Remote Classroom Research Articles

Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study

AbstractDuring the global COVID-19 pandemic, instructors strove to facilitate student learning, engagement, and community in an unfamiliar environment, while students adapted to a college experience that differed from their expectations. This context provided the opportunity to identify factors that increased undergraduates’ sense of belonging in remote STEM classrooms. We analyzed responses from 1589 students in 26 undergraduate STEM courses at a large R1 research university in Likert-style surveys to assess how the remote modality affected their sense of belonging in their STEM course. Likewise, we analyzed data from 22 instructors about their pedagogical mindset and implementation of classroom activities. K-means clustering of student survey responses sorted classes into four significantly distinct clusters. Student responses in cluster 1 revealed an increased sense of belonging in the post-survey, whereas students in cluster 4 reported a decreased sense of belonging. Further, we observed that a higher frequency of active learning activities (student–student and student-instructor interactions) and instructor type (teaching faculty) correlated with an increased sense of belonging. Many studies have investigated alterations in students’ sense of belonging; our study contributes by identifying activities that enhance a sense of belonging in remote STEM classrooms. Moreover, our findings from a quantitative study allow us to propose ways instructors can modify their courses to increase student sense of belonging and insulate students from the isolation of remote classrooms.

ESCAPE ROOM: ESCAPE GAMES AS A SCIENCE LEARNING TOOL

This article used the Escape Room game as a tool for teaching science, which was adapted to be carried out in a remote classroom. The objective was to propose the development of this game as a remote learning strategy, contributing to fostering scientific knowledge through the playful activity of solving challenges and enigmas. The research methodology used was a case study, having been developed in a private school, with 19 students from a 7th-grade elementary school class. Data collection was carried out using two instruments, with observations made during the application of the game and then a qualitative questionnaire. As a result, it was observed that this game provided students with the necessary conditions for meaningful, dynamic, and innovative learning, motivating them to be the protagonists of new knowledge, face challenges, seeking solutions through an active methodology based on solving problems.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0787/a.php" alt="Hit counter" /></p>

Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning

ABSTRACT Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly. .Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers’ individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled ‘Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)’ two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education.

Voice Disorder, Job Stress, and COVID-19 in Teachers: Impacts in Times of Pandemic

Introduction. The conditions of teachers' work during the COVID-19 pandemic affected teachers' lives regarding voice disorder and stress, even in emergency remote classroom situation. Objective. To analyze the relationship between the presence of voice disorder, job stress, and COVID-19 in teachers when in emergency remote classroom teaching situation at the time of the pandemic. Method. This is a primary, exploratory, observational cross-sectional study with the use of survey forwarded online during the period of emergency classes after the arrival of COVID-19 pandemic in Brazil. The teachers answered the sociodemographic questions about the presence of COVID-19 and the following instruments: Condition of Vocal Production-Teacher [Condição de Produção Vocal - Professor (CPV-P)], Screening Index for Voice Disorder (SIVD), and Job Stress Scale (JSS). Results. Of the 118 teachers analyzed, 94.1% were female; the average age was 44 years. The SIVD recorded the presence of voice disorder in 66.9% of the participants. Regarding the JSS, which are the findings related to stress at work in the demand domain, the teachers showed high levels, a fact which presupposes the existence of pressure of psychological nature to perform their work. Conclusion. The teachers self-reported the presence of voice disorder even in remote class situation, on the occasion of COVID-19, which were more common in older teachers. When comparing the presence of voice disorders, coronavirus symptoms, and stress domains in relation to demand, control, and social support, there was no significance. It is hoped that this study will help to reflect on the need to improve teachers' working conditions, strengthening work-related voice disorder actions and guiding actions for vocal care and well-being.

