Teaching During COVID-19: First-Person Stories from Educators

Whether you refer to your teaching modality as remote, virtual, e-learning, synchronous online, asynchronous online, hybrid, or blended, we can all agree that teaching during the pandemic is different from previous college semesters or K-12 school years. Read first-person stories from educators answering the following questions:

1. How did you redesign your teaching and learning environment during the coronavirus pandemic?
2. Share your challenges and celebrations with teaching during the coronavirus pandemic.

Lamar Thomas, Financial Literacy / Middle School (6-8 grades) / Sumter School District

For the most part, I redesigned my teaching and learning environment. At the start of the year we were fully virtual so as a teacher that liked to walk about, I had to get used to sitting in front of my computer screen and teaching. Mainly I changed the way I interacted with students. I went to a more discussion-based learning style to keep students engaged. Using online resources like polleverywhere.com, Thinglink, and interactive simulation games from ngpf.org and Kahoot.com have allowed me to adapt. Google Classroom and Google Meet have been a lifesaver. I prefer using technology for my course. We are currently hybrid and I am still able to have a synchronous class of face-to-face students and virtual-only students. Allowing both sets of students to learn at the same time was big for me.

Early in the process, our instructional teacher told us to keep it simple and use the technology we were comfortable with. I followed that advice and I have been able to stay stress-free for the most part. As teachers, we are used to changes and challenges, but I want to celebrate the fact that we have overcome them all. There is nothing we cannot do as teachers and no challenge is too big for us. I want to celebrate the way that the Sumter School District has supported its teachers and I know that it has allowed me to flourish in my classroom. From the hours of training, we have available to the constant wellness checks we receive. That support has made teaching during a pandemic that much easier.

Aisha Haynes, Computer Applications in Business / Spring 2021 / University of South Carolina

For my course (covering Microsoft Excel), some assignments could not be completed on a Mac (because the course covers Excel for Windows). I made sure that all assignments could be completed on a Mac with a 100%, therefore, I had to change some of the assignments. I was also more lenient with late work. Typically, late work is not accepted unless there are extenuating circumstances. One student told me that one of her good friends had died from COVID the day that an assignment was due. I provided her an extension to complete the work. I also extended many assignments for the entire class because I know that students had a lot going on during the pandemic.

I am finishing up a very challenging semester (an 8-week course) with my students. Many of my students are first-generation college students, work full-time, and have children. Some of my students were coming back to school after being out of school for over 20 years. Many were older than the typical college student (over 50 years old). One of the challenges was the course being 8 weeks in length. Many did not get the hang of the course until about week 4. COVID caused some of my students to work long hours (over 60 hours a week) and have less time to dedicate to the course. Overall, the students in the class did very well! I am very proud of them. They worked hard. They did not give up. They stuck with me and I stuck with them. This semester (Spring 2021), I was more of a mentor, cheerleader, and coach to my students than in previous semesters. It was a challenging yet rewarding semester!

Christie Martin, Mathematics / 6 Grade / Small Private School / Undergraduate & Graduate Courses / University of South Carolina

The pandemic hit mid-spring semester of 2020 and the impact of a swift change to a virtual environment was felt differently by educators. For me, it was felt differently between my classes. At that time, I was teaching a 6^th-grade mathematics class at a small private school where the students did not have a school-provided computer. I was also teaching two undergraduate courses and one master's level course. The four classes each provided their challenges to make a quick adjustment. It is also important to note that having two children, one in third grade, and the other in Pre-K being sent home as well, created new teaching responsibilities at home.

~ Read Christie’s full personal reflection ~

In the next article, you will hear more first-person stories from educators on teaching during the coronavirus pandemic. If you would like to share your story, please use the COVID-19 Teaching Stories form to answer the two questions above.

