In spring 2020, governments around the globe shut down schools to mitigate the spread of the novel coronavirus. We argue that low-achieving students may be particularly affected by the lack of ...educator support during school closures. We collect detailed time-use information on students before and during the school closures in a survey of 1099 parents in Germany. We find that while students on average reduced their daily learning time of 7.4 h by about half, the reduction was significantly larger for low-achievers (4.1 h) than for high-achievers (3.7 h). Low-achievers disproportionately replaced learning time with detrimental activities such as TV or computer games rather than with activities more conducive to child development. The learning gap was not compensated by parents or schools who provided less support for low-achieving students.
O presente artigo tem por objetivo geral avaliar os resultados obtidos a partir da aplicação de um projeto de colaboração pianística em modelo de ensino remoto em que foi desenvolvido o estudo de ...aspectos analíticos e performáticos do repertório para trombone, tuba e eufônio. Esse projeto foi conduzido com alunos de graduação e pós-graduação da classe de trombone, tuba e eufônio da Escola de Música da Universidade Federal da Bahia, em parceria com o respectivo professor. Os encontros foram realizados quinzenalmente através do Google Meet com duração de 1h30min. O repertório trabalhado foi sugerido pela pianista colaboradora, em parceria com o professor da classe e os alunos, incluindo obras que vão do classicismo ao século XX. O projeto também contou com a elaboração e a aplicação de um questionário por meio do qual os alunos puderam avaliar a relevância e a eficácia da atividade de análise para a preparação e performance do repertório musical. Os resultados obtidos mostraram a importância do trabalho de análise ligado a escolhas interpretativas para uma preparação mais sólida das obras, sendo um recurso pedagógico importante para pianistas colaboradores e pedagogos do instrumento (CERQUEIRA; ZORZAL; ÁVILA, 2012. KAPLAN, 1987). Os resultados também apontam para a continuidade desse projeto em futuras aulas no modelo presencial.
This study focuses on the correlations that exist between many items linked to the use and integration of Information and communication technologies (ICTs), through a survey based on the collection ...of data from questionnaires distributed to qualifying secondary school teachers (N = 102) in the Casablanca-Settat region, Morocco. In this study we will ask questions, and try to get some answers during the correlational analysis of the collected data, through a questionnaire, such as: Are the age and gender directly linked to the integration of ICTs by teachers? And many other questions.
A Spearman product-moment correlation coefficient was conducted to evaluate the null hypothesis that says that there is no relationship between the selected items, such as: teacher’s gender, teachers’ ages, Information and communication technologies mastery, university degree and many others). Preliminary analysis showed that there a correlation between age and Information and communication technologies mastery, and there was a significant evidence to conduct that there was a negative association between age and Information and communication technologies mastery r(102) = -.57,p=.01. The results also showed that males master Information and communication technologies well, there for there is a correlation between gender and Information and communication technologies mastery r(101) = .56,p=.02. A strong correlation between university degree and Information and communication technologies mastery r(98) = .58 ,p=.01, and others included in this research.
The aim of this study is to determine the teachers’ views on emergency distance Turkish teaching as a foreign language after Covid-19 pandemic. In this context, the quantitative and qualitative data ...were collected simultaneously in the study, which was created by using the convergent mixed design of the mixed method, which is one of the basic research methods. The study group of the research consisted 137 of teachers who were obliged to switch to emergency distance Turkish teaching while teaching Turkish face to face to international students studying at Turkish Teaching Centers affiliated with universities. According to the findings of the research, it was determined that teachers faced with many technological and pedagogical problems. In addition, it was identified that before the process started, teachers did not receive any training for distance Turkish teaching and therefore started distance teaching without experience. Moreover, it was concluded that class sizes are suitable for distance teaching, writing is the most difficult skill to develop and measure in distance teaching, and there is a lack of materials to be used in distance teaching.
The results of researches on distance teaching from the teacher’s aspect during the state of emergency are presented in this paper, there are the teachers of primary schools, from the territory of ...Vojvodina (Serbia). The aim is to answer questions about how the respondents assess competencies for distance learning, job satisfaction, and how demanding are the different teaching platforms. The sample consisted of 574 teachers. The questionnaire The teacher’s and educator’s thoughts and experiences on distance teaching during the state of emergency was used. The questionnaire was distributed online. The data was collected from April 2020 until the end of the school year. Respondents assess that they have technical and IT competencies, acquired in informal education and that they need further education. Distance teaching is a professional challenge and is stressful, and the vast majority of respondents prefer regular teaching. The stress level is higher, more work, student engagement, and clarity of expectations from teachers are reduced. Respondents most often used already known communication channels during distance teaching: mail and Viber.
