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Статті в журналах з теми "Online Teaching Pedagogy"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Söderström, Tor. "Teaching Online." International Journal of Cyber Ethics in Education 1, no. 4 (2011): 10–21. http://dx.doi.org/10.4018/ijcee.2011100102.

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Анотація:

This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implem

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2

Meyers, Steven A. "Using Transformative Pedagogy When Teaching Online." College Teaching 56, no. 4 (2008): 219–24. http://dx.doi.org/10.3200/ctch.56.4.219-224.

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3

Oliveira, Carloney Alves de. "Matemática divertida e curiosa: jogos online na formação do pedagogo." Revista EDaPECI 13, no. 3 (2013): 377–90. http://dx.doi.org/10.29276/redapeci.2013.13.31846.377-390.

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Анотація:

Este artigo apresenta um relato de experiência sobre a utilização de jogos online nas aulas da disciplina Saberes e Metodologias do Ensino de Matemática 1, no Curso de Pedagogia, da Universidade Federal de Alagoas (UFAL), do Centro de Educação (CEDU), como prática educativa na formação do pedagogo, a partir de jogos disponíveis na internet. Baseado nos estudos de Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini e Lorenzato (2006), Brasil (2006), Nóvoa (1992), Nacarato e Paiva (2006) e Jarandilha e Splendore (2005) sobre o lúdico no ensino de Matemática e jogos online busco

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4

Amit, Kumar Singh, and Nempal Singh Dr. "Effectiveness of Online Teaching Pedagogy on Learners." International Journal of Innovative Science and Research Technology (IJISRT) 8, no. 8 (2023): 1837–44. https://doi.org/10.5281/zenodo.14561389.

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This study investigated a set of prescribed methods, strategies, and practices for teaching academic subjects in an online (or blended) environment, where students are in a physical location separate from the faculty member and other students. Online pedagogy is useful for the learner because utilizing the positive aspects of technology so that online teacher can provide a quality educational learning experience. Online pedagogy is to help learners earn higher education no matter where they are located. Learners can also learn what approaches work best for them, which learning activities, lear

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5

Pike, Pamela D. "Improving music teaching and learning through online service: A case study of a synchronous online teaching internship." International Journal of Music Education 35, no. 1 (2016): 107–17. http://dx.doi.org/10.1177/0255761415613534.

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This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns de

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6

Middleton, Sue. "Pedagogy and Post-coloniality: Teaching “Education” online." Discourse: Studies in the Cultural Politics of Education 26, no. 4 (2005): 511–25. http://dx.doi.org/10.1080/01596300500319803.

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7

Mantashe, Lunga Xolisa. "Online pedagogy: a changing higher education pedagogy and an emerging lecturer habitus." Independent Journal of Teaching and Learning 18, no. 2 (2023): 29–41. http://dx.doi.org/10.17159/ijtl.v18i2.17293.

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This study explored how the shift to online pedagogy has shaped lecturer dispositions and practices for a post-COVID-19 era, including whether their practices during the national lockdowns could be conceptualised as temporary coping mechanisms or as an adoption of new practices related to effective modes of online teaching. Bourdieu’s theory of human practices was employed to facilitate the exploration. The theory privileges the weight of past practices on agents while permitting incremental changes in such practices, depending on the flexibility and/or rigidity of a human habitus. Six lecture

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8

McDonnell, Ben. "Teaching Photography via Photography." International Journal of Management and Applied Research 7, no. 3 (2020): 267–82. https://doi.org/10.18646/2056.73.20-019.

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This reflective paper draws on an evaluation of current online pedagogy but also the authors practice as an artist that revolves around forming a relationship between image and sound. As such ‘Listening’ and ‘Looking’ are used as a broad structure for six short essays that draw on experiences of moving to online delivery to consider the virtual classroom as an amorphous, fluid space that can be both problematic but also present opportunities for innovative teaching and learning. In addition to the six reflective essays; Latency, Volume, Spaces to Speak, Lebenswelt, Scre

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9

Vorob'ev, Evgenii. "Online teaching of Linear algebra using webMathematica." International Journal of Engineering Pedagogy (iJEP) 2, no. 3 (2012): 47. http://dx.doi.org/10.3991/ijep.v2i3.2134.