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Cite this blog: Washington, G. (2021, February 28). Teaching During COVID-19: First-Person Stories from Educators [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

 

Challenges with Remote Teaching During the Pandemic

The COVID-19 crisis changed the destination and direction of teaching and learning across the world. In March 2020, education as we knew it changed as teachers, instructors, and faculty members learned how to teach online in a hurry. There was a pedagogical shift from face-to-face instruction to remote learning. Whether educators wanted to or not, they embraced the digital academic experience.  This blog article discusses challenges with remote teaching during the pandemic.

Trust and Whalen (2020) explored educators’ experiences during the COVID-19 outbreak. The authors surveyed K-12 educators between April 4 and May 10, 2020. A total of 325 K-12 educators completed the survey and 260 reported teaching in public schools, 46 teaching in independent/private schools, and 19 teaching in charter schools. Data analysis involved descriptive statistics for the quantitative survey items and a thematic analysis of one open-ended question. Participants expressed facing different challenges during the shift to emergency remote teaching.

According to the survey results, 61% (n=198) of the participants reported feeling overwhelmed with all the online learning resources and tools available. Participants also reported the following challenges: Lack of quality Internet access for students (n=173, 53%); Lack of knowledge about online/remote teaching strategies (n=168, 52%); and Prioritization of personal needs such as elder care, parents, and homeschooling (n=162, 50%). Given these challenges, participants reported engaging in different learning experiences to prepare for remote teaching.

When asked about preparation for teaching in a remote environment, participants shared how they were unprepared to use online technology or remote teaching strategies.  To prepare for the shift, participants reported that they asked colleagues for help, ideas, and resources (n=222, 68%); conducted internet searches (n=206, 68%); read comments by other educators on social media posts (n=177, 54%); reviewed resources provided by their district (n=167, 51%); reviewed resources provided by outside organizations, such as PBS, ISTE, KQED, and Common Sense Media (n=146, 45%), and attended virtual webinars (n=127, 39%). Challenges led to new experiences for most participants.

Camacho (2020) reflected on challenges with remote teaching as possibilities for new experiences. Remote teaching provided an opportunity for synchronous learning and asynchronous activities. Meaningful active learning happened through preparation and planning as the normal face-to-face environment transformed into teaching with digital resources. In the case of Camacho’s university, educators used the Google G Suite for Education.

In summary, the COVID-19 pandemic changed teaching and learning at many educational institutions. Although the shift from face-to-face (in-person) instruction to remote teaching presented a multitude of challenges, educators engaged in different learning experiences to support their move to remote teaching.  In the next few articles, you will hear first-person stories from educators on teaching during the coronavirus pandemic. If you would like to share your story, please provide your contact information using the COVID-19 Stories Interest Form.

References

Camacho, A. C. (2020). Remote teaching in times of the COVID-19 pandemic: new experiences and challenges. Online Brazilian Journal of Nursing, 19(4), 1–4. doi:10.17665/1676-4285.2020xxxx

Trust, T., & Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology & Teacher Education, 28(2), 189–199.

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Cite this blog: Washington, G. (2021, January 31). Challenges with remote teaching during the pandemic [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Image by PublicDomainPictures from Pixabay

Using VoiceThread to Promote Student Interaction

Are you looking for an alternative for text-based discussions? Using video discussion boards to increase student engagement might be a better choice.VoiceThread is a video- and voice-enable discussion platform where instructors can replace text-only discussions, create interactive lectures, and promote student interaction. Students can develop critical thinking, communication, collaboration, and creativity skills.

In a recent, mixed-mode exploratory study, Mejia (2020) implemented social constructivism and the Community of Inquiry (Col) framework to determine if audio or video recorded online discussions in VoiceThread enhanced student engagement with their peers in an undergraduate hospitality course. The instructor's introductory video detailed the discussion criteria, due dates, and discussion prompts, followed by one to two YouTube videos with background content. For each VoiceThread discussion, students uploaded a required initial post (either by voice, video, or text) and submitted two mandatory follow-up posts. The results from the study offered best practices for instructors interested in using VoiceThread.

