Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

Jelińska, Magdalena; Paradowski, Michał B.

doi:10.3389/fpsyg.2021.648443

Cited by 36 publications

(36 citation statements)

References 84 publications

(106 reference statements)

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“…Bensaid and Brahimi (2021) likewise attributed the successful maintenance of the learning cycle in higher education institutions in the Gulf to their already established distance education, swift administration and policy steps, and access to resources. Jelińska and Paradowski (2021b) in turn revealed how teachers' perception of how their students were coping with the novel situation was influenced by their own demographics and professional adaptation to emergency remote teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

Jelińska

Paradowski

2021

Front. Psychol.

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In response to the outbreak of the COVID-19 pandemic, educational institutions around the world were forced into lockdown in order to contain the spread of the virus. To ensure continuous provision of education, most transitioned to emergency remote instruction. This has been particularly the case in higher education (HE) institutions. The circumstances of the pandemic have brought unprecedented psychological pressure on the population, in the case of educators and students exacerbated by the transition to a mode of instruction that was completely novel to the majority. The present study examines how college and university instructors dealt with teaching online in these unparalleled circumstances, with a focus on how factors connected with their daily lives and livelihoods influenced their well-being. Between April and September 2020, a comprehensive online survey was filled out by 804 HE instructors from 92 countries. We explore how sociodemographic variables such as gender, age, relationship status, living conditions, and length of professional experience non-trivially affect situational anxiety, work-life synergy, coping, and productivity. The results contribute to a better understanding of the impact of the pandemic and emergency remote instruction on college and university instructors’ well-being by explaining the mechanisms mediating the relationship between individual, contextual, and affective variables. It may provide helpful guidelines for college and university administrators as well as teachers themselves as to how help alleviate the adverse effects of the continuing pandemic and possible similar disruptions leading to school closures on coping and well-being.

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Section: Literature Reviewmentioning

confidence: 99%

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

Jelińska

Paradowski

2021

Front. Psychol.

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“…In addition, faculty perceptions of student expectations of faculty during the pandemic response were examined. Teacher perceptions of students' strengths and weaknesses impact faculty expectations and instructional methods (Jelińska & Paradowski, 2021;Reimers & Schleicher, 2020). Awareness of faculty perceptions of how students are handling ERT can guide training and adjustments in the role faculty play in guiding student learning through a crisis.…”

Section: Faculty Perceptions Of Student Learningmentioning

confidence: 99%

Faculty perceptions of the exercise science student learning experience during the coronavirus pandemic

Caputo

Mel

Stenson

et al. 2021

Advances in Physiology Education

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Significant disruptions in higher education course delivery occurred during the coronavirus (COVID-19) global pandemic. The implementation of emergency remote teaching (ERT) offered exercise science faculty a safe method to continue educating students in courses generally taught face-to-face. The purpose of this investigation was to explore faculty perceptions of their ERT efforts with respect to student successes, challenges, and faculty expectations. Through an electronic survey, participants (N = 112) from higher education institutions in 31 states and three Canadian provinces provided feedback on their perceptions of the student experience across 315 fall 2020 courses. Data analysis included a thematic analysis to identify themes and trends in participant responses. Faculty identified student adaptability, increased autonomy of learning, and maintenance of learning as successes. Also noted was the increased flexibility of alternative pedagogy methods. Participants perceived student challenges related to technology, time management, and well-being. Faculty perceived students expected increased accommodations and instructor responsiveness during fall 2020. While faculty and students were challenged to adapt during the global pandemic, the perceived ERT experiences during COVID-19 highlight the resiliency of higher education students and underscores changes needed by educational institutions to provide resources and training upon return to traditional education or in response to a future crisis.

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“…Although we do not have enough data to make a strong inference about the quality and depth of students' learning, the teachers' statements indicate that many students had a hard time with the self-learning of new mathematical content. In a study of teachers' perceptions of students dealing with emergency remote education, Jelińska and Paradowski (2021) reported that older students (higher secondary and tertiary levels) could better adapt and take control of their learning because they have better-developed self-learning strategies, unlike younger students.…”

Section: Organisation Of Classroom Practice Assessment and Utilisation Of Resourcesmentioning

confidence: 99%

“…All the above emphasises a teacher's role as a facilitator who proactively supports students and their learning during remote education. Studies examining teachers' workloads during the pandemic have shown that remote education has increased a teacher's sense of responsibility for student achievement and their job-related stress levels (e.g., Collie, 2021;Jelińska & Paradowski, 2021). Some students did not perceive this mode of education as compulsory, carrying with it certain obligations and responsibilities, because in the first and last month, many were not active in the virtual classrooms.…”

Section: Influence Of Social and Institutional Parametersmentioning

confidence: 99%

Croatian Mathematics Teachers and Remote Education During Covid-19: What did They Learn?

Matić

2021

CEPSj

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The study reported in this paper aims to show how Croatian lower-secondary mathematics teachers coped with remote education during the lockdown necessitated by the Covid-19 pandemic. The research design refers to the case study of six teachers. On five occasions, the teachers were interviewed about the organisation of their virtual classrooms, forms of assessment, and utilisation of (digital) teaching resources from the beginning of March until the end of June 2020. The study results showed that social parameters were prominent factors in the decision-making of many teachers regarding teaching remotely. For example, the teachers always put students’ needs first: they were accessible almost all day to their students, they tried not to overload students and provided daily feedback on their work. In addition, the teachers in the study raised the issue of academic dishonesty in remote education – the digital environment made cheating easier and meant that the usual assessment formats became unfeasible. Although the findings provide insight into the work of teachers during a pandemic, a larger sample would provide generalisations about the changes in workload that mathematics teachers experienced during remote education.

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Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

Cited by 36 publications

References 84 publications

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

Faculty perceptions of the exercise science student learning experience during the coronavirus pandemic

Croatian Mathematics Teachers and Remote Education During Covid-19: What did They Learn?

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