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10

Shanta, Shamima Akter. "Student performance evaluation between offline and online pedagogy: A critical analysis with possible suggestions." Journal of Management Info 8, no. 4 (2022): 231–52. http://dx.doi.org/10.31580/jmi.v8i4.2080.

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Анотація:

This study develops a literature review and thereby critically analyses the student performance under online and offline teaching platforms. Online education has much popularity as the leading education instruction mostly during the outburst of COVID-19 pandemic. As a result, as of now different institutes in different countries provide education to the students through online pedagogy. For comparative review analysis, the researcher critically analyzed the current and related published papers in top indexed journals of ISIWOS & SCOPUS. Overall, the review analysis suggests combining onlin

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11

Fletcher, Tim, and Shawn M. Bullock. "Reframing pedagogy while teaching about teaching online: a collaborative self-study." Professional Development in Education 41, no. 4 (2014): 690–706. http://dx.doi.org/10.1080/19415257.2014.938357.

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12

Sorin, Cristea. "Digital Pedagogy." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 2-3 (138-139) (2023): 96–100. https://doi.org/10.5281/zenodo.7974693.

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Анотація:

Digital pedagogy has a specific object of study (education based on information technology), a general function, aimed at the optimal utilization of IT resources, and a basic structure, fixed at the level of correlation between IT technologies and such didactic actions as teaching, learning, and assessment. Digital didactics, developed as an applied part of digital pedagogy, analyzes “explanatory models of learning”, related to psychological theories of learning, which can be reconstructed “with the help of information and communication technologies”: the model of the c

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13

Snyder, Cara K., and Sabrina González. "Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online." Radical Teacher 121 (December 9, 2021): 66–76. http://dx.doi.org/10.5195/rt.2021.857.

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This article explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy t

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14

Gonsalves, Allison J., Emily Diane Sprowls, and Dawn Wiseman. "Teaching Novice Science Teachers Online: Considerations for Practice-Based Pedagogy." LEARNing Landscapes 14, no. 1 (2021): 111–23. http://dx.doi.org/10.36510/learnland.v14i1.1049.

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Анотація:

The COVID-19 pandemic has required educators at all levels to pivot instruction online. In this article, we consider methods we adopted to engage novice science teachers in approximations of teaching, online. We describe the principles of our science teacher education program and provide a rationale for the core feature of our science teaching methods course: practice-based pedagogy. We then discuss adaptations we have made to engage novices in ambitious science teaching practices online, and the affordances and constraints the virtual context posed to these practices. We conclude with a discu

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15

Lee, Shzh-chen Nancy, and Chie Ogawa. "Online Teaching Self-Efficacy – How English Teachers Feel During the Covid-19 Pandemic." Indonesian TESOL Journal 3, no. 1 (2021): 1–17. http://dx.doi.org/10.24256/itj.v3i1.1744.

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Анотація:

The transition from traditional face-to-face to online teaching during the Covid-19 pandemic happened so rapidly that most teachers started teaching without enough training, preparation, and knowledge of online teaching. In order to better understand this current teaching paradigm, the present research examined how English teachers perceive their own ability to teach online. It investigated English teachers’ self-efficacy to teach online by surveying 138 EFL university teachers in Japan. A survey with 29 Likert-scale and two open-ended questions was developed to examine four latent constructs

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16

Colpaert, Jozef. "Pedagogy-driven Design for Online Language Teaching and Learning." CALICO Journal 23, no. 3 (2013): 477–97. http://dx.doi.org/10.1558/cj.v23i3.477-497.

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17

Huszti, Ilona. "Current language pedagogy issues in Transcarpathia." Acta Academiae Beregsasiensis, Philologica I, no. 2 (2022): 219–32. http://dx.doi.org/10.58423/2786-6726/2022-2-219-232.

