Teaching, Learning, and Sharing Openly Online

O’Byrne, Ian; Roberts, Verena; LaBonte, Randy; Graham, Lee

doi:10.1002/jaal.365

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…Since the virtual learning environment was new, instructors and program administrators needed to be patient and flexible (Abdrahim, 2020) as everyone grappled with the stress and anxiety related to the pandemic itself while simultaneously juggling competing responsibilities (Day et al, 2011). Diep et al (2019) focused on another component of andragogy, learner autonomy, by stressing collaborative learning and O’Bryne et al (2014) by fostering engagement “to collectively negotiate their learning paths” (p. 279). In addition to allowing more time for processing, Major and Calandrino (2018) and Pawl (2018) advanced the concept of microlearning or presenting chunks of information that are scaffolded toward a larger learning task that could inform the work done by administrators and instructors.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States

Housel

2022

Adult Learning

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The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens ( Gross, 2020 ). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.

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Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States

Housel

2022

Adult Learning

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“…In almost all areas of life, including education, family and leisure, it becomes essential. Accessible educational opportunities have a great influence on adolescents in contemporary society [35]. The children of today live in a world completely different from their parents.…”

Section: Significance Of the Studymentioning

confidence: 99%

Usage and Performance of Open Educational Resources among State Universities of Tamil Nadu Research Scholars

Kumar

Fathurrochman

Prabu

et al. 2021

IJMH

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The new education system emphasizes the online based teaching-learning approaches. In particular, all the learners want to secure, open, affordable, and normal educational services. The open educational tools fulfill all the educational related problems to the learners. The study's key objective is to figure out the level of use of accessible educational services and find out the level of excellence in education among the state universities of Tamilnadu research scholars. A selection of 300 research scholars from 22 state universities in Tamilnadu state is chosen randomly for the study. The thesis was performed by using a survey approach from 17/10/2020 and 26/12/2020. Data is evaluated using percentage analysis and t-test. Findings show that 30 percent of the state universities research scholars have a high level of accessible educational opportunities and 24 percent of them have a high level of excellence in college. Results also suggest a substantial gap in the use of accessible educational services by male and female state universities research scholars. There is no substantial gap in education performance among male and female state universities research scholars concerning gender. The COVID-19 outbreak and paralysis also criticized the schooling of migrant workers and their children. Open educational opportunities are a viable school infrastructure in the future, including in a virus epidemic, storm, hurricane, world war, etc.

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Open Educational Resources for K-12 Teachers: A Sustainable Plan

Morin¹,

Curry²

2022

TechTrends

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Teaching, Learning, and Sharing Openly Online

Cited by 4 publications

References 10 publications

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States

Usage and Performance of Open Educational Resources among State Universities of Tamil Nadu Research Scholars

Open Educational Resources for K-12 Teachers: A Sustainable Plan

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