The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their (...) language classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)

This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide. This book provides the readers with a first-hand (...) account of findings exclusively related to training and learning strategies, instructional methods, and curriculum design. This book delivers over 21 training and learning strategies across online learning, classroom instructions, and on-the-job learning. These strategies will allow training designers and learning specialists to design workplace training programs that hold the potential to shorten time to proficiency of employees. The book not only describes findings of the study and theoretical underpinnings, but it also provides practical guidance for implementation to equip corporate learning specialists, HR professionals, training leaders, performance consultants, and direct managers. (shrink)

I develop Levinas’s analysis of “proximity” to explain how successful faceless class dialogues are possible despite physical social distancing during the COVID-19 pandemic. I first examine features of Levinas’s notion of proximity within his idiosyncratic approach to “ethics.” Second, I turn to Levinas’s examination of intentionality and questioning in relation to the hermeneutic priority of questioning. Third, I detail some successes and failures in attempts to embody Levinasian proximity in online or masked discussions with students. I draw out contrasts (...) between experiences at two different institutions as well as between curricular and extracurricular experiences. I do this to expose my own vulnerability in this essay itself. Given pandemic conditions as well as Levinas’s theory of proximity, I found that many masked or virtual class discussions—but especially extracurricular group discussions, such as a philosophy club and the Black Student Union meetings—maintained a closeness of community despite social distancing. (shrink)

The student-teacher relationship has been consistently associated to positive and generalized outcomes, though its quality seems to be questioned in online teaching, which in turn has had a negative impact on students and teachers’ wellbeing during school closures forced by the COVID-19 pandemic. The current work compared students and teachers’ perceptions of STR quality and quality of life after online and after classroom teaching, and if STR quality relates with perceived wellbeing across those teaching modalities. Participants were 47 (...) teachers and 56 students, who self-reported on the quality of STR and quality of life twice: after 3 months of online teaching and after 3 months of classroom teaching. Quality of life remained stable across teaching modalities. Teachers perceived no differences in teacher-student quality across both moments; students perceived higher conflict after classroom teaching. Closeness in STR associated with increased wellbeing and the reverse was true for conflict, though diverse domains of quality of life were implicated across timings and across teachers and students. These findings concur to online teaching being an impersonal experience for students, where conflict is lower due to the absence of social stimuli; alternatively, teachers may be urged to use the STR as a resource to sustain better positive outcomes even when teaching online, both for them and for their students. (shrink)

This review aimed at exploring the related investigations on the effects of online and traditional learning contexts on English as a foreign language learners’ grit and foreign language anxiety. Studies have verified the relationship between learners’ grit and academic performance in online learning contexts. However, there is a need for studying the effect of face-to-face learning and face-to-screen learning on learners’ grit. On the other hand, studies have shown that classroom context is a mediating variable in the relationship (...) between grit and FLA. Furthermore, few studies have been done on the effect of traditional classroom contexts and online learning contexts on learners’ FLA. Most studies showed that online learning contexts create more FLA. There are some reasons such as ambiguity of contexts, lack of feedback, lack of opportunities for communication, type of employed applications, cognitive load, technophobia, and reduction in enthusiasm which arouse learners’ anxiety in an online learning environment. In the end, the pedagogical implications are expounded to promote the learners’ grit and diminish anxiety for better performance. This review also provides some suggestions for further research to clarify our perspective on positive and negative emotional variables. (shrink)

Morphology is the study of word forms and the ways in which words are varied and related to other words in a language. It has been regarded as an essential discipline that is indispensable in language acquisition. It helps learners to figure out the word structure and meaning, particularly the meaning changing of morphemes, which is pivotal for defining words. The present study focuses on developing morphological knowledge with online corpora which are the useful tools for teaching and learning (...) the changes happened in English. Given this light, this research reports an ESL vocabulary classroom in which the instructor designs vocabulary classroom activities with COCA, BNC, TIME MAGAZINE corpus to enrich students' English vocabulary knowledge, help them master word usage, and foster their corpus literacy. This study is oriented by the framework of Classroom Action Research (CAR). Students' classroom performances were recorded and their self-reflections of learning experiences were collected for thematic analysis. The results indicate that, firstly, students' morphological knowledge has been developed as well as their vocabulary knowledge; secondly, their vocabulary self-regulated learning motivation has been incentivised that they are able to answer their own queries about words; thirdly, students' corpus literacy has been fostered, which facilitates their ongoing vocabulary learning; last but not least, a community of inquiry has been established in which students collaborate to construct vocabulary knowledge. The study has wider implications for constructing the student-centered vocabulary classroom and implementing corpus-based instruction in other second language vocabulary classrooms. (shrink)