Reyes, Clement, Sheridan, Abraham, and Wright (2020) provided exemplars of activities for VoiceThread in graduate nursing education courses. Their framework applies to other instructional levels and in face-to-face, hybrid, or fully online courses. First, as part of a flipped classroom, one instructor used a theory bust design to highlight key course concepts. This instructor also provided discussion question prompts for students to explore the content assigned as readings. Students were required to respond to prompts through VoiceThread. Another instructor teaching a pharmacology class had students use VoiceThread to apply clinical knowledge to a scenario for each of their respective nurse practitioner populations. This instructor provided an introductory slide to the assignment with clear expectations, a rubric, and a review of the pathophysiology. Students participated in group discussions.

In summary, VoiceThread provides for asynchronous discussions using voice, video, or text. By using voice and video discussions, students can have a human connection with the instructors and their peers. VoiceThread integrates with various learning management systems and offers a unique way to present content, facilitate engagement, and promote interactive learning.

In the next few articles, you will hear first-person stories from educators on teaching during the coronavirus pandemic. If you would like to share your story, please send an email to thomasgy@mailbox.sc.edu.

References

Mejia, C. (2020). Using VoiceThread as a discussion platform to enhance student engagement in a hospitality management online course. Journal of Hospitality, Leisure, Sport & Tourism Education (Elsevier Science), 26, N.PAG. doi:10.1016/j.jhlste.2019.100236

Reyes, I., Clement, D., Sheridan, T., Abraham, C., & Wright, P. (2020). Connecting With Students: Using Audio-Enhanced Discussion Boards in a Nursing Curriculum. Nurse Educator, 45(2), 71–72. doi:10.1097/NNE.0000000000000714

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Cite this blog: Washington, G. (2020, December 31). Using VoiceThread to Promote Student Interaction [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Image by Free-Photos from Pixabay

Using Padlet for Engagement and Collaboration

Are you looking for an asynchronous and synchronous technology for student engagement and collaboration? Padlet is an online application that provides a virtual wall and collaborative space accessible from any Internet-enabled device. It is a live virtual bulletin board for text, images, links to other web pages, videos, or documents. Any number of participants can simultaneously view, add, and rearrange content on a Padlet. Easy to use, Padlet does not require an account or log in to post on an existing Padlet. Padlet posts offer students a way to participate during class or contribute to pre-and post-class Padlets.

So, how does it work? The instructor must first sign up for a free Padlet account, which is upgradable to a paid service for more choices of backgrounds and formats, user management, and extra privacy. Then, the instructor creates a Padlet to support each planned learning activity.  There are different layout choices, such as Wall, which packs content in a brick-like layout, and Shelf, which stacks content in a series of columns. After choosing a layout, the instructor creates any headings, instructions, or categories for student responses. The link to the Padlet is made available to students by email, a learning management system, or QR code. Students post their contributions and view those of others using a cell phone, tablet, or computer. Padlet posts are anonymous, but instructors can ask students to add their names and count their contributions toward a participation grade.

There are many ways to use Padlet for student engagement and collaboration. Fisher (2017) discussed ways to use Padlet for pre-class preparation, in-class activities, post-class consolidation, and group project work in an introductory human resource management course. In preparing a case, students posted responses to questions before class to assure that they read the case before class. For assigned article readings, students posted key points or explained how the article related to their experience or current job. In this matter, students created CliffsNotes for each assigned reading. As an in-class activity, students used Padlet for “exit-ticket” at the end of a class or after an experiential exercise to review, summarize, and apply key points. For example, students conducted a performance appraisal interview during a role-play exercise. Afterward, students posted three statements about each of several selection devices listed by the instructor on a Padlet. Lastly, student groups prepared and presented a Padlet on a class-related topic, such as to teach supervisors how to conduct on-the-job training for their staff effectively.

