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1 – 10 of over 1000Jillianne Code, Rachel Ralph and Kieran Forde
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student…
Abstract
Purpose
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach
A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.
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Michelle Attard Tonna, Christine Helen Arnold, Marie-Christine Deyrich, Karen Marangio, Shraddha Kunwar and Tara Ratnam
The disruption caused by the Covid-19 pandemic necessitated a move from face-to-face teaching to fully online teaching, creating new challenges and opportunities for educators. In…
Abstract
The disruption caused by the Covid-19 pandemic necessitated a move from face-to-face teaching to fully online teaching, creating new challenges and opportunities for educators. In this chapter we explore how instructors' practices were affected by this emergency situation and the nature of changes in their conception of teaching/learning and their roles as teacher educators. Data from interviews and narratives contributed by a large number of educators spanning a variety of educational and geographical contexts have been analyzed using Lewin's three-stage model of change. This is cross-referenced against a theoretical framework informed by a sociocultural view of teaching and learning to examine the transformative nature of teaching and learning promoted by pandemic pedagogical practices. The findings show that educators' practices have necessarily had to evolve or even change significantly in order to fit the new online instructional mode. However, it is not possible to establish that these were largely transformative in nature beyond serving the existing institutional outcome needs more or less efficiently. This implies that further investment is needed in teacher education to facilitate remote teaching, redesign teaching, and reconsider technology in new ways which go beyond it being a simple tool for the transmission of knowledge. Equally important would be to support educators to put ‘Maslow before Bloom,’ meaning that safety and well-being must be given priority over teaching and learning as the mental, emotional, and physical challenges experienced during the pandemic will continue to linger post pandemic.
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Ayesha Nousheen and Qudsia Kalsoom
This study aims to assess the impact of sustainability pedagogies on students’ sustainability consciousness (SC) in the online instructional settings during the COVID-19 pandemic.
Abstract
Purpose
This study aims to assess the impact of sustainability pedagogies on students’ sustainability consciousness (SC) in the online instructional settings during the COVID-19 pandemic.
Design/methodology/approach
A mixed-method, embedded research design was applied to conduct the research. The participants of the study were the pre-service teachers studying a course, namely, “Education for Sustainable Development” (ESD) in a public sector university of Pakistan. A total of 49 participants were divided into control and experimental groups. The experimental group experienced ESD-pedagogies in online teaching-learning (educational) settings, whereas the control group was taught through a lecture-based approach in an online educational setting. The outcome of the research was measured in terms of a change in the pre-service teachers’ SC. The qualitative data were collected from the experimental group only. The quantitative data were analyzed using paired sample t-test and independent sample t-test, whereas the qualitative data were analyzed through thematic analysis.
Findings
The quantitative and qualitative data indicate that sustainability pedagogies (i.e. case studies, critical incidents, discussions, debates and problem-based teaching) enhanced pre-service teachers’ SC in online educational settings during the COVID-19 pandemic.
Originality/value
The current research expands the discussion on the effectiveness of sustainability pedagogies in online educational settings in teacher education programs.
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Ritimoni Bordoloi, Prasenjit Das and Kandarpa Das
During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information…
Abstract
Purpose
During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.
Design/methodology/approach
The academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.
Findings
Blended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.
Research limitations/implications
The discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.
Practical implications
This study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.
Social implications
Through this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.
Originality/value
It is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.
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Pinaz Tiwari, Hugues Seraphin and Vanessa Gowresunkar
COVID-19 impacted the tourism sector, and its ripple effect is equally evident in tourism academia at all levels. Since innovation in tourism pedagogy is considered an epicentre…
Abstract
Purpose
COVID-19 impacted the tourism sector, and its ripple effect is equally evident in tourism academia at all levels. Since innovation in tourism pedagogy is considered an epicentre of quality education, this study proposes an integrated model to identify the degree of pedagogical innovation adapted by tourism educators. The model is an amalgamation of innovation indicators in teaching practices developed by Sigala (2021), a futurist model developed by Wassler and Fan (2021) and a model of innovation developed by Brooker and Joppe (2014).
Design/Methodology
The study is exploratory, and an online qualitative survey was used to collect data. Data were analysed using the Nvivo 12 software and three themes were drawn: Painters, Artists and Artisans.
Findings
The study found that the majority of the tourism educators are painters as they adopted minor changes in their pedagogy. They follow the conventional methods of teaching by incorporating ICT into their pedagogy. Whereas a smaller group of tourism educators introduced innovative tools to encourage and equip students with professional skills (artists/artisans).
Practical Implications
The study suggests practical implications for tourism educators to embrace and innovate their pedagogy to become ‘artists/artisans’. The support of Higher Education Institutions (HEIs) and industry professionals are equally crucial for bringing innovation in tourism pedagogy and academia, in general, artisans.
Originality
Given that tourism education has scantly been discussed following the breakout of COVID-19 (Sigala, 2020), the study addresses that resurrection of tourism pedagogy through an integrated model.
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Yusuf Berkay Metinal and Gulden Gumusburun Ayalp
The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative…
Abstract
Purpose
The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.
Design/methodology/approach
Systematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.
Findings
The challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.
Research limitations/implications
The study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.
Originality/value
This paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.
