scholarly journals Counselling Placements Caught up in the Mismatch of Standards And Realities: Lessons From COVID-19

2020 ◽  
Vol 17 (4) ◽  
pp. 144-152
Author(s):  
Sonam Pelden ◽  
◽  
Vicki Banham ◽  
Keyword(s):  
Teaching And Learning ◽  
Practical Wisdom ◽  
Professional Standards ◽  
Face To Face ◽  
Online Counselling ◽  
Community Expectations ◽  
Industry Engagement ◽  
Major Shift ◽  
Standards Of Accreditation ◽  
The Impact

As the fear of mortality struck humanity, a new age dawned in the relational styles, processes, and interactions amongst people. COVID-19 has caused a major shift in the educational landscape. While most teaching and learning activities moved online, field placement units which are fully invested in industry engagement, and once highly sought, came to a dramatic pause. For students, this produced uncertainty around completion of their degrees and for institutions who became entangled in the changing requirements of accrediting bodies as they grappled with the changing landscape. Our final year counselling and psychotherapy students on placement were instructed to retreat from their placements while some ‘lucky few’ joined the drifting warriors working from the safety of their homes with their assigned agencies. Crisis and contemporary times call for openness and innovation grounded in practical wisdom. But the tyranny of COVID-19 times highlighted a growing gap between professional standards and community realities. This paper alludes to the struggles of counselling postgraduate University students on placement who are caught up in the mismatch between professional standards of accreditation bodies and the emerging community expectations and practices. It draws on literature to highlight the impact of historic controversial discourses involving online counselling and face-to-face counselling on current practices. This paper aims to reflect on lessons dispensed by COVID-19 to the professional bodies and universities in order to work together in creating innovative, non-placement workintegrated learning (WIL) practices that reflect the realities within the current landscape.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

scholarly journals Pedagogical advances in business models at business schools – in the age of networks

2016 ◽  
Vol 35 (7) ◽  
pp. 889-900 ◽  
Author(s):  
Peter Lorange ◽  
Howard Thomas
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Business Models ◽  
Business Schools ◽  
Learning Material ◽  
Learning Spaces ◽  
Interactive Teaching ◽  
Content Type ◽  
Face To Face ◽  
The Impact

Purpose – The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations. Design/methodology/approach – It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken. Findings – The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process. Research limitations/implications – There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces. Practical implications – Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields. Social implications – The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches. Originality/value – It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.

scholarly journals Challenges of Teacher Autonomy for Professional Competence

2021 ◽  
Vol 5 (1-2) ◽  
pp. 39-46
Author(s):  
Purna Bahadur Kadel
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Sampling Procedure ◽  
Teacher Autonomy ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Digital Books ◽  
Phenomenological Research Design ◽  
The Impact

Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning.  The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning activities and classroom management due to the lack of online digital books and articles in the library, lack of blended between online Moodle and face to face mode of pedagogy, lack of technological pedagogical and content knowledge, no teacher autonomy in curriculum designing, and no grants for travelling and lack of daily allowances to teachers to attend the conference, seminar, and workshop at home and abroad.

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Development and Implementation of Curriculum Adaptation During The Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 125
Author(s):  
Muh Syauqi Malik ◽  
Sukiman Sukiman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Field Studies ◽  
Face To Face ◽  
Curriculum Adaptation ◽  
Development Teams ◽  
Research Findings ◽  
The Difference ◽  
Critical Competencies ◽  
The Impact

<p class="06IsiAbstrak">The outbreak of the Covid-19 pandemic has penetrated all people globally, including the Indonesian people who feel that the teaching and learning culture must follow health protocols. Still, the learning process must continue even though it is limited. This study aims to determine curriculum adaptation during the Covid-19 pandemic, teacher strategies, and its impact on MI Salafiyah Tajungsari and SDN Sitiluhur 02. This type of research used qualitative field studies with data sources for school principals, curriculum development teams, and teachers. Methods of data collection using observation, interviews, and documentation. Data analysis includes data reduction, data presentation, concluding, and verification. The technique of testing the validity of the data used triangulation of sources and methods. The research findings showed that MI Salafiyah Tajungsari uses an emergency curriculum with essential materials, while SDN Sitiluhur 02 uses a curriculum that simplifies critical competencies. The learning strategies used by teachers include online and offline. The difference lies offline. Offline at MI Salafiyah Tajungsari held limited face-to-face meetings, while offline at SDN Sitiluhur 02, students carried out the tasks assigned by the teacher and submitted their work to school. The impact of the adaptation curriculum has made the competency target of the school not maximally achieved.</p>

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

scholarly journals Institutional Accreditation and the Professionalisation of Teaching in the HE Sector

2021 ◽  
Author(s):  
Lucy Spowart ◽  
Rebecca Turner
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Survey Data ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Institutional Accreditation ◽  
League Tables ◽  
The Uk ◽  
The Impact