In another article, Caron (2020) described two tools that promote competency-based education: Hypothesis and Padlet. In one Padlet assignment, students communicated audience-appropriate health content in both writings and through oral presentation. Students worked in groups, and each group identified a population health issue about which to inform the public. Using the free version of Padlet, students collaborated and collected peer-reviewed research on their identified population health issue. After completing the assignments, the groups presented their Padlet via a Zoom class meeting.

In summary, students can engage with content and virtually collaborate by using Padlet. It is an easy to use technology for both asynchronous and synchronous learning environments. How can you use Padlet to enhance student assignments?

References

Caron, R. M. (2020). Instruction model using collaborative tools that promote competence attainment in a health professions graduate program. The Journal of Health Administration Education, 37(1), 105-120.

Fisher, C. D. (2017). Padlet: An online tool for learner engagement and collaboration. Academy of Management Learning & Education, 16(1), 163-165. doi:10.5465/amle.2017.0055

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Cite this blog: Washington, G. (2020, November 30). Using Padlet for engagement and collaboration [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Flipgrid Text Comments

Earlier this month, Flipgrid released a text comments feature for replying to video responses with text. Text comments include Immersive Reader to ensure that Flipgrid discussions remain inclusive. Students can now respond to other students using video and text comments, video comments only, or text comments only. This article is a repost from the November 2019 article, “Using Flipgrid for Student Engagement and Assessment.”

Educators seek apps for the intended purpose of enhancing student engagement and varying assessment. The most effective apps improve learning experiences by seamlessly connecting students, content, and the instructor. A careful examination of Flipgrid (www.flipgrid.com) revealed a user-friendly app that permits instructors to engage students in their own learning by giving students a voice. Flipgrid creates an opportunity for students to participate in video discussions and provides instructors with an alternative assessment tool. The purpose of this article is to discuss Flipgrid and provide some uses of the app.

What is Flipgrid?

Flipgrid is an asynchronous video discussion platform designed to foster social learning both inside and outside the classroom (Green & Green, 2018). Developed at the University of Minnesota and launched in 2015, Flipgrid is now a part of the Microsoft. Flipgrid is designed for the educator community and allows for the creation of short videos around topics for sharing with others. Flipgrid is a 100% free cross-platform web-based and mobile app for educators and students.

So, how does it work? Instructors create a grid to present the topics (discussions) for a class or course. Topics serve as the stimulus for students’ video responses and include written text, video or images. Each topic is a discussion prompt. Students respond to the topic (discussion prompt) via an audio and video recording and reply to other students’ videos. Also, there are options for uploading an existing video and for adding stickers and drawings to videos. There are additional features ranging from privacy settings for a grid to automatic transcription of audio (Green & Green, 2018).

Flipgrid in Action

One use of Flipgrid is for authentic assessment of student performances in music classes. Performance assessment is one of the best ways to determine students’ understanding of music concepts. Through video responses, Flipgrid captures what students do in music. Topics for the grid are for either individual or small group performances. Video responses are 5 minutes in length. Optionally, students record, trim, and rerecord video before final submission. Flipgrid makes it possible for students to record video responses at home or in school. Recorded videos are seen by others in the class unless the instructor or student hides them (Dunbar, 2019).

Another use of Flipgrid is for students to become better acquainted with fellow classmates. In an online class, students create and share introductory videos and collaborate with each other to grow the online learning community. After posting a video response to the self-introductory topic, students view and respond to at least two other students with thoughtful and thorough responses. As a graded assignment, the video introduction replaces the typical text-based self-introduction discussions (Casarez, Agan, Self, Anderson, Atwood, & Heron, 2019).

Conclusion

Flipgrid is ideal for online classrooms or face-to-face classes that integrate technology. Flipgrid, a video discussion platform, provides greater opportunity for expression with the addition of audio and video capabilities. Flipgrid connects students, content, and the instructor visually and audibly. Student engagement, experiences and outcomes are enhanced in any classroom environment, particularly in online settings.  Flipgrid has the capacity or bringing greater opportunities for collaboration. Try it out and post a comment to let me know what you think about Flipgrid.

