…”

Section: Sel During Covid-19 Lockdownsmentioning

confidence: 99%

“…These conditions created by emergency remote education had emotional and psychological ramifications for most of the students (Schmidt-Crawford et al, 2021). In many cases, the physical distance neutralized the personal interaction and caused a sense of disconnection and social isolation (Banerjee & Rai, 2020;Oyarzun et al, 2021). These feelings negatively affected knowledge acquisition, involvement, and motivation (Pekrun, 2017).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

2022

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This study analyzes the experience of pre-teacher students using the Book Creator (BC)-a digital tools, during emergency remote education of COVID-19. The inductive analysis of the interviews aims to answer the question: What competences of social-emotional learning (SEL) were manifested from the students' perspective as a result of the implementation of the BC while conducting emergency remote education? This inductive analysis exposed three main themes that are attributed to SEL as it is described in the literature review. The first theme-a collaborative space for peer learning such as learning with the BC. The second theme-moral dilemmas affiliated with a collaborative learning space. The third theme-continuous multi-media feedback that was made possible because of the various means of expression possible with the BC. The results of this study indicate that prudent use of technology can aid in teaching processes, teaching and evaluating students experiencing emergencyremote-education as part of their individual and group experience of learning skills that are relevant for SEL.

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Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education

Cited by 26 publications

References 21 publications

Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

Mature Students’ Experience: A Community of Inquiry Study during a COVID-19 Pandemic

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

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