Teaching from Home? Now What? Preparing Your Online Emergency Teaching Toolkit

Brooks, Collin; Mosier, Brian; Bassett, Matthew H.

doi:10.1080/07303084.2020.1770523

Cited by 7 publications

(2 citation statements)

References 1 publication

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“…The geographical location of previous research is unclear. Moreover, most of the research conducted and collected data is from the United States [1,5,[7][8][9][10][11][12][13][14][15][16], followed by Australia [6,17], Spain [18][19][20], Ireland [21,22], and the United Kingdom [23][24][25][26], while only three related research included developing countries [27][28][29]. The research from eastern countries sees social media only as a data collection platform instead of in the context of teachers' professional development [27] or has used questionnaire surveys to conduct the research [28].…”

Section: Introductionmentioning

confidence: 99%

Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

Yin

Liu

et al. 2023

IJERPH

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(1) Background: Pre-service physical education teachers commonly embrace social media for multiple purposes. However, little is known about their perception of social media, which could affect the appropriate use of social media in their future professional work. This study aims to explore a theoretical model of how pre-service physical education teachers perceive social media in order to provide a basis for educators to guide their appropriate use of social media. (2) Methods: Qualitative data were collected in diverse ways, mainly from interviews. Seventeen Chinese preservice physical education teachers were selected as participants by a purposive sampling technique. The interview questions focused on participants’ motivation, expectations, and experiences in social media usage. Grounded theory was used to analyze the data by ROST CM and Nvivo 12. (3) Results: The perception of social media among teachers includes three subsidiary categories made up of 10 sub-categories, 70 concepts, and 307 labels. The three categories are (a) value perception, including the perspective of intelligent function, interaction, and rich information, (b) risk perception, involving psychological risk, information risk and privacy risk and (c) overall perception, like development trends, current status and basic elements. (4) Conclusions: Chinese preservice physical education teachers perceive social media as having similarities and differences compared to other countries. Future research should consider a large sample survey to revise and verify the initial exploration of perception and study diverse groups of teachers’ perceptions of social media.

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Section: Introductionmentioning

confidence: 99%

Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

Yin

Liu

et al. 2023

IJERPH

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“…In recent years, the rapid development of modern information technology has not only brought convenience to people's daily life, but also presented new challenges and opportunities for education and teaching activities [1]. The popularization of multimedia classrooms, wireless networks, smart phones, tablet computers and other mobile terminals has not only increased the channels for students to receive knowledge, but also changed the way students receive knowledge and the way teachers teach [2,3].…”

Section: Introductionmentioning

confidence: 99%

Online Teaching in the Context of the Epidemic

2021

Application of Intelligent Systems in Multi-Modal Information Analytics

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The outbreak of the novel coronavirus epidemic has caused a largescale suspension of work and classes in my country. In order to ensure the normal learning of students, schools have carried out online teaching . This article mainly studies the effectiveness of online teaching in the context of the epidemic. It selects a college school for testing. The first is to get to know the basic information of the testers. The second is to understand the testers' awareness of the importance of online English teachers' teaching abilities. The third part is a detailed understanding of the testers' online English teaching ability. The content of the interview is involved with all aspects related to the current situation of online English teaching from the teacher's perspective, including the students' perception of online teaching, the teacher's teaching ability, and the problems faced by teachers in teaching. The data shows that the average values of the three dimensions of students' deep learning status are 3.419, 3.102, and 3.115. The results show that online teaching breaks the limitations of time and space, allowing abundant network resources to be effectively used.

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