References

Casarez, L., Agan, T., Self, R., Anderson, D., Atwood, A., & Heron, A. (2019). Flipgrid to enhance communication in distance education. Delta Kappa Gamma Bulletin, 85(4), 35–37.

Dunbar, L. (2019). When responses cannot be written down: Video submission possibilities in the music classroom. General Music Today, 32(3), 29–30. https://doi.org/10.1177/1048371319832880

Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussions. TechTrends: Linking Research & Practice to Improve Learning, 62(1), 128–130. https://doi.org/10.1007/s11528-017-0241-x

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Cite this blog: Washington, G. (2020, October 31). Flipgrid Text Comments [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Image source: http://blog.flipgrid.com/downloads

Using Audacity for Audio Feedback

Do you provide feedback to your students? Feedback given by instructors leads to increased student engagement and higher quality learning (Sarcona, Dirhan, & Davidson, 2020). There are different ways to provide feedback to students. Typically, instructors use hand-written, or typed text to provide evaluative remarks and suggestions for improvement. One alternative is audio feedback. The purpose of this article is to discussion audio feedback and highlight Audacity as a technology for making audio recordings.

Sarcona, Dirhan, and Davidson (2020) explored the use of audio and written feedback. The qualitative study comprised 116 undergraduate university students. Instructors alternated between written and audio feedback for two major projects: writing a personal statement assignment and conducting nutrition counseling sessions. These were scaffolding assignments with formative feedback on each task and a summative assessment for the final assignment. Students implemented the instructors’ audio feedback from the summative assessment as part of the final assignment. Most students appreciated the personal nature of hearing the instructors’ voice in the audio feedback.   

In a three-year longitudinal study, students indicated a preference for audio feedback over written feedback. The study comprised students enrolled in nine postgraduate Computer Education units of study and took place over a three-year period across five teaching sessions. Instructors provided audio feedback as mp3 files for all assessment tasks across all nine units. Students had the option to download or listen to the mp3 files uploaded in the learning management system. As with similar studies, the results showed that most students found audio feedback to be both clear and easy to follow and more personal than written feedback (Parkes & Fletcher (2017).

Audio feedback can be given using such software as Audacity. Audacity is a free, open source, cross-platform audio software for audio recording and editing that is available for Windows, macOS, and Linux. The software has advanced features, but using the basic features will work well for recording audio feedback. Once you get into Audacity, you simply click the record button to start recording. Export the finished recording in MP3 format to upload in a learning management system as feedback to a student’s assessment (Audacity, 2020).

In conclusion, using audio feedback for comments to students on assessments is an alternative to the traditional written or text-based responses to student performance. The ability to provide audio feedback through an online platform is an innovative technology. As with any other technology, using audacity is an available option. Think about how you can incorporate audio feedback in your courses.

References

Audacity. (2020). About. Retrieved from https://www.audacityteam.org/about/

Parkes, M., & Fletcher, P. (2017). A longitudinal, quantitative study of student attitudes towards audio feedback for assessment. Assessment & Evaluation in Higher Education, 42(7), 1046–1053. doi:10.1080/02602938.2016.1224810

Sarcona, A., Dirhan, D., & Davidson, P. (2020). An overview of audio and written feedback from students’ and instructors’ perspective. Educational Media International, 57(1), 47–60. doi:10.1080/09523987.2020.1744853

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Cite this blog: Washington, G. (2020, September 30). Using Audacity for Audio Feedback [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/

Image source: https://www.audacityteam.org/

Blackboard Learn: Professional Development

According to Wichadee (2015), “Instructors act as drivers in the effective integration of technology, both for teaching and learning in educational settings” (p. 54). As an important aid in promoting this integration, adequately preparing faculty to use technology, especially Blackboard Learn, is a crucial factor for faulty adoption of this learning management system (LMS). This article discusses the last of five themes, “professional development,” that emerged from the analysis of data collected from participants in the recent research study, “Learning Management Systems in Traditional Face-to-Face Courses: A Narrative Inquiry Study”.