New challenges in the development of teaching methods lead to a large number of new tools, methods, and approaches to teaching. The structure and functions of a class as a basic social group in education is being radically transformed, becoming more and more virtual especially in COVID-19/post-covid period. In this regard, this study proposes a model that generalizes the existing trends in changing forms of education towards its digitalization, virtualization and mobility to increase the effectiveness of pedagogical practice. The model (...) is based on Pierre Bourdieu’s model of a social field, which has proven its effectiveness in pedagogy. The study considers the communicative space of the class as an integral structure aimed at the optimal academic, social and moral development of the participants. Considering a physical and communicational expanse of class as a social field that describes the field of cognitive, social, and psychological interaction between participants in the educational process, the study tries to establish its structure, stages of formation and suggests considering examples of partial successful application of similar models in other studies. The proposed model acts as a generalization, combining models and approaches previously used on the basis of the social field theory. The practical application of this model will make possible the classroom learning process more effective in both online and off-line implication and social interaction less conflict and stable. (shrink)

In standard times, approximately 20% of children and youth experience significant emotional, behavioral, or social challenges. During COVID-19, however, over half of parents have reported mental health symptoms in their children. Specifically, depressive symptoms, anxiety, contamination obsessions, family well-being challenges, and behavioral concerns have emerged globally for children during the pandemic. Without treatment or prevention, such concerns may hinder positive development, personal life trajectory, academic success, and inhibit children from meeting their potential. A school-based resiliency program for children for children (...) was developed, and the goal of this study was to collaborate with stakeholders to translate it into an online-live hybrid. Our team developed a methodology to do this based on Knowledge Translation-Integration, which incorporates stakeholder engagement throughout the entire research to action process. KTI aims to ensure that programs are acceptable, sustainable, feasible, and credible. Through collaboration with parents and school board members, qualitative themes of concerns, recommendations and validation were established, aiding in meaningful online-live translation. Even though the original program was developed for intellectually gifted children, who are at greater risk for mental health concerns, stakeholders suggested using the program for both gifted and non-gifted children, given the universal applicability of the tools, particularly during this pandemic time period when mental health promotion is most relevant. An online-live approach would allow students studying at home and those studying in the classroom to participate in the program. Broader implications of this study include critical recommendations for the development of both online-live school programs in general, as well as social-emotional literacy programs for children. (shrink)

This paper explores the idea that wellbeing and healthy development should be the central goal of school music programs. After establishing a framework of student wellbeing, the metaphor of rites of passage experiences is employed—through Joseph Campbell's hero's journey and Jane McGonigal's analysis of the benefits of online gaming—as one way to think about high school music programs as potential sites for contributing to optimal adolescent wellbeing. Writing at the nexus of practice and theory the authors analyze two rites (...) of passage examples from their high school music classrooms. Musicking experiences that offer students openings for embarking upon rites of passage hold potential for addressing students' needs for autonomy, relatedness, and competence—needs Richard Ryan and Edward Deci document as predictive of psychological wellbeing in all cultures and that Dissanayake argues are evolved psychobiological needs. (shrink)

ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes of physical education majors in a university were selected (...) and randomly divided into an experimental group and a control group. The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education. “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation. (shrink)

The aim was to investigate and assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. Quantitative research is carried out with the aim to assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. It uses a survey-based methodology to obtain data from the respondents. An online questionnaire was used to collect data via Facebook and WhatsApp groups. 450 questionnaire responses were received. They were 300 males, and 150 (...) females. Results indicated that the student behavioral intention to use educational technology is positively affected by perceived usefulness, perceived ease of use. PU, PEOU yielded a coefficient of multiple regression of 0. 450 and a multiple correlation square of 0. 435. This shows that 43.5% of the total variance in student behavioral intention to use educational technology is accounted for by the combination of PU, PEOU. Efforts to integrate educational technology into teacher education and Arabic language student teachers education programs are necessary. (shrink)

Given the fundamental role of emotional intelligence in learning, especially in virtual learning contexts where individuals experience more stress and anxiety, the need to understand and recognize one's own feelings and the mutual feelings of peers has gained more importance. Flow as the ultimate state in harnessing emotions in the service of performance and learning has been introduced as the main reason for one's willingness to perform activities which are connected to no external motivation. In this regard, the present study (...) was conducted to first introduce a new educational program to enhance the EI level in the English as a foreign language online education environment and next to investigate the possibility of raising EFL learners' perceived flow. To achieve these goals, the study recruited a sample of 67 EFL learners who were next divided into experimental and control groups. The experimental group received the EI intervention over 10 weeks and the control group received the ordinary online EFL instruction. Data were collected through EI and flow questionnaires and semi-structured interviews which focused on learners' perception of the EI intervention and signs of enhanced flow. Statistical analysis of the data showed a positive effect of the program on the learners' EI and their perceived flow. The study emphasizes the role of applying positive emotions in making language learners more engaged in online classroom tasks. (shrink)