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Анотація:

The aim of this paper is to outline the current situation of foreign language teaching in Transcarpathia and to present the current issues in language pedagogy in our region. In order to understand the present, we need to know the past, so we will first say a few words about foreign language teaching in Transcarpathia before 1991, i.e. what foreign language (FL) teaching was like before Ukraine became independent. In the early 2000s, the country underwent a reform in the teaching of FL, the main change being that children started learning a FL at the age of seven, three years earlier than befo

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18

Husain, Shahid, Mohammad Athar Ali, Mohd Afzal Saifi, Sufyan Habib, and Mohammed Arshad Khan. "Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation." Journal of Education and e-Learning Research 10, no. 4 (2023): 855–67. http://dx.doi.org/10.20448/jeelr.v10i4.5270.

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Анотація:

The substantial disruption caused by the COVID-19 epidemic to the world's education system is only one of the many setbacks the world has recently experienced. The transition of the students from their offline learning mode to a fully digital approach was not easy from the beginning for them. The online teaching readiness heavily relied on their competencies and skills to adapt the pedagogy, training, technical skills, a proper mindset and new roles. This research endeavors to evaluate the readiness of the teachers belonging to higher education institutions (HEIs) to handle online education ba

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19

Bhawna Mathur. "Reimagining Discussion Pedagogy during Online Teaching with AI: Insights from School Teachers." Journal of Information Systems Engineering and Management 10, no. 50s (2025): 593–98. https://doi.org/10.52783/jisem.v10i50s.10288.

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This shift in the education system, caused by the pandemic, is something unexpected; the online and offline teaching modes were integrated into the schools in Delhi, and it is being adjusted according to the needs of society and the environmental conditions. AI is the transformative force emerging in this transitional education system and shaping pedagogical tools and methodologies to improve teaching and learning outcomes. Discussion based pedagogy as a strategy which have long been a popular in teaching learning process, have now become pertinent again in offline as well as online classrooms

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20

Bhawna Mathur. "Reimagining Discussion Pedagogy during Online Teaching with AI: Insights from School Teachers." Journal of Information Systems Engineering and Management 9, no. 4s (2024): 146–51. https://doi.org/10.52783/jisem.v9i4s.10288.

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Анотація:

This shift in the education system, caused by the pandemic, is something unexpected; the online and offline teaching modes were integrated into the schools in Delhi, and it is being adjusted according to the needs of society and the environmental conditions. AI is the transformative force emerging in this transitional education system and shaping pedagogical tools and methodologies to improve teaching and learning outcomes. Discussion based pedagogy as a strategy which have long been a popular in teaching learning process, have now become pertinent again in offline as well as online classrooms

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21

Nomfundo, Gladys Khoza. "A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic." European Journal of Education 5, no. 1 (2022): 56. http://dx.doi.org/10.26417/738tqq65.

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Анотація:

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for

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22

Zsheliaskova-Koynova, Zsh, and E. Mileva. "STUDENTS’ SATISFACTION WITH PEDAGOGY TEACHING." Trakia Journal of Sciences 17, Suppl.1 (2019): 832–37. http://dx.doi.org/10.15547/tjs.2019.s.01.137.

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Satisfaction with the training process is seen as one of the main criteria for accreditation of all higher education programs, according to the requirements of the National Evaluation and Accreditation Agency in Bulgaria. Students’ satisfaction is connected with the students' perception of the extent to which their needs or expectations have been met in the learning process. The aim of the research was to study students' satisfaction with the quality of pedagogy teaching at the National Sports Academy. The research involved 65 students (33 men, 32 women). The satisfaction survey was conducted

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23

Antonio, Roaima Lynn Bonifacio. "ASSESSING FLIPPED CLASSROOM IN FLEXIBLE LEARNING VIA COMMUNITY OF INQUIRY FRAMEWORK." ETERNAL (English, Teaching, Learning, and Research Journal) 8, no. 1 (2022): 94–107. http://dx.doi.org/10.24252/eternal.v81.2022.a6.