Teaching distance or interacting between teachers and students virtually for elementary school teachers is a job that requires its own energy, besides requiring computer media with internet networks ...also observe the ability of students to be able to fulfill the learning process online, so that between teachers and students there are those who feel that interacting virtually is also tiring to feel tense, some are showing strengths and strengths in carrying out the learning process virtually, so it must be done wholeheartedly. In a situation or a change the teacher will choose a number of strategies and passion to be able to master and modify and innovate in the teaching process so that students can understand and feel happy with the online learning model and assignments that are done at home. For distance learning teachers with no psychological interaction with students is like controlling a ship hit by a storm, on one hand the teacher can provide material online smoothly to students from economically capable groups because it is supported by computer media or the internet, on the other hand the teacher must serve manually and optimally to students who are less able and do not have online media. For teachers who work with computers will feel and realize that teachers will be connected by the millennial education world, therefore teachers need to develop their potential as adaptations to the demands of the times.The only way to do great work is to love what you do, (Steve Jobs).
During the COVID-19-related school closures teachers and students were challenged to suddenly switch to digital teaching at a distance. In particular, the challenge was to organize high-quality ...teaching in which students stay on task. Familiarity with technology may have helped to master the situation. However, only few studies so far have examined the quality of digital distance teaching (e.g., cognitive activation) during school closures and its relation to students' learning (e.g., effort investment). Moreover, systematic research concerning the role of familiarity with technology-enhanced teaching and learning acquired during face-to-face teaching is yet lacking. In our study, we used data from 729 ninth graders to investigate how student-observed learning activities when using technology at a distance were related to students' effort in learning in two subjects (mathematics, German). In addition, we examined whether student-perceived cognitive activation mediated this relation. Finally, the sample provides the unique opportunity to examine the role of familiarity, as some of the classes had been randomly equipped with tablet computers one year before the school closures and thus had the opportunity to gain familiarity with using technology in the classroom. Results from structural equation models showed that student-observed learning activities were associated with students’ learning effort in both subjects. Student-perceived cognitive activation mediated this association. Familiarity with face-to-face technology-enhanced teaching gained before the COVID-19 pandemic appeared to be less important for high-quality digital distance teaching. Thus, infrastructural measures, such as equipping schools with digital devices so that teachers and students can familiarize themselves with technology, do not seem to be decisive for high-quality digital (distance) teaching—at least in the case of short-term change from face-to-face to digital distance teaching, as was necessary during the COVID-19 pandemic.
•Student-observed learning activities are related to students' effort.•Relation is mediated by student-perceived cognitive activation.•Familiarity with technology from face-to-face teaching is less important.
This study examined the effectiveness and level of distance-teaching services provided to students with autism spectrum disorder in the United Arab Emirates, Emirate of Abu Dhabi (from a viewpoint of ...the teachers and parents). To achieve the study goals, the distance education services assessment tool was built in two forms. The data collection for this study was done by distributing online questionnaires to all participants. The results of the study indicated an assessment of distance-teaching services in a high level from the teachers' viewpoint with a total average (4.16 of 5), and the parent's viewpoint indicated their assessment of these services in a high level with a total average (4.18 of 5). The study suggested for future researchers to conduct more studiestargeting the challenges and difficulties during the distance-teaching for parents and teachers of students, include or limit other programs to assess the distance-teaching among parents and teachers of autism spectrum disorder students of severe degree.
The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to ...the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.
The COVID-19 pandemic has revealed a multidimensional problem. Added to the health crisis was the lack of social interaction, which directly affected education. Therefore, a number of strategies were ...required to compensate for the lack of face-to-face learning, considering the fact that most institutions had regulations and practices of that kind. This experience has established the need to develop a systemic approach, in which social interaction mediated by technology is clearly promoted. This work seeks to establish the general lines of future distance education models, considering the adaptations and opportunities that derive from it.
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