This book discusses comprehensively the use of Flipped Classrooms in the context of legal education. The Flipped Classroom model implies that lecture modules are delivered online to provide more time for in-class interactivity. This book analyses the pedagogical viability, costs and other resource-related implications, technical aspects as well as the production and online distribution of Flipped Classrooms. It compares the Flipped Classroom concept with traditional law teaching methods and details its advantages and limitations. The findings are (...) tested by way of a case study which serves as the basis for the development of comprehensive guidelines for the concept's practical implementation. As Flipped Classrooms have become a very hot topic across disciplines in recent years, this book offers a unique resource for law teachers, law school managers as well as researchers in the field of legal education. It is a must-have for anyone interested in innovative law teaching methodologies. (shrink)

There are two main ways to teach a course online: synchronously or asynchronously. In an asynchronous course, students can log on at their convenience and do the course work. In a synchronous course, there is a requirement that all students be online at specific times, to allow for a shared course environment. In this article, the author discusses the strengths and weaknesses of synchronous online learning for the teaching of undergraduate philosophy courses. The author discusses specific strategies (...) and technologies he uses in the teaching of online philosophy courses. In particular, the author discusses how he uses videoconferencing to create a classroom-like environment in an online class. (shrink)

This study explores the online education action for defeating COVID-19 in China from the perspectives of the system, mechanism and mode. In particular, the policy development of online education in China during the epidemic includes the education informatization policy, the online education system, and the online education mechanism in China. The online education and teaching mode during the epidemic involve the synchronous live class-based teaching mode, asynchronous recording and broadcasting teaching mode, online flipped classroom (...) teaching mode, and online tutoring-based teaching mode. Both characteristics and trends of online education in China during the epidemic have been explored in this study. In addition, the problems, discussions and remarks are also offered. (shrink)

Online teaching is consistent with the educational tradition of extension and distance learning, but its recent expansion creates new issues, especially in teaching business ethics/business and society. Students, professors, and especially administrators benefit greatly from some aspects of online learning. Online learning has such advantages over the traditional classroom in logistical flexibility and cost efficiency that decision-making may become overly pragmatic. There are special challenges in teaching business ethics/business and society online, as the subject matter requires (...) nuanced judgment rather than right-or-wrong answers. (shrink)

Education is essential to life, and the epidemic affected everything. Parents want to get their kids the most important teaching. However, since COVID-19 has affected schools and other institutions, providing education has become the most significant issue. Online learning pedagogy uses technology to provide high-quality learning environments for student-centered learning. Further, this study explores the experiences and challenges faced by Filipino tertiary students regarding the lack of gadgets amidst online learning. Employing the Interpretative Phenomenological Analysis, the findings of (...) this study were: Some college students still have difficulty with online learning. Attending online classes is difficult, especially for students with limited resources. Smartphones, other gadgets, and internet connections play a significant role in online classrooms because they are the ones that students utilize while learning online, which is essential for successful participation in online higher education as well as for solving a variety of other difficulties in the new normal. Further, College students face similar health challenges. Having an online learning setup is not just about students' struggles with learning resources but also about their health issues. When our respondents used their smartphones for an extended period, they reported eye aches and blurred vision. They also said that some of their body parts, such as their legs and back, are aching, and feel pressured because they tend to overthink things in their surroundings, which causes them incredible difficulty in performing their best in attending online classes. Even though college students continue to suffer from a lack of learning resources during online sessions, they do their best to manage their needs and the scarcity of learning resources. Students have unique coping methods for dealing with difficulties in online classes. (shrink)

This study aims to examine the relationship between workplace and classroom incivility to learning engagement and the moderating role of internal locus of control in these relationships. An online questionnaire was administered to 432 students from three private universities in Jakarta, Indonesia. The regression analysis results showed that both workplace and classroom incivility has a negative and significant effect on learning engagement. In addition, the direct effect of workplace incivility on learning engagement is moderated by the locus of control. (...) The negative effect of workplace incivility on learning engagement is stronger for students with low levels of internal locus of control than for those students with high levels of internal locus of control. This study provides a better understanding of the internal mechanism condition to reduce the negative effects of incivility experiences that occur in the workplace and classroom among student employees. The implications and limitations are also discussed. (shrink)

This study presents a web-based sentence comprehension test aimed at identifying high school students who are at risk for a language delay. By assessing linguistic skills on a sample of high school students with Italian as an L2 and their monolingual peers, attending a vocational school, we were able to identify a subgroup of L2 students with consistent difficulties in sentence comprehension, though their reading skills were within the average range. The same subgroup revealed to experience a lack of support (...) within the school context, suggesting that poor L2 skills might be a critical variable to consider in order to identify students at risk for school exclusion. Regarding the test, accuracy to the on-line sentence comprehension task was significantly predicted by reading abilities and vocabulary skills, thus indicating that this test might represent a rapid but efficient way to assess linguistic abilities at school. We recommend that establishing a valid and practical procedure for the evaluation of linguistic skills in bilingual students who struggle with their L2 is the first step towards promoting social inclusion in the multilingual classroom, in order to increase their ability to actively participate in school and social activities. (shrink)

