ICT & Teaching (463 items)To section archive
The paper aims to develop training for teachers to perceive non-verbal cues in online classes. The training is prepared based on a mindmap suggesting alternative tools available in the online platforms to gauge non-verbal cues in online lectures. The findings indicate that after the training, teachers could perceive students’ non-verbal cues during online classes in a better manner.
Updated: Aug. 11, 2022
The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education
This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.
Updated: Jul. 26, 2022
Most research has examined flipped learning (FL) within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.
Updated: Jul. 12, 2022
In this research, teacher education and competencies are examined in the transition to the digital transformation process in Northern Cyprus. In addition, tools for measuring digital competencies and teacher-oriented changes will be introduced. It is thought that determining the competencies of teachers and the tools measuring these competencies within the scope of the digitalization process will be effective in ensuring quality in education on behalf of Northern Cyprus in the future and will shed light on future research. In the literature review, although the number of studies of Northern Cyprus in measuring the digital competence of teachers/teacher candidates’ is remarkable, it has been determined that there are not enough with respect to the importance of the subject. Considering the rapid transition and adaptation to the digital transformation process, especially during the pandemic period, since teachers are the most important part of digital education, it is foreseen that more qualitative or quantitative research is needed to interpret and measure digital competencies.
Updated: Jun. 27, 2022