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This study examines, using a cross-sectional approach, the digital competence of academic teachers at a time when teaching shifted to digital distance learning at the start of the COVID-19 pandemic. Teachers from different academic fields at a large multidisciplinary Finnish university (N=265) responded to a questionnaire about the purposes for which they use digital tools in teaching, how they evaluated their competence at distance teaching during the lockdown of March-May 2020 and their beliefs about distance teaching. The respondents used digital tools in teaching mostly for delivering information. According to their evaluations, their competence in distance teaching increased during the early stages of COVID-19 pandemic in 2020, but their beliefs about distance teaching did not relate to the feelings of competence. Respondents with no experience in distance teaching before the lockdown evaluated their competence as having increased more than did respondents with previous experience ....
Frontiers | Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic frontiersin.org - get the latest breaking news, showbiz & celebrity photos, sport news & rumours, viral videos and top stories from frontiersin.org Daily Mail and Mail on Sunday newspapers.
Although online teaching has been encouraged for many years, the COVID-19 pandemic has promoted it on a large scale. During the COVID-19 pandemic, students at all levels (college, secondary school and elementary school) were unable to attend school. To maintain student learning, most schools have adopted online teaching. Therefore, the purpose of this study was to explore the design of online teaching activities and online teaching processes adopted by teachers at all levels during the pandemic. Online questionnaires were administered to teachers in Taiwan who had conducted online teaching (including during the formal suspension of classes or simulation exercises) due to the pandemic. According to a quantitative analysis and lag sequential analysis, the instructional behaviors most frequently performed by teachers were roll calls, lectures with a presentation screen, in-class task (assignment) allocation and whole-class synchronous video-/audio-based discussion. Thus, there were six co ....