Skepticism about the limits of online learning is as old as online learning itself. As with other technologically-driven innovations in pedagogy, there are deep-seated worries that important educational goods might be effaced or obscured by the ways of teaching and learning that online methods allow. One family of such worries is inspired by reflections on the bodily basis of an important kind of understanding, and skepticism over whether this bodily basis can be inculcated in the absence of (...) actual, flesh-and-blood, classroom interactions. This paper focuses on the ways in which such worries arise in the influential work of Hubert Dreyfus. The negative conclusion for which I argue is that endorsing Dreyfus's Merleau-Pontian picture of the relationship between bodily skill and understanding does not commit us to his general pessimism concerning online learning—bodily, emotional, and interactive dimensions might be essential to learning, but we lack reasons to think that online learning necessarily lacks these dimensions. The negative argument motivates a positive claim: rather than giving up on online learning we should focus on designing courses and pedagogies that scaffold the bodily, affective and interactive dynamics constitutive of understanding in a particular domain. (shrink)

This mixed methods research study investigated if explicit instruction could affect EFL teachers’ perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional, and procedural justice. To this end, 77 Iranian English as a Foreign Language teachers, chosen through maximum variation sampling, attended a four-session online justice-training course. The data were collected both before and after the course intervention through close- and open-ended questionnaires. Quantitative data analysis results, (...) obtained through running paired samples t-tests and Wilcoxon signed ranks tests, indicated that except for the distributive component, the treatment was effective in significantly enhancing the Iranian EFL teachers’ procedural, interactional, and total classroom justice perceptions. Content analysis of the posttest qualitative data, done through MAXQDA, revealed that the participants approved the course usefulness, its significance, and uses of justice enactment strategies in their classroom. Furthermore, they confirmed positive changes in their conceptions and practices of justice because of attending the course and showed enthusiasm in attending more such courses in the future. The convergence of the quantitative and qualitative results in this study demonstrated the effectiveness of the justice-oriented training course for enhancing EFL teachers’ just classroom behaviors. Hence, the results would be fruitful for teacher educators aiming to promote the pre- and in-service EFL teachers’ professional effectiveness through explicit instruction on classroom justice and its use in teacher education programs. (shrink)

Purpose Children are becoming heavy users of communication and information technologies from an early age. These technologies carry risks to which children may be exposed. In collaboration with the Israel Ministry of Education, the authors launched a week-long safe online awareness program for school children in 257 elementary and middle schools in Israel. Each class independently composed a safe and ethical code of online behavior following two classroom debate sessions. The purpose of this study was to analyze these (...) codes and learn how school children perceive and understand the proper use of the network using thematic analysis. Design/methodology/approach A total of 8,181 students between the ages of 8 and 14 years in 303 classes from 257 schools participated in the program. These classes composed 303 ethical codes, which were decomposed into 2,201 elements. Using mixed-methods research combining quantitative and qualitative methodologies, the elements of the ethical codes were analyzed, interpreted, and classified to identify the dominant themes and discourses used by the students when addressing issues related to safe online use. Findings Findings indicate that Israeli students are aware of the dangers and risks of the internet, and these concerns are reflected in their own ethical codes. The students discouraged online self-exposure and encouraged precautions and wariness towards members of out-groups. The themes included sentences which asked for responsible, appropriate, and lawful use, expressed concern about privacy issues, and stated the need for adult involvement. Most of them reflected an “us against them ” perspective. Originality/value The current study presents an innovative “bottom-up” program based on wisdom of the crowd approach, that can be implemented in schools internationally in order to encourage reflexivity and teach children the necessary skills for safe online experiences. In addition, this study analyses the school children’s own views of the dangers of social media and learn about their perspective and understanding of internet use. (shrink)