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Анотація:

Educational institutions adopted online distance learning to ensure continuity of education during the COVID-19 pandemic. The idea of online distance learning was not welcome by some stakeholders for a variety of reasons such as poor internet connection particularly in rural areas, and lack of technological devices to support learning and teaching. Compared to traditional face-to-face delivery, studies show that online distance learning needs new teaching strategies and approaches. One teaching approach that has been seen beneficial to students with limited resources in attending online classe

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24

Naidoo, Jayaluxmi, and Asheena Singh-Pillay. "Online Teaching and Learning Within the Context Of Covid-19: Exploring the Perceptions of Postgraduate Mathematics Education Students." Mathematics Education Journal 5, no. 2 (2021): 102–14. http://dx.doi.org/10.22219/mej.v5i2.17015.

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Анотація:

The COVID-19 pandemic has resulted in education institutions using online pedagogy instead of face to face pedagogy to limit the virus’s spread. In this qualitative, interpretive case study, forty-seven mathematics education postgraduate students’ perceptions of online teaching and learning during the COVID-19 pandemic era are explored. The participants were purposively selected from one university in South Africa. The theoretical lens of Virtual Communities of Practice was used to generate data via three interactive online discussion forums. All data were analysed thematically, and the result

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25

Al-Naabi, Ishaq. "Did They Transform Their Teaching Practices? A Case Study on Evaluating Professional Development Webinars Offered to Language Teachers during COVID-19." International Journal of Higher Education 12, no. 1 (2023): 36. http://dx.doi.org/10.5430/ijhe.v12n1p36.

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Анотація:

Professional development webinars became very common in higher education during the COVID-19 pandemic. Following a case-study research methodology, this study explored the potential of professional development webinars offered to university language teachers in transforming their online pedagogies. A focus group discussion with four university language teachers was conducted. They attended several professional development webinars during the pandemic on online pedagogy, teaching platforms and course management systems, online assessment and research skills. Using transformative learning theory

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26

Archambault, Leanna. "Teaching Virtually." International Journal of Online Pedagogy and Course Design 4, no. 1 (2014): 1–15. http://dx.doi.org/10.4018/ijopcd.2014010101.

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Enrollment in K-12 online learning continues to grow at an exponential rate throughout the United States. With this increase, one of the key factors for ensuring quality educational experiences for students is the knowledge, skills, and dispositions of their teachers. To address issues of online pedagogy, this study reports practices from a group of K-12 online teachers from a cyber charter school located in the desert southwest of the United States. Results show that online teachers use web-based programs, internal communication systems, and/or a combination of these types of tools to provide

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27

Guojing, Chen. "Study on the Blended Teaching Mode in English Pedagogy." SHS Web of Conferences 168 (2023): 01014. http://dx.doi.org/10.1051/shsconf/202316801014.

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“English Curriculum Standards for Compulsory Education (2022 Edition)” puts forward new requirements for English teaching in compulsory education, which makes the training of English major normal students challenging. With the wide application of the online and offline blended teaching mode, its role in the teaching of the course “English Pedagogy” is prominent. In the process of constructing the “2+3+2” model (that is, two major sections of theoretical courses and practical courses + three links of pre-class, afterclass teaching + online and offline methods), the subject teaching team of Kash

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28

Ahmed, S. Basheer. "Classroom to Google Room an Incredible Revolution in Teaching-Learning Pedagogy." International Journal for Research in Applied Science and Engineering Technology 9, no. 12 (2021): 720–25. http://dx.doi.org/10.22214/ijraset.2021.38868.

