Under this "new normal" world scenario, online teaching has been essential rather than a choice in continuing learning activities. During the COVID-19 period, virtual teaching platforms played an important role in the success of online teaching in various higher educational institutions. Thus, the current study attempted to predict…

The purpose of this phenomenological study was to gain an understanding of the lived experiences of special educators in the pivot from in-person to virtual learning during COVID-19. A national sample of 46 participants participated in the study. Individual recorded interviews were conducted with each participant by the primary researcher. Two…

This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70…

Purpose: The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the COVID-19 pandemic. Design/methodology/approach: A case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative…

This paper analyzed the relationship between emergent teaching strategies and the challenges professors at Universidad Icesi (Cali, Colombia) faced when transitioning to Emergency Remote Teaching (ERT) during the COVID-19 pandemic. A survey with open-ended questions was used to conduct a content analysis, followed by a correspondence analysis. The…

The purpose of this article is to examine ways in which the COVID-19 pandemic impacted the adoption and perception of virtual programs in Indiana public school districts. This mixed-methods sequential explanatory study focuses on beliefs held by Indiana public school superintendents and virtual program administrators regarding the growth of…

To support novice teachers, we need to listen to and honor their experiences in the classroom. This is true during the best of times and especially true amid the tumultuous teaching and learning experiences brought on by the COVID-19 pandemic. In this paper, we discuss emergent themes from interviews with student teachers and early career teachers…

This study aims to compare the views of science teachers on face-to-face and online STEM-based activities. The study was carried out with phenomenology; one of the qualitative research methods. Five science teachers (three female, two male) participated in the study. Data were collected with a structured interview form. Since they were in the…

The study examined the relationship between student satisfaction with online learning and the intelligence types postulated by Howard Gardner in the multiple intelligences theory. Student satisfaction, being a multifaceted construct, is contingent on an array of factors in an educational setting. Additionally, the introduction of an online…

This study investigates common features of a set of diverse schools' responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support…

In Spring 2020, engineering faculty transitioned to emergency remote instruction due to COVID-19. This mixed-methods study was done to understand the correlation between self-regulated learning and how students experienced the emergency transition to remote learning. The participants were from an upper-level engineering course, with 33 students…

The COVID-19 pandemic has accelerated the digital shift in higher education and forced university faculty to transform their courses into a blended or online modality to comply with current public health measures. Many instructors have implemented blended online courses, which combine synchronous and asynchronous online teaching and learning…

The past two decades have shown a rising global trend to offer online K-12 STEM learning, necessitating teachers to have the knowledge and skills to navigate online teaching contexts. However, related professional development and online STEM best teaching practices remain to be fully articulated. This issue was exacerbated following the COVID-19…

Course-Based Undergraduate Research Experiences (CUREs) have been shown to provide students with a variety of learning benefits including better conceptual understanding, improved critical thinking and data literacy skills, and increased interest in pursuing scientific careers. Additionally, CUREs provide students with opportunities to participate…

The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online…