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Kyoung Jin Kim; Katie Koo; Jiyoon Yoon; Jungnam Kim – Journal of Educators Online, 2025
This study portrays the lived experiences of four faculty members striving to thrive in U.S. higher education during the COVID-19 pandemic while shifting from in-person to online teaching. Using a collaborative self-study as a methodological approach and the community of inquiry model as a theoretical framework, we explored unique experiences and…
Descriptors: In Person Learning, Electronic Learning, Educational Change, COVID-19
Mohd Nazim; Ali Abbas Falah Alzubi – SAGE Open, 2025
This study, inspired by Vision 2030 and Saudi education reforms, offers a comprehensive framework for teachers and educators. It identifies English as a Foreign Language (EFL) teachers' perspectives on online and in-person professional development practices (PDPs). Through the descriptive survey research design, data was collected from (N = 85)…
Descriptors: Language Teachers, English (Second Language), Second Language Instruction, Teacher Attitudes
Andrea R. Lara – ProQuest LLC, 2024
The difficulties college-level math instructors encountered switching from a traditional to an online classroom during the COVID-19 pandemic were the main topic of this study. The study's main goal was to learn more about the various strategies and tools the teachers employed to overcome the obstacles. Using a qualitative methodology, the…
Descriptors: In Person Learning, Online Courses, COVID-19, Pandemics
Carlos Ledezma; Adriana Breda; Vicenç Font – International Journal of Science and Mathematics Education, 2024
Research in mathematics education highlights the importance of including modelling for the teaching of this subject. In 2020, this trend coexisted with a grave contingency situation caused by the COVID-19 pandemic but which, despite its negative aspects, provided a realistic and authentic context for modelling. Given this situation, it is relevant…
Descriptors: Preservice Teachers, Reflection, Mathematical Models, In Person Learning
Willans, Ninfa; Galvan-Fernandez, Cristina – Journal of Technology and Science Education, 2022
The academic performance of our students is being presented as a permanent challenge for the academy due to its complex directly associated with the results of learning. So then, it originates the question: do academics' methodological innovation efforts impact academic performance? To answer this question, we present the results taken from these…
Descriptors: Educational Change, Electronic Learning, In Person Learning, Engineering Education
Johan Syahbrudin; Erna Andriyanti; Widyastuti Purbani – Journal of Learning for Development, 2024
Changes in learning format between face-to-face, online, and blended learning impact learning convenience. Based on changes in learning formats, this research aims to reveal and explore information regarding the learning formats that postgraduate students feel is most convenient based on their experiences and conditions. This research used a…
Descriptors: Educational Change, Student Attitudes, Academic Achievement, Barriers
Arneson, Jessie B.; Woodbury, Jacob; Offerdahl, Erika G. – Journal of Microbiology & Biology Education, 2022
In this Perspective, we contribute to the "Journal of Microbiology & Biology Education" special issue "Opportunities and Challenges of Online Instruction--Blurring the Lines Between Online and On-Site Teaching and Learning" by introducing a framework to guide instructors in transitioning from on-site to online instruction.…
Descriptors: In Person Learning, Electronic Learning, Fidelity, Evidence Based Practice
Assessing Interactions between Students and Learning Assistants in In-Person vs. Online Environments
David Elliott Caldwell; Robert Talbot; Alicia Purtell; Michael E. Moore – Journal of College Science Teaching, 2024
Understanding the effectiveness of peer mentor training in online learning environments prepares students for their roles as online peer mentors. In the Learning Assistant peer mentor program, Learning Assistants (LAs) play a crucial role in supporting student learning and engagement in STEM courses. Due to the shift to online learning during the…
Descriptors: Interaction, In Person Learning, Electronic Learning, Peer Relationship
Brazer, S. David; Bauer, Scott C.; Lavigne, Alyson L. – Journal of Educational Administration, 2023
Purpose: The purpose of this paper is to present a conceptual framework that explains structural responses to external organizational shocks. The authors illustrate framework dynamics with one district's secondary schools' responses to the COVID-19 pandemic. Design/methodology/approach: The conceptual framework imagines structure as emergent,…
Descriptors: School Organization, School Districts, Educational Change, COVID-19
Carol Ann Paul – ProQuest LLC, 2023
From the spring of 2020 to the spring of 2022, the COVID-19 pandemic forced teachers in a Midwestern U.S. state to engage in emergency remote teaching (ERT). The new challenges included increased workloads, shifts in instructional methods, altered teacher identities, and changing student-teacher dynamics. As schools reopened, these ERT-related…
Descriptors: Elementary School Teachers, COVID-19, Pandemics, Electronic Learning
Christiane Petrin Lambert; Heather Maietta – Impacting Education: Journal on Transforming Professional Practice, 2024
The COVID-19 pandemic ushered in changes to higher education, including how campus spaces are used and defined. Institutional pivots to meet health and safety protections impacted the way we think about public and private spaces in lasting ways. The end of the acute emergency presents an opportunity for colleges and universities to reflect about…
Descriptors: Higher Education, Sense of Community, COVID-19, Pandemics
James A. Bernauer; Richard G. Fuller; Alicia M. Cassels – Current Issues in Education, 2024
This article explores the transformation of courses among online, traditional, and hybrid modalities with a special focus on transforming an online course into a traditional classroom format. While there has been much written about transforming courses from traditional to online, especially as a consequence of the COVID-19 pandemic, there has not…
Descriptors: Learning Modalities, Educational Change, Electronic Learning, In Person Learning
Amy McClure – ProQuest LLC, 2024
Nursing was voted the most trusted profession for the 22nd year in a row (Walker, 2024). To continue to be the most trusted profession, nursing faculty must ensure their students are prepared to enter the nursing profession. Students must be prepared to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN®) licensing…
Descriptors: Exit Examinations, Supervision, Scores, Nursing Education
Carol A. Britson; James E. Clark; Chinenye Anako; Rachel Hopp; Heather Armbruster; Chris Kule; Jeff Huffman; Kathleen Ahles – HAPS Educator, 2025
In this third and final manuscript from the Human Anatomy and Physiology Society (HAPS) 2022 Lab Survey we document the efforts of Human Anatomy and Physiology (A&P) educators in response to the COVID-19 global pandemic. Institutional, instructional, and student demographics, and laboratory activities and learning outcomes were the focus of…
Descriptors: Anatomy, Physiology, Science Instruction, Science Laboratories
Jessica Babcock – ProQuest LLC, 2024
There is a significant body of literature showing improved student outcomes in higher education STEM courses when evidence-based instructional practices (EBIPs) are used. Despite this, traditional, lecture-style instruction remains the primary means of instruction in these courses. However, given the situation of the sudden shift to online…
Descriptors: Evidence Based Practice, Teaching Methods, Electronic Learning, STEM Education