Value creation through peer communities of learners in an Egyptian context during the COVID-19 pandemic

Zaalouk, Malak; EL-Deghaidy, Heba; Eid, Lamiaa; Ramadan, Lujain

doi:10.1007/s11159-021-09892-z

Cited by 14 publications

(6 citation statements)

References 8 publications

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“…Participants also reported a shortage of publicly available computers in their schools. Those challenges are consistent with that of Zaalouk et al (2020), reflecting on the lack of internet connectivity and limited availability of computers, which seem to hinder teachers from integrating technology. Even if enough technology access is claimed to be present (Shawki, 2021), issues with ease of access might exacerbate the rejection of the reform or achievement of its vision.…”

Section: Discussionsupporting

confidence: 67%

Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19

et al. 2021

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This descriptive quantitative survey study explored the perspectives of 221 secondary school teachers from 19 Egyptian governorates on the ICT (information and communications technology) component of the 2017 education reform. Data were collected during the novel context and mandates dictated by the widespread COVID-19. The main indicators of teachers’ perspectives were adopted from Rogers’s diffusion of innovation theory, while their digital competencies were aligned with the levels of the UNESCO ICT Competency Framework. The study found that the majority of participants hold positive perspectives on the relative advantage of ICT integration, average perspectives on its complexity, and negative perspectives on its compatibility with Egypt’s education needs and main priorities. Findings further highlight the presence of multiple challenges that may affect teachers’ decision to adopt/reject the ICT reform, including the human and technological infrastructures as well as communication. The insights gained from this study may assist in understanding teachers’ level of persuasion, possible sources of social resistance, and need for effective capacity building.

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Section: Discussionsupporting

confidence: 67%

Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19

et al. 2021

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“…Seeking social support has been teachers' most popular behavioral strategy in a stressful situation (Petrakova et al, 2021). Despite there no interaction since the physical distancing, using online social media platforms like WhatsApp, Telegram, Zoom and other communicating platforms through groups helped the teachers build strong social relationships (Zaalouk et al, 2021).…”

Section: Main Findingsmentioning

confidence: 99%

“…There is a plethora of coping mechanisms that we might employ to alleviate stress. When dealing with stress, collaboration among peer communities' learners (PCL) is the best course of action, as documented by Zaalouk et al (2021) during this crisis. As a result, this systematic review serves as a reference point for future research into teacher technostress and coping mechanisms associated with the use of technology in the classroom, with three research questions as follow:…”

mentioning

confidence: 99%

Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

2022

pegegog

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The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.

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“…These cycles of value creation have been explored in various studies on networks and communities and from several perspectives. Previous studies have, for example, examined value creation from the perspective of teachers (Booth & Kellogg, 2015;Van Waes et al, 2016;Zaalouk et al, 2021), students (Dingyloudi et al, 2019;Forbes, 2020;Mavri et al, 2021), volunteers (Hanley et al, 2018), and participants in a cross-border learning network (Clarke et al, 2021). However, within the domain of OER, insights into value creation within communities are scarce.…”

Section: Value Creation In Communitiesmentioning

confidence: 99%

“…Teachers especially mentioned the value during the school closures during the Covid-19-pandemic, which might be obvious because teachers had to suddenly switch to online education. OER communities, therefore, not only provide value and support in teachers' day-to-day practices, but also in crisis situations (see also Zaalouk et al, 2021).…”

Section: Teachers' Perceived Value: What's In It For Mementioning

confidence: 99%

What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

et al. 2022

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The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers’ personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities’ aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities.

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Value creation through peer communities of learners in an Egyptian context during the COVID-19 pandemic

Cited by 14 publications

References 8 publications

Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19

Egypt’s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers During COVID-19

Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

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