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Abstract: Education 4.0 made the world of knowledge acquisition and sharing to take a diverse spin, teaching-learning fully loaded with technology. The extensive use of Smartphone and internet paved a way to include technology into teaching-learning. Inclusion of technology or internet has become obligatory and fetched ease in academic as well as non-academic learning tendencies of inclination of understanding. The instructors have the challenges to guide or edify their learners other than faceto-face means of instructions. The teachers have to be proficient in handling technology or smart too

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29

Ting, Jocelyn, and Saki Miura. "Teaching students English idioms through a memory game." Ludic Language Pedagogy 3 (April 20, 2021): 37–47. http://dx.doi.org/10.55853/llp_v3pg3.

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Анотація:

Students: let’s learn English idioms with match memory games online during COVID-19. Teachers: let’s teach students English idioms through a match memory game online . We recommend and welcome teachers and students all over the world to use the materials we created. #EnglishIdioms #MatchMemoryGame #Pedagogy #UniversityofShizuoka #UniversityStudents #interesting #fun #online

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30

Ouyang, Fan, and Cassandra Scharber. "Adapting the TPACK Framework for Online Teaching Within Higher Education." International Journal of Online Pedagogy and Course Design 8, no. 1 (2018): 42–59. http://dx.doi.org/10.4018/ijopcd.2018010104.

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There are ongoing obstacles in accurately assessing and effectively applying TPACK within online higher education contexts. In this study, we adapt the original TPACK constructs for application within online higher education, and share the results of a case study using this adapted analytical framework. This qualitative case study investigates and describes one experienced instructor's practice within a graduate-level online course. The instructor enacted a high-level of TPACK proficiency through combining content, pedagogy, and technology as well as masterfully using these knowledges within h

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31

Merrick, Brad, and Carol Johnson. "Teaching Music Online in Higher Education: 2020 conference report." Journal of Music Technology & Education 13, no. 1 (2020): 95–108. http://dx.doi.org/10.1386/jmte_00018_1.

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Анотація:

Faced with the state of emergency restrictions due to the global COVID-19 pandemic, the 2020 Teaching Music Online in Higher Education conference was adaptively modified to exist as a synchronous, online event. Embracing the opportunity to model online music pedagogy in its online format, organizers transformed the conference to utilize live-streaming, video recordings and other online active learning strategies. A total of 143 tertiary music instructors and graduate students from 66 institutions located around the world took part in the conference at a time of unprecedented restriction on fac

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32

Zhang, Ling. "Blended pedagogy for computer programming language." Pedagogical Research 9, no. 3 (2024): em0218. http://dx.doi.org/10.29333/pr/14744.

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Анотація:

In the face of the challenges posed by the COVID-19 pandemic, the hybrid teaching model has garnered significant attention for its combination of the depth of traditional education with the convenience of distance learning. Focusing on the domain of computer programming language instruction, this study innovatively designs a hybrid teaching strategy aimed at fully exploiting the flexibility of its teaching design and the variety of pedagogical approaches. The strategy integrates face-to-face teaching with online autonomous learning, incorporating project-based teaching methodologies and immedi

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33

Ochs, Jessica H. "Online or In-Class: Evaluating an Alternative Online Pedagogy for Teaching Transcultural Nursing." Journal of Nursing Education 56, no. 6 (2017): 368–72. http://dx.doi.org/10.3928/01484834-20170518-10.

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34

Mahani, Sepideh. "Applying Culturally Relevant Pedagogy to Online Learning." Cultural and Pedagogical Inquiry 15, no. 1 (2023): 23–34. http://dx.doi.org/10.18733/cpi29708.

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Анотація:

Despite the prevalence of online learning in higher education, particularly during the COVID-19 pandemic, there is limited literature about what constitutes effective culturally relevant and responsive online teaching. While online education has revolutionized learning by increasing educational access and opportunities to students, it has also led to an increase in classroom diversity, leaving instructors to struggle with how to create and foster a culturally relevant and responsive learning environment. In this paper, as an online educator who teaches graduate level Education courses, I exami

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35

Tsui, Amy B. M., and Nicole J. Tavares. "The Technology Cart and the Pedagogy Horse in Online Teaching." English Teaching & Learning 45, no. 1 (2021): 109–18. http://dx.doi.org/10.1007/s42321-020-00073-z.