Participants in this study were instructors who used Blackboard Learn in face-to-face courses as a platform for teaching and learning at the research university where they worked. When asked about what methods they used to master the different tools and features of Blackboard Learn, all the participants cited some form of professional development. In this study, Professional Development referred to the different ways that participants learned about how to use the Blackboard Learn LMS. Based on the findings, knowledge of Blackboard Learn came in multiple forms: pedagogical and technological training, help desk support, websites, and colleagues. However, all participants in the study attended several of the training sessions at the university’s Center supporting teaching and learning, where they found classes designed to inform instructors about practices specific to pedagogy. The present study found that all participants used information learned from professional development training that targeted course design, development, and delivery. Participants agreed unanimously that by using the training they received at the Center, they became much better able to implement Blackboard Learn into their teaching and learning processes. Participants also applied learning gained from attendance at training sessions that specifically targeted techniques on how to use features and tools in Blackboard Learn. However, the participants emphasized the difference between this type of training, which only focused on how to use the features and tools, and those other training sessions that addressed the application of Blackboard Learn to their courses.

In addition, participants also sought help from the Blackboard support team on campus, the official Blackboard help website, colleagues, and through Google searches. The Blackboard support team on campus offered telephone as well as service ticket support. Participants received assistance on features and tools specific to their courses, including such matters as the grade center, rubrics for grading, setting up groups, and test creation for assessments. Some participants also expressed the important role of their more experienced colleagues in providing support on how to use features and tools in Blackboard Learn. Other participants expanded their knowledge of Blackboard Learn by using the official Blackboard Inc. website, in conjunction with various other websites that offered technological instruction. From time to time, participants used Google to search for additional help. It should be noted that the participants seeking human support and additional websites for support were also the instructors who used all or most features in Blackboard Learn.

In summary, professional development plays a key role in the adoption and use of technology, specifically the Blackboard Learn LMS, by faculty in higher education. Instructors in the study discussed in this article participated in pedagogical and technological professional development and training offered at the University. As a result, the instructors became much better able to integrate effectively the features and tools of Blackboard Learn into their teaching practices. The findings concur with other research regarding professional development. Wang, Chen, and Anderson (2014) suggested training for instructors to implement the use of LMSs into teaching practices in face-to-face courses. Wichadee (2015) found that instructors were able to transfer knowledge learned about technology to enhance teaching and learning in both online and traditional classroom settings. In addition, Alshalan (2019) suggests that instructors may need pedagogical training to effectively use a learning management system. Lastly, Nkonki and Ntlabathi (2016) found that many experienced instructors still need training and support to reach advanced levels in the use of learning management systems for teaching and learning.

References:

Alshalan, T. (2019). The adoption of learning management systems (LMS) among faculty members at Kansas State University and King Saud University (2382994172) (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (2382994172).

Nkonki, V & Ntlabathi, S. (2016). The forms and functions of teaching and learning innovations on Blackboard: Substantial or superficial? The Electronic Journal of e-Learning, 14(4), 257-265. Retrieved from www.ejel.org

Wang, Z., Chen, L., & Anderson, T. (2014). A framework for interaction and cognitive engagement in connectivist learning contexts. International Review of Research in Open and Distance Learning, 15(2), 98-118. Retrieved from www.irrodl.org

Washington, G. Y. (2017). Learning management systems in traditional face-to-face courses: A narrative inquiry study (10639584) (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (10639584)

Wichadee, S. (2015). Factors related to faculty members' attitude and adoption of a learning management system. TOJET: The Turkish Online Journal of Educational Technology, 14(4), 53-61. Retrieved from http://www.tojet.net/

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Cite this blog: Washington, G. (2020, August 31). Professional Development [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/