EdMedia + Innovate Learning
Jun 23, 2020
Table of Contents
Number of papers: 189
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Working with Principal Interns during the 2020 Pandemic of COVID 19: Moving From Frustrations to Resolutions
Jillian Ardley & Angela Goodloe, Norfolk State University, United States
Future school leaders in Administration and Supervision programs have found themselves in unprecedented circumstances. Graduate students preparing for principal internships must navigate the... More
pp. 1-11
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Supporting Faculty During a Sudden Shift to Remote Education
Michelle Bartlett, Carrol Warren & Diane Chapman, North Carolina State University, United States
Faculty around the world who prepped for a face-to-face course in the Spring 2020 semester found themselves, mid-semester, with a short time frame to do a sudden shift to remote learning. For many,... More
pp. 12-16
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Essential Strategies for Developing Mobile-Based Micro-Learning
Sharon Bratt, Macewan University, Canada
The current pandemic has compelled higher education institutions to undergo a rapid and unprecedented shift to online learning. This exigent pedagogical transformation requires simple, prescriptive... More
pp. 17-25
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Goldilocks in the Pandemic: What’s “just right” with technology for K-12 teachers in Emergency Remote Teaching?
Shawn Daley & Ying Hu, Michigan State University, United States; Karin Harrington, Lenox Elementary School, United States; Olivia Green, Gresham High School, United States; Kristie Stevens, Camas High School, United States; Stacey Wilkins, Scappoose Middle School, United States
K-12 educators have deployed an extensive range of technology tools during the emergency remote teaching (ERT) that has been mandated by the COVID-19 pandemic. But how well did they perceive the... More
pp. 26-30
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Enhancing Students Virtual Engagement Using Asynchronous Workshop: COVID-19 Case Study
Lilach Gal & Rotem Israel-Fishelson, Holon Institute of Technology, Israel
COVID-19 posed many challenges to learning continuity in the higher education system. To address these challenges, an asynchronous computer-mediated workshop was developed as a part of a User... More
pp. 31-36
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5 Stepping Stones to Connect the Parent to the Classroom During Non-Traditional Instruction
Molly Greer & Chelsea Pierce, University of Central Florida, United States
In the age of the novel Coronavirus, education transitioned from in-classroom instruction to teaching fully in virtual settings. This paper describes the challenges parents experience connecting to... More
pp. 37-41
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Rapid development of online course content during the COVID-19 pandemic: Identifying positive pedagogy
Karla Hamlen, Cleveland State University, United States
The purpose of this development piece is to report a work in progress exploring the move from face-to-face to remote (online) learning in higher education during the 2020 COVID-19 Pandemic. The... More
pp. 42-48
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A Rose by Any Other Name...Comparative Analysis of Response Strategies of Three Disparate University Systems in Dealing with COVID-19
Thomas Hotz, Northcentral University School of Business, United States
The advent of COVID-19 has overturned the traditional academic world as we know it. Schools across the globe have been forced to adapt to stay-at-home and other isolationist orders in various ways,... More
pp. 49-55
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PK-12 Educators’ Requests for Teaching during a Pandemic
Lorraine Jacques & Richard Shrubb, Louisiana Tech University, United States
In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing... More
pp. 56-60
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Transmuting Face-to-Face Private Lessons to Successful Virtual Lessons During the COVID-19 Pandemic
Dan Keast & Paul Sanchez, The University of Texas Permian Basin, United States
The COVID-19 pandemic illustrated the harsh need for the arts to update its training from the generations old method of side-by-side mentoring by a master craftsman. For too long the technology was... More
pp. 61-64
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World, interrupted: Online learning in the time of a pandemic
Geoffrey Lautenbach & Nardia Randell, University of Johannesburg, South Africa
This position paper considers the views and opinions of a cohort of educators at a variety of levels –primary and secondary schools, Higher Education Institutions, as well as corporate training -... More
pp. 65-72
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Fast Track to Teaching Online: Bringing Faculty Up to Speed Amid COVID-19
Sharonda Lipscomb, University of Arkansas at Little Rock/University of North Texas, United States; Daryl Tate, University of Arkansas at Little Rock, United States
Given the recent shift to online due to the Coronavirus 19 Pandemic, higher education institutions have scurried to prepare faculty for the possibility of teaching fully online once again in... More
pp. 73-76
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Schools Went Online Over One Weekend – Opportunities and Challenges for Online Education Related to the COVID-19 Crisis
Tiina Mäkelä, Saana Mehtälä, Kati Clements & Jenna Seppä, University of Jyväskylä, Finland
This study aims to further the understanding of the opportunities and challenges for online education from the perspective of the coronavirus disease (COVID-19) outbreak. The situation was unique... More
pp. 77-85
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Educator Strategy for Managing Dialogue in Rich Online Interactions
Anjli Narwani, Leslie Herrenkohl & Nicole Brass, University of Michigan, United States
Graduate courses engage students in small and whole group discussions as part of in-class activities. The transition to an online format for graduate courses has produced a surge of creativity in... More
pp. 86-91
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Moving Online: Creating Effective Tasks for Analysis of Teaching Evidence
Jonathan Schwartz, University of Hawaii West Oahu, United States; Zsuzsanna Szabo, Marist College, United States; Joy Mahiko, University of Hawaii West Oahu, United States
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper... More
pp. 92-97
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Improving involvement, engagement and sense of belonging through synchronous instruction during Covid-19
Tami Seifert, Kibbutzim College of Education, Israel
The article investigates methods for the implementation of synchronous teaching during covid-19 with lecturers and pre-service teachers in a teacher education college, and discusses the importance ... More
pp. 98-105
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Student assessment in online learning: Challenges and effective practices during Covid-19
Tami Seifert, Kibbutzim College of Education, Israel
The aim of this presentation is to share best practices in using technology to provide online assessment in higher education institutions during Covid-19 pandemic. It is envisaged that the... More
pp. 106-108
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#Lockdownreading and Virtual Literary Dialogue: Learning how Types of Online Book Club Platforms Functioned During the COVID-19 Pandemic
Peggy Semingson, The University of Texas at Arlington, United States; William Kerns, The University of Arkansas at Little Rock, United States
Online book clubs function across multiple digital platforms and can be of use both in and out of formal classroom settings. This paper and presentation analyze the ways that book clubs in informal... More
pp. 109-114
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Categorizing and Leveraging Hashtag-Based Efforts to #Keeplearning and #Keepteaching With Remote Learning due to COVID-19
Peggy Semingson, The University of Texas at Arlington, United States; William Kerns, The University of Arkansas at Little Rock, United States
Upon the arrival of the largely global COVID-19 shutdown around early to mid-March, 2020, many institutions of higher education had to quickly pivot to entirely online instruction with no hope of... More
pp. 115-119
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Breaking the COVID-19 Ice: Integrating Socioscientific Issues into Problem-Based Learning Lessons in Middle School
Debra Tyrrell & Manetta Calinger, Wheeling University, United States
Abstract: COVID-19 represents a socioscientific issue with many different facets and societal impacts for middle school in the 2020-2021 academic year. Socioscientific issues are socially... More
pp. 120-125