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36

Phipps, Benjamin. "Riffing on course redesign: Leveraging pedagogy for teaching music online." Perfect Beat 21, no. 1 (2021): 63–68. http://dx.doi.org/10.1558/prbt.19236.

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Timonen, Päivi, and Heli Ruokamo. "Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199143. http://dx.doi.org/10.1177/1834490921991430.

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Анотація:

In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic l

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38

Zukowski, Scott T. "Online Archives and American Studies Pedagogy Abroad: A Case Study." Anglia 142, no. 4 (2024): 645–62. https://doi.org/10.1515/ang-2024-0059.

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Abstract This essay details specific approaches to using the Smithsonian Institution’s digital archives as tools for teaching with primary resources in American Studies and Native American and Indigenous Studies classrooms beyond the United States. The applications of these strategies are transferable across the humanities and social sciences. The article is based on my experience as a 2022–2023 “Teaching with Primary Resources” Fellow with the Smithsonian’s Archives of American Art, an experience of intensive collaboration on course and assignment design with Smithsonian archivists, archival

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Pathak, Dev Nath. "Idea of Pandemic-Pedagogy: Reflexive Rumination on Teaching and Learning Practices." Higher Education for the Future 9, no. 1 (2021): 62–74. http://dx.doi.org/10.1177/23476311211046184.

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Анотація:

Lately, the debates on teaching-practices in the online mode have given grounds to ask a fundamental question, does pedagogy really matter? For educationists, it surely does. But, what idea of pedagogy prevails upon the pedagogues, the teachers, techno-managerial professors, particularly in the higher education? This article rummages through the contemporary milieu that solicits debate on the idea of pedagogy, by and large marginal in the teaching practices in higher education. The structural academic Brahmanism of the ‘old normal’ has been melodramatically palpable in the time of ‘new normal’

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Kamalodeen, Vimala. "Rapid Response to Professional Development: How Online Teacher Professional Learning Networks Supported Teachers in Pandemic Times." Caribbean Journal of Education and Development 1, no. 3 (2024): 149–56. http://dx.doi.org/10.46425/cjed1001031940.

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During COVID-19, when teachers rapidly shifted to remote teaching and learning, it became evident that there was an educational crisis—teachers were unprepared for teaching using digital pedagogies. A group of teachers and teacher educators in Trinidad and Tobago, ITTPN Global, responded to the call for emergency professional development in ICT tools with a free workshop series via Zoom. The workshop series served to address teachers’ upskilling in key areas of ICT as digital pedagogy became the pandemic pedagogy. Pandemic pedagogy refers to teaching and learning during COVID-19. Teachers buil

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Bilge, Aslan Altan. "Experiences of Preservice Teachers on Online-Based Microteachings: New Insights for Initial Teacher Education (ITE) Programs." Education Quarterly Reviews 6, no. 1 (2023): 55–67. https://doi.org/10.31014/aior.1993.06.01.687.

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Practicing online teaching activities has been favored quite some time, and it continues to gain popularity with the evolving technology as well as global dynamics (as COVID). Online-Based Microteachings (OBM), in this sense, can enforce preservice teachers to practice digitally-saturated new, possibly an ongoing, set of skills that will contribute to their teaching behaviors in future. Leaning on this idea this paper outlines the experiences of preservice teachers on online teaching activities that are inspired by microteaching strategy, which may initiate a discussion point for teacher train

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Hickling, Siobhan, Alexandra Bhatti, Gina Arena, et al. "Adapting to Teaching During a Pandemic: Pedagogical Adjustments for the Next Semester of Teaching During COVID-19 and Future Online Learning." Pedagogy in Health Promotion 7, no. 2 (2021): 95–102. http://dx.doi.org/10.1177/2373379920987264.

