Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: The relative impact of educator demographics and professional adaptation and adjustment (original) (raw)
Related papers
Online Learning Journal [Special Issue on the COVID-19 Emergency Transition to Remote Learning] , 2021
The current SARS-CoV-2 pandemic has affected educational systems all over the world, throwing educators and learners into the need for shifting to emergency remote instruction, usually with little time given for preparation. From April until September 2020 we carried out a custom-made multinational longitudinal survey study involving participants from 118 countries, exploring 435 interlocking factors that potentially influenced the patterns of the stakeholders’ adaptation to teaching during school closures. Using agglomerative hierarchical clustering followed by a k-means cluster analysis, we detect two readily distinguishable groups, of better- and worse-coping instructors. Subsequently, we zoom in on two of the key constructs differentiating the two cohorts, namely teachers’ engagement in remote teaching and teacher coping with remote instruction. We present and discuss the findings against the backdrop of one individual and three contextual variables which were identified as significant moderator predictors: gender, education level handled, mode of delivery (synchronous vs asynchronous), and the economic status of the respective countries. The relative contribution of these predictors is calculated using a general linear model. Apart from their epistemological significance, the non-trivial findings offer valuable pedagogical and administrative guidelines for the continuing wave of the pandemic, as well as for planned online courses ‘proper’. The detection of the contextual effects also underscores the importance of large multisite research.
Australian Journal of Education
This article discusses findings from a recent survey ( n = 297) of teachers’ views of both their own and their students’ experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers’ views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students’ wellbeing outcomes. Assessment design and teachers’ feedback to students were significant in predicting levels of teacher w...
2022 4th Asia Pacific Information Technology Conference (APIT), 2022
The sudden transition to emergency remote education (ERE) caused by the pandemic has been a highly complex undertaking for teachers and students alike. For developing countries, such a disruption only aggravates the preexisting global education crisis and influences the sector in unprecedented ways. Thus, we explored how teachers and students from higher education in a developing country adapt to ERE during the pandemic. Specifically, we attempted to identify the common challenges faced by teachers and students and their coping strategies to handle pandemic-induced stress. To this end, we conducted a comparative cross-sectional study from October to November 2021 with 78 teachers and 94 students from a higher education institution in Manila, Philippines. Our results show that while self-regulation is the greatest challenge among students, it is the conduciveness of the home environment for teachers. Interestingly, although teachers and students have varying concerns, both groups rely on acceptance, humor, and positive reframing as their coping strategies. By painting a holistic picture of the challenges and coping strategies of both teachers and students, education policymakers and administrators can make an informed decision on how to best continue ERE and prepare in advance for the resumption of school in the new normal.
Teachers’ Readiness for Remote Teaching During COVID-19 Pandemic: Does It Exist?
2021 IEEE Global Engineering Education Conference (EDUCON), 2021
The state of emergency due to the COVID-19 pandemic influenced educational processes in schools all over the world. Teachers had a very short time to reform all their work and started to use new technologies, which increased their workload and level of stress. Information on factors affecting teachers’ readiness for remote teaching is insufficient, and we aimed to investigate it in this study. We performed a population-based cross-sectional study after the first experience of teachers working remotely during the Spring 2020 state of emergency in Latvia. We assessed the self-reported “overall readiness for remote teaching” using five sub-domains of a specific survey. We observed a reversed association between the teachers’ “overall readiness for remote teaching” and teaching the subject of sports ($\beta=$ -7.25, CI -10.97; -3.54) and a significant association with the self-assessment of teachers’ own digital skills ($\beta=$ 6.54, CI 5.25; 7.83). We conclude that special training programs for teachers on the efficacy of remote teaching should be created to help them get over the difficulties of new educational processes and improve their digital skills. We recommend additional support for sports and health teachers as their readiness for remote teaching was significantly lower.
Research Journal of Education, 2022
The suspension of the educational process imposed in all educational levels in many countries due to the rapid spread of the Covid-19 pandemic, together with the need for access to safe teaching, imposed an emergency and massive turn towards online education. This new condition came as a surprise to teachers, who were obliged to use new technologies for the design and the implementation of their teaching, as well as for the communication with and support to their students, changing thus not only the manner of teaching and learning but also the roles they were asked to respond to. The present paper, using semi-structured interview as a tool, studies the views of ten Greek teachers of primary education regarding their role in remote education in the emergency caused by this pandemic, the skills that helped them respond to these roles, the obstacles but also the assistance they encountered in their efforts. The research findings demonstrate that the teachers, with their patience and th...