In this paper, a personalized online education platform based on a collaborative filtering algorithm is designed by applying the recommendation algorithm in the recommendation system to the online education platform using a cross-platform compatible HTML5 and high-performance framework hybrid programming approach. The server-side development adopts a mature B/S architecture and the popular development model, while the mobile terminal uses HTML5 and framework to implement the function of recommending personalized courses for users using collaborative filtering and recommendation algorithms. By (...) improving the traditional recommendation algorithm based on collaborative filtering, the course recommendation results are more in line with users' interests, which greatly improves the accuracy and efficiency of the recommendation. On this basis, online teaching on this platform is divided into two modes: one mode is the original teacher uploads recorded teaching videos and students can learn by purchasing online or offline download; the other mode is interactive online live teaching. Each course is a separate online classroom; the teacher will publish online class information in advance, and students can purchase to get classroom number and password information online. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:502 Feminist Studies 46, no. 2. © 2020 by Feminist Studies, Inc. Jaime Madden Teaching Online: Issues of Equity and Access in Writing-centric Formats The COVID-19 pandemic has turned us all into online teachers. In the context of this crisis, we have quickly learned new technologies and the affordances of asynchronous and synchronous delivery. We have grappled with the challenges of building community and supporting active engagement, (...) and we have turned to adapting our assessment methods for the remote environment. We have done this work at traditional colleges and universities, where online teaching was formerly the purview of graduate students and adjunct instructors. Online learning can no longer be associated with those who struggle to access traditional classrooms, such as disabled students and those who attend for-profit colleges. Instead, access to online learning can now be associated with access to wealth and to health—specifically as relates to avoiding contact with the virus. In K-12 education, we have seen districts that largely enroll white students make the decision to continue online or go hybrid for the fall 2020 semester, whereas those that largely enroll students of color are returning to the classroom.1 Inequalities pervade the teaching landscape as well. Teaching is not a job usually marked as high risk, but within this environment, some 1. The work of activist and artist @bmore_radical shows how these decisions are being made in Baltimore, Maryland. See https://www.instagram.com /bmore_radical/?hl=en. Jaime Madden 503 bodies suffer at higher rates. In a recent article published in this journal, coauthors writing as the Brocher Foundation Feminist Collective describe their experience and knowledge “of the ways that academia produces sickness.”2 The authors are white and cisgender women at Anglo-American and European universities, and even though they acknowledge that they did not experience high levels of racism, classism, linguistic marginalization, and/or illness, they still found themselves—at different stages of their careers—“worn thin” in a system where “bodies are disposable.”3 Commenting on this problem in another context, disability studies scholar Alison Kafer notes that disability is “more fundamental, more inevitable, for some than others.”4 The pandemic has made this much clear: able-bodied people are “temporarily able-bodied,” and those who experience racism and classism are among the most frequently and intensely sickened. In attending to how teachers and students transition online en masse, we need to consider how we are differently positioned within institutions governed by the logics of racialized capitalism. It is important to recognize not only which students can access these online spaces but also which skills such spaces tend to reward. It is also important to ask which teachers are disproportionately impacted by the transition online. In this piece, I describe the challenges of assessment and then wrestle with broader questions of access as a scholar invested in feminist studies and disability studies. The tension in online education between its promise of access and its methods of assessment is, I argue, worthy of urgent attention. The Challenges of Assessment I have taught online courses at four institutions: two private colleges and two public universities. Good teaching and learning can undoubtedly happen across a range of spaces. In online environments, I have found that my best teaching happens in the feedback I give students. 2. Laura Bisaillon, Alana Cattapan, Annelieke Driessen, Esther van Duin, Shannon Spruit, Lorena Anton, and Nancy S. Jecker, “Doing Academia Differently: ‘I Needed Self-Help Less Than I Needed a Fair Society,” Feminist Studies 46, no. 1 (2020): 132. 3. Bisaillon, et al., “Doing Academia Differently,” 136, 140. 4. Alison Kafer, Feminist, Queer, Crip (Bloomington: Indiana University Press, 2013), 26. 504 Jaime Madden This is understandable since assessment practices are important teaching opportunities in all contexts. In online environments, and particularly in asynchronous teaching, I have found that it is while carrying out assessments of student work that my most intense teaching occurs. It is through grading and offering comments on papers and assignments that I am most directly in communication with students as their teacher. When I mark student work, I ask questions of students, I prompt them to consider how our course materials may be placed... (shrink)

The role of self-regulated learning in achieving academic success has been widely investigated for campus-based college students. However, research on online learners’ SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners’ SRL in Chinese as a foreign language education and the existence (...) of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire. A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners. (shrink)

Textbooks have played the leading role in academic education for centuries and their form has evolved, adapting to the needs of students, teachers and technological possibilities. Advances in technology have caused educators to look for new sources of knowledge development, which students could use inside and outside the classroom. Today’s sophisticated learning tools range from virtual environments to interactive multimedia resources, which can be called e-textbooks. Different types of new educational materials that go beyond printed books are now used to (...) support the academic curriculum, with the most interesting ones exemplified in this article to show their value in medical and life sciences education. Certain interesting attempts by Polish publishers at applying technology to support both self-paced and tutor-paced student learning in the medical profession and related areas are presented. The data was collected through a review of literature, discussions with e-learning specialists and medical students, as well as an analysis of examples of good practices. The article also discusses the results of a countrywide survey on the use of e-textbooks to enhance medical education. The research investigates the targeted academic staff’s attitudes towards the use of e-textbooks, the limitations of their implementation, and the character of e-resources currently used by Polish higher education medical institutions. (shrink)