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Анотація:

COVID-19 has altered public health higher education and its impact on pedagogy will be felt long into the future. In response to social distancing measures, teaching academics implemented a number of changes to curricula. It is important to better understand and begin to evaluate these changes, as well as set a course for future changes to public health curricula both during and after the pandemic to best enable transformative learning. Teaching academics have an understanding of academic hierarchies and student perceptions and are well placed to provide insights into current and future change

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Sood, Pallavi, Kulwant Kumar Sharma, and Rajeev Kumar. "Online Synchronous Teaching During a Pandemic." International Journal of Web-Based Learning and Teaching Technologies 17, no. 6 (2022): 1–19. http://dx.doi.org/10.4018/ijwltt.287620.

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As the novel Coronavirus (COVID-19) spread rapidly across the globe, most educational institutions tried to address major challenges of engaging students in a productive way and disseminating knowledge through online learning. Given this consideration, the present study qualitatively explores the observations and experiences of a private university and giant strides taken by the institution in adapting and delivering value to all the stakeholders through educational transformation during the pandemic. The data was collected using observations and in depth interviews. The findings of the study

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Gormaz-Lobos, Diego, Claudia Galarce-Miranda, and Hanno Hortsch. "Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering." International Journal of Engineering Pedagogy (iJEP) 11, no. 5 (2021): 105. http://dx.doi.org/10.3991/ijep.v11i5.22427.

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The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Edu

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Gormaz-Lobos, Diego, Claudia Galarce-Miranda, and Hanno Hortsch. "Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering." International Journal of Engineering Pedagogy (iJEP) 11, no. 5 (2021): 105. http://dx.doi.org/10.3991/ijep.v11i5.22427.

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Анотація:

The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Edu

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Swerzenski, J. D. "Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce." Journal of Communication Pedagogy 4 (2021): 51–69. http://dx.doi.org/10.31446/jcp.2021.1.05.

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Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to o

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Green, Eli R., Amelia M. Hamarman, and Ryan W. McKee. "Online sexuality education pedagogy: translating five in-person teaching methods to online learning environments." Sex Education 15, no. 1 (2014): 19–30. http://dx.doi.org/10.1080/14681811.2014.942033.

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Garcia, Merideth, and Amy Piotrowski. "(Re)Active Praxis: Humanizing Online English Teacher Education through Critical Digital Pedagogy." English Education 54, no. 2 (2022): 148–55. http://dx.doi.org/10.58680/ee202231755.

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As English teacher educators who research and experiment with digital literacies in the classroom, we felt prepared for many of the pedagogical and technical aspects of the shift to emergency remote teaching. However, the realities of teaching and learning in a society under widespread, long-term stress illuminated the necessity of addressing the social and emotional toll of the pandemic in our teaching as well.

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Brodin, Eva. "Pandemic mutilated pedagogy: Teaching "in there" without my hearing body." Högre utbildning 13, no. 1 (2023): 5–12. http://dx.doi.org/10.23865/hu.v13.5277.

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Although students with disabilities have generally been identified as a vulnerable group during the pandemic, the specific experiences of those with impaired hearing have not yet gained attention within the debates and literature on online teaching. Since the same condition holds for academic teachers, I will in this essay contribute an original and critical perspective by sharing my own story. Embraced by the phenomenology of Merleau-Ponty, the reader will be invited into my world of hearing differently, and be able to see what this means when teaching online. Through significant embodied exp

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Huang, Qinjin. "The Significance Construction of Higher Education Pedagogy." Higher Education and Practice 1, no. 1 (2024): 53–57. http://dx.doi.org/10.62381/h241109.

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The outcomes of higher education pedagogy encompass cognitive products, aesthetic products, and identity products. Traditional teaching models often lack an exploration of meaning and interactive relationships. Through a comparative analysis of teaching models and a methodological perspective, this study uncovers the objectives, foundations, and approaches to constructing pedagogical meaning, which are to foster the recognition of professional cognition and practitioner identity, strike a balance between value judgments and embodied practices, and forge connections between disciplinary symbols

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