Teachers' coping strategies in mitigating remote learning-related distress during Covid-19 pandemic
Indonesian Journal of Social Sciences, 2024
The sudden shift to remote learning during the Covid-19 pandemic has brought much distress to teachers. Since the teachers are considered as the major force that facilitates the learning process, their well-being should be given importance. The study used a survey research design to determine the level of distress among private school teachers in San Pablo City, Philippines, using the Covid-19 Peritraumatic Distress Index (CPDI). It also analyzed the sources of distress and examined the different coping strategies the teachers are using to mitigate the distress related to remote learning. Results show that the majority of the respondents are experiencing distress, with most having mild-moderate distress, followed by severe distress. Preparation of learning materials, internet connectivity problems, limited teacher-student interaction, assessment of student's learning, tracking student's progress, inconducive working environment, and inadequate technical skills were identified as sources of distress. Most respondents prefer coping strategies that would promote their overall wellness and those activities that avoid the source of distress. These findings have implications for school owners and administrators, policymakers, and curriculum developers in addressing the needs of teachers by providing programs that would help them cope with the distress related to remote learning.
Emergency Remote Education during the COVID-19 Pandemic in Spring 2020: Parents' Perspective
Croatian Journal of Education, 2021
In the spring of 2020, due to the global COVID-19 pandemic caused by the coronavirus, education systems around the world introduced a new form of education called Emergency Remote Education-ERE. Given that parents are important stakeholders in the educational process, their perspective of the new situation can contribute to a better understanding of the educational process that takes place in incident situations. The main aim of the research was to determine how parents of students attending the first four grades of primary school perceive ERE. The research was conducted online in the time of the national lockdown in the spring of 2020. The results indicate that parents have a positive perception of the teacher's work. Furthermore, parents point out that ERE brings new requirements related to the level of parental involvement in their children's learning process, which creates additional stress and disrupts the daily business performance and family responsibilities and assigns them with a new role of parents as teachers. One third of the parents think that the child gets too many tasks and that ERE is too demanding. Parental overload with ERE, and their perception of child overload with ERE is significantly related to parents' educational level and work status, and to the degree of children's independence. The findings of the research lead to a better understanding of the parental role in ERE during the pandemic and can serve as a starting point for the development of a parental support system during new emergency situations.
Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1
Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic1 Daniel Ginting2, Universitas Ma Chung, East Java, Malang, Indonesia Ross Woods3, Worldwide University, Los Angeles, CA, USA Kartika Nuswantara4, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Surabaya, East Java, Indonesia Ounu Zakiy Sukaton5 & Vincentius Valiandy Jiuangga6, Universitas Ma Chung, Malang, East Java, Indonesia Abstract The present study describes the experience of Indonesian teachers coping with Emergency Remote Teaching (ERT) during the COVID-19 pandemic. An understanding of their experiences can help teachers better prepare for ERT in the future. Unlike ERT practices in other countries during the pandemic, there is still a lack of evidence of ERT practices in Indonesia. This descriptive study aims to interpret teachers’ experience in managing their ERT. Online questionnaires were distributed to 36 Indonesian university lecturers and 40 Indonesian high school teachers. The ins...
Pre-service Teachers’ Concerns in Emergency Remote Teaching During the Covid-19 Pandemic
International Journal of Educational Research Review, 2023
This study seeks to reveal the concerns of pre-service teachers in emergency remote teaching applied during the Covid-19 pandemic process. The study was designed as content analysis, which is one of the qualitative research methods. The study group consists of 45 pre-service teachers who continue their education at a public university in the southeastern region of Turkey in the spring semester of the 2021-2022 academic year and received remote teaching during the Covid-19 pandemic. A semi-structured interview form was used to collect data from pre-service teachers. The semi-structured interview form prepared through a literature review was checked by two field experts and the final decision was made for the forms in line with the obtained feedback. A voice recorder was used during the interviews. The names of the pre-service teachers interviewed in the study were coded as K1, K2, … K45. The data obtained from the interviews were descriptively analysed and themes, codes, frequencies, and percentages were determined. The concerns of pre-service teachers participating in the study during emergency remote teaching were gathered under four themes. As a result, it was revealed that pre-service teachers experienced concern about using computers, professional and personal development, communication and social interaction, effectiveness and online trust in emergency remote teaching applied during the Covid-19 pandemic. Recommendations for future studies were presented in the study.