This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents (...) a new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey ( n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos–short, easily accessible, and fun–fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Contemplative Classroom, or Learning by Heart in the Age of GoogleBarbara NewmanIn his provocative essay “Slow Knowledge,” David Orr outlines the countervailing assumptions of what he calls “the culture of fast knowledge.” Among these are the widely shared, though rarely examined, beliefs that “only that which can be measured is true knowledge; the more knowledge we have, the better; there are no significant distinctions between information and knowledge; (...) and wisdom is an undefinable, hence unimportant category.”1 If all this were true, it would follow that computers are fast overtaking humans as the next intelligent species. Or, to put it differently, the two species have been colluding for some time to produce smarter machines and dumber people, as we humans abdicate more and more of our mental tasks. Moreover, when it comes time to weigh values—to ask not how quickly or efficiently some task can be done, but whether it ought to be done at all—we are strangely disinclined to challenge digital fatalism, which has become the default logic of late capitalism. Whenever a new digital option appears, we assume that if it can be done and someone somewhere is doing it, then it should be done and we ought to do it too. So even the local hardware store has to be on Facebook so customers can “like” it, and the AAR needs a Twitter account to send weekly tweets. We seldom pause to ask questions about means and ends, unintended consequences, or the sheer mindless clutter of our lives—let alone the implications of this or that new app for our descendants down to the seventh generation, or the enlightenment of all sentient beings. Surface obliterates depth; instant stimulation trumps mature reflection; short-term profit overrules the long-range good.Computers themselves are of course morally neutral. Nonetheless, it is useful to recall why contemplation is the antithesis of the fast knowledge they promote. Contemplative practice is grounded in such values as presence, mindfulness, inwardness, and the integration of mind and body. The last point is worth stressing, for all knowledge, even the most spiritual, is embodied; we are still biological beings, not cyborgs. Though contemplatives of the past have often been fierce ascetics, even the most emaciated hermit could scarcely despise the body to the degree that we find in [End Page 3] some contemporary Internet addicts. Consider the following, reported in July 2012 in Newsweek:When the new DSM [Diagnostic and Statistical Manual of Mental Disorders] is released next year, Internet Addiction Disorder will be included for the first time, albeit in an appendix tagged for “further study.” China, Taiwan, and Korea recently accepted the diagnosis, and began treating problematic Web use as a grave national health crisis. In those countries,... the story is sensational front-page news. One young couple neglected its infant to death while nourishing a virtual baby online. A young man fatally bludgeoned his mother for suggesting he log off (and then used her credit card to rack up more hours). At least 10 ultra-Web users, serviced by one-click noodle delivery, have died of blood clots from sitting too long.2Even short of such extremes, numerous studies have linked excessive Internet use in the United States with increased rates of depression, anxiety, suicidal thoughts, and obsessive-compulsive behavior. Teens admit to being exhausted by the constant need to update their Facebook status and answer countless texts, yet they are afraid to log off for fear that some excitement may pass them by. There is even a new acronym, FOMO, for the fear of missing out. If a central aim of contemplative practice is to dismantle and disengage from the “false self,” there is no better tool for constructing false selves than social media. In her book Alone Together, the social psychologist Sherry Turkle quotes a young man who told her, “What I learned in high school was profiles, profiles, profiles, how to make a me.”3 Another student said he maintained four avatars onscreen at all times, along with his email, video games, and—yes—coursework. His “real life,” he said, was “just one more window,... not usually my best one.”4But social... (shrink)

The study aims to explore the roles of Massive Open Online Courses based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take (...) it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students. (shrink)

From February 2020, the COVID-19 pandemic led to closures of educational institutions to reduce the spread of infectious disease. This forced the U.S. education system into a massive experiment with online education. Despite conducting online bioethics education for nearly twenty years, our bioethics program, a joint endeavor of Clarkson University and Icahn School of Medicine at Mount Sinai, was not immune to this disruption because our curriculum features intensive, one-week onsite courses. Even in the face of historic disruptions, (...) it is vital to ensure minimal interruptions to teaching and assessing students to provide effective education. This paper reviews the steps we took to successfully convert the onsite components of our curriculum to a synchronous online format, and it focuses on how we preserved instruction and assessment of practical skills that comprise these courses’ core. It also explains how we fostered interactive classroom environments. (shrink)

Engaging deliberative pedagogy, identity politics, and social justice, The Mindful Classroom offers mindfulness and movement practices to help facilitators guide difficult conversations. Useful in face-to-face and online classes as well as community-engaged environments, this book guides constructive conversations toward positive social change.

Engaging deliberative pedagogy, identity politics, and social justice, The Mindful Classroom offers mindfulness and movement practices to help facilitators guide difficult conversations. Useful in face-to-face and online classes as well as community-engaged environments, this book guides constructive conversations toward positive social change.