Remote classroom management: a survey study of teachers’ online practices

The transition to virtual learning resulting from the COVID-19 pandemic drastically altered the work of many teachers. Despite the expansion of remote instruction, more research is needed to demonstrate what works for classroom management during virtual learning. We report the findings from an online survey related to online classroom management. Nearly 300 educators from 30 states completed the survey. We examined special and general education teachers’ perceived knowledge, use, and effectiveness of evidence-based classroom management practices translated for remote instruction and report findings related to self-efficacy when managing classrooms online. Results provide empirical support for the application of established classroom management practices in virtual learning contexts. Differences between special and general educators are explored and implications for special educator training and professional development are discussed.

Student Engagement in Virtual Learning: The Self-Determination Theory Perspective

The exploratory case study explored how the lecturers motivate the students to engage in team-based online learning and how technologies in e-learning and remote classrooms motivate student engagement. Engagement is a multidimensional construct that includes behaviour, emotions, and cognition, essential in learning outcomes. Involving 101 undergraduate students, questionnaires and virtual interviews were conducted with the participants to elicit their perceptions and experiences concerning student engagement. Following the Self-Determination Theory framework of Deci and Ryan (1985), this study proved that students’ engagement in the team-based online learning model is based on three perspectives: competence, sense of belonging, and autonomy. The theory highlights the importance of motivation and fulfilment of three basic human needs: autonomy, competence and relatedness. Data was collected through interviews and questionnaires focusing on the perceptions and experiences of undergraduate students who had participated in fully online learning for four semesters. Thematic analysis was used to analyze data divided into categories based on the Self-Determination Theory framework. The findings reveal that students’ engagement in team-based online learning is influenced by their need for competence, belonging, and autonomy. Overall, this research highlights the importance of addressing student engagement in online learning and provides insight into how lecturers and technology can motivate and enhance student engagement in team-based online learning. Lecturers must continually adapt their instructional strategies and leverage technology to maintain and increase student engagement during the online learning experience

A Hermeneutic Phenomenological Inquiry: Risk and Protective Factors for the Left-Behind Children in Shaanxi Province, China, With Gender Comparison

ABSTRACT This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children’s development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group’s internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.

Interface using eye-gaze and tablet input for an avatar robot control in class participation support system

This study presents the development of a novel interface that employs eye-gaze and tablet input for controlling an avatar robot, enabling students to remotely participate in classroom activities from home or healthcare facilities. The proposed system integrates eye-gaze input interface for camera attitude control, and tablet input interface for the movement control of the avatar robot, resulting in an intuitive user experience. This proposed dual-input mechanism allows users to seamlessly acquire environmental information in a remote classroom, and interact with classmates and teachers in the classroom. Experimental results corroborate the effectiveness of the proposed method in controlling an avatar robot, enhancing remote classroom participation.

Instructional Note: Seeing All Students as Writers: Video-Based Discussion Board Strategies for Remote Classrooms

This article presents a video discussion board assignment designed to foster belonging and academic language practice in a remote classroom. We consider how the assignment supported robust discussion and multimodal composition in Critical Reading and Writing, a course run with synchronous and asynchronous components during the COVID-19 pandemic at a technical college.

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study.

The novel Coronavirus Disease 2019 (COVID-19) pandemic has presented unparalleled and unique stressors and challenges to the field of applied health sciences education. This study explored how the College of Applied Medical Sciences (COAMS) Saudi students perceive the transition to remote/ hybrid learning during the COVID-19 pandemic. A cross-sectional exploratory investigation was carried out during the months of February and March in the year 2023 among 196- COAMS Saudi students, using the 48-item previously developed and validated questionnaire, and with a non-probability convenient sampling technique. Descriptive statistics were generated for participants' demographics, and for each questionnaire item and statistical analysis was performed using chi-square test. Out of the 283 undergraduates who have enrolled in COAMS, a total of 196 students have agreed to participate in the study with an overall response rate of 69.3%. Over 70% of COAMS students were satisfied and engaged in their on-site coursework. Nevertheless, questionnaire data indicates that their satisfaction and level of engagement diminished following the shift to remote learning. More than 62% of COAMS students were satisfied with their instructors' instructional and assessment strategies during on-site coursework, but such perceptions have decreased with remote instruction. Hybrid learning can be beneficial and effective in improving the performance and learning experience of COAMS students. As compared to female students, COAMS male students were more satisfied with remote learning because it met their needs (p = 0.017). Remote classrooms have lower attendance and interest than on-site classes. Despite lower satisfaction levels in online courses, hybrid learning was viewed favourably by COAMS students. Higher educational institutions should develop plans to increase student involvement, improve academic integrity, and assess the effect of the pandemic on undergraduate education on a regular basis. By incorporating these measures, educational institutions can enhance and support the remote learning experience for their students.