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Trista Hollweck and Armand Doucet
This thinking piece examines, from the viewpoint of two Canadian pracademics in the pandemic, the role of pedagogy and professionalism in crisis teaching and learning. The purpose…
Abstract
Purpose
This thinking piece examines, from the viewpoint of two Canadian pracademics in the pandemic, the role of pedagogy and professionalism in crisis teaching and learning. The purpose of the paper is to highlight some of the tensions that have emerged and offer possible considerations to disrupt the status quo and catalyze transformation in public education during the pandemic and beyond.
Design/methodology/approach
This paper considers the current context of COVID-19 and education and uses the professional capital framework (Hargreaves and Fullan, 2012) to examine pandemic pedagogies and professionalism.
Findings
The COVID-19 pandemic has catapulted educational systems into emergency remote teaching and learning. This rapid shift to crisis schooling has massive implications for pedagogy and professionalism during the pandemic and beyond. Despite the significant challenges for educators, policymakers, school leaders, students and families, the pandemic is a critical opportunity to rethink the future of schooling. A key to transformational change will be for schools and school systems to focus on their professional capital and find ways to develop teachers' individual knowledge and skills, support effective collaborative networks that include parents and the larger school community and, ultimately, trust and include educators in the decision-making and communication process.
Originality/value
This thinking piece offers the perspective of two Canadian pracademics who do not wish for a return to “normal” public education, which has never serve all children well or equitably. Instead, they believe the pandemic is an opportunity to disrupt the status quo and build the education system back better. Using the professional capital framework, they argue that it will be educators' professionalism and pandemic pedagogies that will be required to catalyze meaningful transformational change.
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Marwa Mohammad Masood and Md. Mahmudul Haque
Critical digital pedagogy (CDP) is an emerging field in education. The basic tenet of CDP involves taking learners' experiences into account and engaging them in critical thinking…
Abstract
Purpose
Critical digital pedagogy (CDP) is an emerging field in education. The basic tenet of CDP involves taking learners' experiences into account and engaging them in critical thinking about social oppression. With the outbreak of the unprecedented COVID-19 pandemic, CDP has got more currency and appropriacy in the current paradigm shift in learning and teaching.
Design/methodology/approach
This paper scrutinizes different aspects of CDP including its origins, theoretical underpinnings and its implementation in different contexts. It also critically reviews Freire's (1972) problem-posing education and Morris and Stommel's (2017) model of CDP.
Findings
The article proposes a CDP model based on the previous ones, which includes the core concepts and criteria of CDP and focuses on EFL classrooms.
Research limitations/implications
One of the limitations of CDP is gaining the learners' approval in creating an environment of co-constructing knowledge moving away from traditional practices. In addition to that, the use of new media in the classroom can be intimidating for students and stakeholders alike. The lack of logistic support in many rural, remote and underdeveloped contexts cannot be ignored either
Practical implications
The paper provides recommendations for future research in CDP.
Originality/value
Critical pedagogy (CP) is a teaching approach in which the oppressed are basically focused and teachers and learners construct knowledge together. Recently, with the outbreak of the COVID-19 pandemic, global education had to go online. Consequently, traditional teaching and learning had to undergo a paradigm shift. Along with other changes in traditional teaching and learning practices, there has been a significant change in teaching philosophy. This is how the CDP finds its currency in this emerging unprecedented teaching and learning situation.
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Edith Mukudi Omwami, Andrea Gambino and Joseph Wright
This research focuses on the elements of pedagogy related to teacher–student engagement that promotes a responsive learning environment and improved outcomes for diverse…
Abstract
This research focuses on the elements of pedagogy related to teacher–student engagement that promotes a responsive learning environment and improved outcomes for diverse populations in diverse contexts. We examine the pedagogical practices occasioned by the shift to online learning as a result of schools’ closures that followed the declaration of the global COVID-19 pandemic. Our analysis first explores the status of pedagogical practices and access to education technology following the implementation of the SDG4 agenda for an inclusive quality education for all. It follows with an exploration of pedagogical shifts in response to the pandemic following school closures, paying attention to the implications for equity for diverse populations in diverse learning contexts. The analysis draws from the education practice discourse surrounding the pandemic response gained from educators and students, gray literature, emerging scholarly publications, and institutional reports on the topic of pedagogical practices. Lessons from the experiences of the authors as researchers, students, and teachers illustrate examples of Zoom classroom practices that evolved with time that might support productive experiences for learners in technology-mediated learning environments. The global pandemic experience provides an opportunity for the field of comparative education to reconsider planning for the delivery of education in unpredictable and emerging emergencies.
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Pinaz Tiwari and Nimit Chowdhary
This study aims to highlight the post-COVID-19 trends in tourism education within the context of Transformational Learning Theory (TLT). This theory represents a transition in an…
Abstract
This study aims to highlight the post-COVID-19 trends in tourism education within the context of Transformational Learning Theory (TLT). This theory represents a transition in an individual's consciousness and the world beliefs and is usually applied in traditional educational system context. As the current educational system is altering and moving from traditional to digital classrooms, this chapter will explore the 10 phases of the transformative learning process in the upcoming educational trends. The study is conceptual and suggests that reformation of tourism education be adopted from the existing norms of TLT.
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