_Co-published with Kappa Delta Pi_ _The ABCs of Classroom Management_ equips teachers with a repertoire of expert strategies to develop classroom expectations and manage student behaviors. The second edition of this practical, alphabetical guide includes expansions on time-honored topics such as relationship building, communication, discipline, and behavior management, with the addition of new topics such as cyberbullying, violence prevention, social media, and substitute teachers. The newest quick reference to managing a classroom offers tried-and-true tips and specific examples of practical applications (...) in the classroom. Educators who purchase the second edition also can access ABC’s Online to find downloadable forms, samples and checklists, and links to related resources. This edition of _The ABC’s of Classroom Management_ gives future and new educators practical and informative tips and tools for managing their classrooms to apply right away so they can focus on student learning. Underlying the nuts-and-bolts entries of the book are the themes of teacher professionalism, leadership, and empowerment. Armed with a proactive attitude and the right tools that are applied purposefully and consistently, novice teachers develop their craft to become masterful educators. (shrink)

Throughout the world, female students are less likely than males to take advanced physics courses. This mixed-methods study uses a concurrent, nested design to study an online homework intervention designed to address choice and achievement. A choice of three different contexts (biological, sports, and traditional) were offered to students for each physics problem, intending to stimulate females’ interest and enhance achievement. Informed by aspects of Artino’s social-cognitive model of academic motivation and emotion, we investigated: Which context of physics problems (...) do males and females select?; What explanations do students give for their choices?; Are there differences in the achievement of males and females?; and Is there a relationship between student achievement and the context selected? Fifty-two high school physics students from five U.S. states participated. Data included pre and post Force Concept Inventory scores, homework context choices and achievement, and rationales for choices. Findings indicate that females were most likely to select biology contexts; males, traditional. All students made more attempts on video questions over word questions, although females did not score as well. For all questions, students generally persisted until they answered them correctly, with females taking fewer attempts on problems. Context choice was mostly driven by interest, for males, and perceptions of difficulty level for females; however, rationales were indistinguishable by gender. On their first homework question attempt, females scored significantly better than the males. Initially, males had significantly higher FCI scores; post homework intervention, females increased their mean scores significantly on the FCI, erasing the initial gender gap, with no growth nor decline in males’ scores. Females with FCI growth were equally as likely to choose biology contexts as traditional contexts; males were more likely to choose biology contexts. Findings from this study suggest that modest changes to homework problems that provide choice and make the physics problems more contextually interesting - even without changes in classroom instruction - could increase interest and motivation students and increase achievement for both male and female students. Recommendations will be discussed. (shrink)

During the COVID-19, online teaching has become a popular way of teaching in the world. Previous research on English language teachers’ emotional labor has not focused on the changes brought about by online teaching. Unlike the traditional physical teaching space, the emotional labor of English teachers teaching online changes with the daily use of online technological conditions. Therefore, this paper aims to investigate the factors influencing teachers’ emotional labor in online teaching and the emotional labor (...) dilemmas. We took interviews with a group of English teachers in China (T1, T2, … T20) and found that their online teaching emotions were influenced by three main factors: the degree of adaptation to online teaching technology, the invisibility of the online teaching space, and the peripheral environment of the space in which the teachers were located. In addition, this study observed the online classrooms of the interviewees and found that the first two influences are at a priority level for Chinese English teachers, while whether the third factor can bring positive or negative emotions is often influenced by the nature of the emotions brought by the first two factors. In order to find a balance between norms and emotions, English teachers are often accompanied by emotional labor in their work. However, they face many dilemmas of choice and behavior during the emotional labor of teaching online: emotional rule dilemma, emotional expression dilemma and professional identity dilemma. The emergence of these dilemmas is directly related to the influencing factors. In conclusion, this article uses normative and emotional labor theories to explore how norms affect Chinese English teachers’ emotions when teaching online as a response to the question of why emotions need to be labored. Ultimately, this study offers some useful suggestions for language teachers’ emotional labor dilemmas. (shrink)

Abstract Widespread cheating among business students has been a great concern for educators and business managers in the West, but this issue is largely unexamined in Eastern cultures. This study explores the relationship between cheating at school and cheating in the real world in an international context by investigating Chinese business students’ perception of ethicality and practicality of common business practice. The results show that many Chinese students have engaged in academic dishonesty at school. It was further found that Chinese (...) students have a good understanding of what constitutes ethical behaviors in the real business world and the need for such behaviors. They also believe that business people fail to act in an ethical manner, yet they are unwilling to compromise their ethical standards in order to get ahead in their future career, except when they have a strong need for competitive success. The findings show that Chinese business students view the ethicality of an action as being more important than its practicality in the real business world even though they hold a completely opposite view in their classrooms. Concern arises when self-centered values like competitive success become more accepted in modern Chinese society. Content Type Journal Article Category Original Paper Pages 1-14 DOI 10.1007/s13520-011-0012-2 Authors Zhenzhong Ma, Odette School of Business, University of Windsor, 401 Sunset Ave, Windsor, ON, Canada N9B 3P4 Journal Asian Journal of Business Ethics Online ISSN 2210-6731 Print ISSN 2210-6723. (shrink)

Should college teachers still teach works with immoral content? What if the works are by deeply immoral thinkers? This guide is intended to help us answer these sorts of pedagogical questions by articulating the pertinent moral issues and then suggesting strategies for navigating them.