Social and Academic Integration in the Virtual Classroom: Techniques to Foster Community, Belonging, and Retention

In this article, we, as 3 faculty members in the English for Speakers of Other Languages Program at the Community College of Baltimore County, reflect on our experiences of transforming online and remote classrooms into a community during the pandemic and examine the literature that underscores how classroom community and belonging contribute to student success. We share research on 3 engaging learning activities that have successfully built this community among students in our own virtual classrooms: hall of fame, discussion boards, and jigsaw readings. Although what we share is rooted in our experiences as English for speakers of other languages faculty in the context of a large community college, we have chosen activities that can be applied in various contexts to foster community.

Effects of the Good Behavior Game on Students’ Academic Engagement in Remote Classrooms During the COVID-19 Pandemic

This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms in the state of New York implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers’ perceived usability and students’ perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students’ academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students’ academic engagement during remote instruction.

Teachers’ Professional Training through Augmented Reality: A Literature Review

Practicum is regarded as a fundamental aspect of the training of prospective teachers. In addition, digital tools are increasingly used to enrich a traditional face-to-face experience. However, the technological exploitation of Augmented Reality (AR) by undergraduate students studying early childhood and primary education is low. A Systematic Literature Review (SLR) on the use of Augmented Reality (AR) in teacher training was conducted. Based on the overarching objectives of the ERASMUS+ project, entitled Digital Practicum 3.0 Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to Enrich and Expand Pre-service Teacher Education Preparation (2020-1-ES01-KA226-HE-096120), the ultimate purpose of this study was to assess whether the use of this resource favors learning and expertise. Two main results are prominent. First, it is noteworthy how the use of this digital technology is limited, given the scarcity of studies. Second, the research studies available focus largely on the benefits of the use of AR in teacher education at a theoretical level. Thus, future research needs to further explore the use of AR in teacher training specially focused on student teachers’ learning processes.

Using social connection to drive engagement in emergency remote teaching and learning

ABSTRACT The COVID-19 pandemic has forced universities worldwide to deliver emergency remote online teaching and learning. This study analyses teaching practices at a globally ranked Australian university. These practices were adopted to develop connection with students in the absence of face-to-face learning. Complex adaptive system theory is applied, and a mixed research method adopted to examine the evolution of the remote classroom and to understand behaviour as a process of self-organisation. We find that social connection is the underlying mechanism by which the classroom evolved to meet the learning outcomes within the remote online teaching and learning environment. In response to initial transition and institutional pressures, educators attempted to replicate online their work in a face-to-face environment, creating surrogate social connectedness. Our study findings not only extend the literature on the continuing impact of the pandemic on higher education but also highlight the need for pedagogy to drive change and the importance of social connectedness.

Leveraging affordances in an ecological stance: Reflective language teaching for professional development during COVID-19

The COVID-19 pandemic has made a prominent impact of social contexts on teachers' professional development in remote classroom teaching. To explore how the change has altered human-environment relationships in university language classes, this qualitative case study investigated three teachers' progressive reflection on their use of affordances for teaching Chinese as a second language (L2) during COVID-19. Under the framework of human ecological language pedagogy, three themes of emergency remote teaching emerged from monthly semi-structured interviews about the three teachers’ reflective practice in remote classrooms: computer-dominant teaching conditions, flexible classroom interaction, and rational social empathy in L2 education. The findings suggest the importance of a growth mindset for L2 teachers to leverage their teaching abilities and environmental resources for continuing professional development during COVID-19 and post-pandemic periods.

