Abstract
Researchers are interested in task design in distance learning. This task design is critical in emergency education that uses distance learning. The present research investigated mathematics and science teachers’ task design in distance learning during the emergency education due to COVID-19. Fourteen teachers participated in the research: seven mathematics teachers and seven science teachers. The data collection tool was the interview, and the data analysis tools were deductive and inductive content analysis, where the deductive analysis was based on the didactic situation framework. The research results indicated that the participating teachers could utilize the technological tools to design tasks that encourage the students’ devolution regarding the activities that they carry out. Furthermore, the use of the potentialities of the distance learning platforms enabled successful communication between the participants in the didactic situation. It is recommended that quantitative research is used to investigate the ways in which the various components in the design could affect students’ learning.
Highlights
We study teachers’ design of activities for online learning in the science and mathematics classroom during the emergency education forced by COVID-19
These processes indicate that part of the learning that occurred in the mathematics and science classrooms, in the time of the emergency education, was performed in a social environment that encouraged democratic practices such as autonomy and making decisions ([41,42])
It is argued that teachers, when confronted with emergency education, could manage task design in distance learning
Summary
The recent emergency education that took place as a result of COVID-19 necessitated designing activities in order to fit the online learning to which the schools and universities turned due to the closure. This design involved the use of digital tools that helped advance students’ learning, especially their engagement [1], their motivation [2] and their emotions [3]. We study teachers’ design of activities for online learning in the science and mathematics classroom during the emergency education forced by COVID-19. We consider task design in distance education during the emergency education that occurred due to COVID-19
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