Institutional accreditation is an integral part of moves to professionalise teaching and learning in higher education (HE). Despite this growing trend, there is a paucity of literature which examines the benefits and challenges of institutional accreditation. In this chapter we draw on survey data collected in 2020 from 55 HE institutions globally which are accredited by Advance HE to award Fellowships. These teaching Fellowships are aligned to the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). Findings show that institutional accreditation supports the career development of teaching-focused academics and impacts on teaching and learning in a number of ways. These impacts include providing an external benchmark, raising the profile and quality of teaching and encouraging teaching-related professional development, including engagement with scholarship in teaching and learning. Accreditation was also found to align with neoliberal agendas of quality, league tables and marketization. The perennial issue of how to evaluate the impact on student learning is something respondents continue to grapple with. Finally, these data demonstrate there is a clear need to develop a more systematic and embedded approach to evaluation that captures the outcomes of teaching-related professional development.

Teaching, virtually: a critical reflection

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lisa Powell ◽  
Nicholas McGuigan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Accounting Education ◽  
Educational Transformation ◽  
Content Type ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact

Purpose The purpose of this paper is to present critical educator reflections on the pivot from the traditional physical accounting classroom to the virtual learning environment amidst COVID-19 pandemic lockdowns. Design/methodology/approach This paper outlines the reflexive experiences of two accounting educators on their scholarly journey into virtual learning and their inhabiting of the virtual accounting classroom. We adopt a critical stance in exploring what has been lost and insights gained. Findings We heed caution in the ongoing reliance on digital technologies and virtual learning that strip accounting education of its richness and complexity. Although the virtual learning environment brings with it benefits of accessibility and flexibility, it fails to replace the complexity of human connection, authenticity and informal spontaneity found in face-to-face learning. We further contend that COVID-19 presents an opportunity to rethink accounting education. We encourage educators to embrace this opportunity as a force for educational transformation; to reimagine an accounting education that embraces change, ambiguity and humanistic qualities such as empathy, compassion and humility. Originality/value Our critical educator reflections explore the impact of COVID-19 on the humanistic qualities at the heart of education and on the future of accounting education. This paper contributes to the scholarship of teaching and learning during global pandemics and other crises.

scholarly journals Serving Children and Adolescents in Need during the COVID-19 Pandemic: Evaluation of Service-Learning Subjects with and without Face-to-Face Interaction

2021 ◽  
Vol 18 (4) ◽  
pp. 2114
Author(s):  
Li Lin ◽  
Daniel T. L. Shek
Keyword(s):  
Service Learning ◽  
Children And Adolescents ◽  
Youth Development ◽  
Teaching And Learning ◽  
Well Being ◽  
Outcome Evaluation ◽  
Human Interaction ◽  
Face To Face ◽  
Service Leadership ◽  
The Impact

The coronavirus disease (COVID-19) outbreak has posed a great challenge to teaching and learning activities in higher education, particularly for service-learning subjects that involve intensive human interaction. Although service-learning may be transformed to a virtual mode in response to the pandemic, little is known about the impact of this new mode on student learning and well-being. This paper reports a university credit-bearing service-learning subject that involves services toward needy children and adolescents in a non-face-to-face mode under COVID-19 pandemic. We examined the effectiveness of this subject by comparing it with the same subject delivered via a face-to-face mode. Objective outcome evaluation via a pretest-posttest comparison (N = 216) showed that the students who took service-learning subjects with and without face-to-face interaction showed similar positive changes in positive youth development competences, service leadership qualities, and life satisfaction. Subjective outcome evaluation (N = 345) also showed that most students were satisfied with the subject, instructors and benefits regardless of the service mode. The findings highlight the important role of non-face-to-face service learning in promoting college students’ positive growth and well-being.

scholarly journals Saudi EFL Instructors’ and Students’ Perspectives Towards Virtual Learning During COVID-19 Pandemic

2021 ◽  
Vol 13 (6) ◽  
pp. 18
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Face To Face ◽  
Large Numbers ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year ◽  
Sudden Transition ◽  
The Impact

The Covid-19 pandemic and the sudden transition from face-to-face to virtual learning have given rise to various challenges and obstacles in teaching contexts all over the world. This paper explores the impact of this unexpected transition in the teaching and learning process based on English as a foreign language (EFL) teachers’ and learners’ experiences at a Saudi university. This research employed a mixed methods approach. Four male and female EFL teachers were involved in addition to thirty-six students from a preparatory year program. The key findings of the study revealed that there were three major challenges encountered in the use of virtual classroom applications during the pandemic, including crucially a lack of technology and Internet connection, having large numbers of students in a virtual learning classroom, and lack of student and teacher interaction when using virtual learning classes. Although Saudi EFL students and teachers viewed the virtual learning classes in a positive light during the pandemic period, they reported that in the post-pandemic period and over the long term, they would prefer traditional face-to-face teaching.

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