Engagement in the Undergraduate Science Course: Lessons Learned about Participation and Distraction from the Remote Classroom

Engagement in the Undergraduate Science Course: Lessons Learned about Participation and Distraction from the Remote Classroom

Exploring an Affective and Responsive Virtual Environment to Improve Remote Learning

Online classes are typically conducted by using video conferencing software such as Zoom, Microsoft Teams, and Google Meet. Research has identified drawbacks of online learning, such as “Zoom fatigue”, characterized by distractions and lack of engagement. This study presents the CUNY Affective and Responsive Virtual Environment (CARVE) Hub, a novel virtual reality hub that uses a facial emotion classification model to generate emojis for affective and informal responsive interaction in a 3D virtual classroom setting. A web-based machine learning model is employed for facial emotion classification, enabling students to communicate four basic emotions live through automated web camera capture in a virtual classroom without activating their cameras. The experiment is conducted in undergraduate classes on both Zoom and CARVE, and the results of a survey indicate that students have a positive perception of interactions in the proposed virtual classroom compared with Zoom. Correlations between automated emojis and interactions are also observed. This study discusses potential explanations for the improved interactions, including a decrease in pressure on students when they are not showing faces. In addition, video panels in traditional remote classrooms may be useful for communication but not for interaction. Students favor features in virtual reality, such as spatial audio and the ability to move around, with collaboration being identified as the most helpful feature.

Interpersonal Communication in the Remote Classroom: Maximizing the Use of Breakout Rooms

Interpersonal Communication in the Remote Classroom: Maximizing the Use of Breakout Rooms

Live Remote Classroom: A Tool for Coherent Teacher Education

Teacher education has been criticised for a lack of coherence and for not preparing student teachers for teaching. To prepare student teachers for practicum and create connections between theory and practice and between schools and university, this study explores how the practice field can be brought onto the university campus through digital resources. Four teacher educators in secondary school teacher education in Norway collaborated with a schoolteacher and tested Live Remote Classroom. The tool provides student teachers with real-life classroom experiences while they are on campus by providing access to a streamed lesson. Using an action research design, the teacher educators evaluated their facilitation of the arrangement through an interview with the involved schoolteacher, a focus group interview with student teachers and the teacher educators’ own logs. The results show that by presenting authentic practice situations, Live Remote Classroom created opportunities to prepare for teaching. However, certain conditions need to be in place for that to happen. We see it as important to support student teachers in their analysis of the observed lesson and to collaborate with a schoolteacher who is able to make her professional choices explicit.

Teaching in emergency remote classrooms: reflections for professional learning

ABSTRACT Background Reflective teaching has long been regarded as playing an important, and potentially empowering, role in teachers’ professional learning. The study reported in this paper considered the longer-term significance of teachers’ self-reflective learning in the course of their daily emergency remote teaching during COVID-19, and how this supported teacher agency. Purpose This small-scale case study sought to explore, in depth, teachers’ perceptions of how their professional learning was realised through reflective practice during emergency remote teaching. Method Three teachers from primary, junior high, and high schools in mainland China participated in the case study during the spring and fall semesters in 2020. They considered the accommodations they made for emergency remote teaching and the corresponding implications for their professional learning and sense of agency. Data were collected via four-monthly, semi-structured interviews, resulting in a total of five interviews per teacher. These charted the progress of their emergency remote courses in the spring, and allowed for final reflections via a follow-up interview in the fall. Data were analysed thematically. Findings The resultant four themes and eight categories related to aspects including pedagogical strategies, home-school communication, classroom management, and teachers’ technological literacy. Within these, approaches to blending online and offline coursework, valuing sociocultural concerns in classroom interaction, and developing adaptive mindsets were among areas identified as relevant to teachers’ professional learning beyond the emergency remote teaching situation. Conclusions The findings highlight the multiple ways in which professional learning took place through reflective teaching in the remote teaching environment. They draw attention to the importance of situating some professional learning in everyday practice. Understandings gained during remote teaching have broader implications for educators’ professional learning and growth in pre-tertiary education.