Learning to use new technologies often involves significant challenges for teachers and learners. This study follows Tally's (( 2007 ). Digital technology and the end of social studies education. Theory & Research in Social Education, 35(2), 305–321) challenge to put the “why” of social studies education first, and then “tinker” with technologies to discover how they can address learning goals. Using a modified “backward design” approach ( Wiggins & McTighe (2005). Understanding by design. ASCD), a design team of middle school (...) teachers, researchers, and disciplinary experts designed, enacted, and studied historical inquiry projects in middle school and college classrooms. Students used online, interactive, historical census data GIS “webmaps” ( Baker (2005). Internet-Based GIS Mapping in Support of K-12 Education. The Professional Geographer, 57(1), 44–50) to investigate African American and Latino migrations. The study presents findings detailing three emergent learning objectives, highlighting how students’ presentations with GIS maps evidenced three modes of reasoning with webmaps: (1) making observations with data; (2) drawing inferences from data; and (3) explaining the limitations of data for inquiry. (shrink)

This study examined the relationships between the role of the instructor and university students’ learning outcomes in cloud-based classrooms during the COVID-19 pandemic. The results of an online survey of 7,210 university students in mainland China revealed that the students’ perceived learning outcomes and learning satisfaction were positively related to instructor innovation and negatively related to instructor performance. Instructional support was positively related to the students’ perceived learning outcomes but not directly related to their learning satisfaction. The students’ (...) academic self-efficacy mediated the influence of instructional support and instructor innovation on their perceived learning outcomes and learning satisfaction. The results contribute to knowledge of the role instructors play in facilitating students’ learning outcomes in higher education and suggest ways to improve the learning environment and learning outcomes, especially in cloud-based virtual classrooms. (shrink)

The Covid-19 virus appeared very fast around the globe and caused many damages to all of us. It caused many troubles in different fields such as: economics, business, factories, education etc. Many institutions around the world faced challenges and tried to find solutions. But the most difficult challenge was about online teaching; most of the countries suggested many strategies and methods to teach students and learners through distinctive materials and online platforms. It was suggested to use online (...) programs as Google Classroom, Google Meet, Skype, Zoom and many other technological tools in order to help learners to continue with their studies. Using online platform in our country was very demanding because of many factors that influenced all of us. Although many teachers from different schools used many devices during the pandemic, ZOOM was the main one. Teachers had different experiences and challenges during their teaching process through online platforms. They had many problems especially in the assessment and evaluation part; it was very difficult to evaluate learners through technology instruments and grading them correctly. This study is about teachers’ experience with the ZOOM platform, to discover if teachers had difficulties with online teaching during the pandemic. This case study's outcomes present valuable information to the teachers and future researches because there is a limited number of studies in this field. (shrink)

The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a (...) mixed-methods approach. The study compared the learning outcomes of students who participated in a social constructivist online course with those who studied in a conventional online course. The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems. (shrink)

Due to the epidemic, many offline educational institutions and even schools have begun to seek new teaching methods, and online teaching has become an important teaching method in this situation. Online teaching refers to the teaching mode in which teachers teach online through the Internet and students learn in online classrooms. Online teaching can reduce crowd contact between students and prevent the spread of the epidemic. However, due to the virtual nature of the Internet (...) and the immaturity of the online teaching system, the current online teaching method cannot be accepted by the majority of teachers and students. Therefore, this paper conducts a satisfaction survey on the psychological acceptance ability of students under the online teaching organization of English majors, aiming to understand the actual psychological burden brought by online teaching to students. The content of the questionnaire includes students' satisfaction with courses and teaching, satisfaction with teacher-student interaction, satisfaction with platforms and resources, satisfaction with teaching performance, and overall satisfaction. The survey results show that students' satisfaction with courses is generally above 4 points, while their satisfaction with teaching is generally lower, ranging from 3.65 to 3.94 points. Students' satisfaction with teacher-student interaction is not very high, around 3.75. Students' satisfaction with the teaching platform is higher than that of teachers, with a score of 4.05 or more. In terms of students' satisfaction with teaching performance, male students' satisfaction is above 4.45 points, while female students' satisfaction is 4.35 points. For overall satisfaction, male students scored above 4.45, while female students scored 4.35. Since the satisfaction in all aspects is higher than 3 points, it can be seen that most English majors are quite satisfied with the online teaching. (shrink)