Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching
- 9h 15m
- Chu N. Ly, Sule Yilmaz Ozden, Valerie Harlow Shinas
- IGI Global
- 2022
The COVID-19 pandemic created a ripple effect that impacted education worldwide, felt from Pre-K through higher education. In response to the pandemic, teachers, parents, and students shifted to teaching and learning online to adjust to the affordances found in digital spaces. However, challenges quickly arose, and it was found that research was sorely needed on adapting learning to these digital spaces, including addressing issues with equitable access to technological tools, meeting the social emotional needs of all learners, and developing appropriate teaching strategies for young children in online spaces. Situating our understanding of emerging research in this area of remote teaching and learning in Pre-K through higher education is critical as we look to build upon evidence-based practices to better support 21st-century educators and learners.
Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching presents emerging case studies on the impacts of the COVID-19 pandemic and reports and responds to early evidence of these impacts and the predicted future impacts for students, families, teachers, policymakers, and higher education. Building on knowledge of how teaching and learning in digital spaces work, the literature presented in this book captures preliminary findings and emerging research examining how educators leverage teaching and learning across platforms and modalities and shares stories on how educators, families, and communities responded to the challenges of teaching and learning online to ensure all students were engaged and fully supported while learning remotely and as they transitioned back to the classroom. Covering topics such as pedagogies, remote teaching, and parental responses, it is ideal for teachers, academicians, preservice teachers, professors, researchers, community education providers, and students.
About the Author
Valerie Harlow Shinas, Ph.D., is an Associate Professor in the Graduate School of Education at Lesley University in Cambridge, MA and Chair of the Language and Literacy Department. A former middle school teacher and reading specialist, she earned a Ph.D. in Literacy Education from the University of Delaware. Her scholarly work is centered on 21st century literacy learning, including the ways that digital tools and texts transform reading, writing, and learning. As a teacher educator, Dr. Shinas also has a deep interest in teacher education and how to support the ongoing development of preservice and inservice teachers’ knowledge and skills using technology.
Chu N. Ly is an Assistant Professor of Education and Child and Family Study in the Education Department. She previously worked as an early childhood teacher in a bilingual school in Shanghai, China and as an administrator in Boston Public Schools. Her research interests are focused on equity and social justice for young children through digital literacy, critical perspectives in children’s and young adult literature, critical pedagogy, bilingual education, and teacher education.
Şule Yılmaz Özden is a faculty at the Department of Computer Education & Instructional Technologies at Sakarya University in Turkey. She earned an EdD in Curriculum, Technology and Higher Education, an M.Ed in Educational Technology from University of Delaware. Her research interest in technology integration in K-12 and higher education settings, TPACK, computational thinking, preservice teachers’ development, and online learning.
In this Book
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Systematic Analysis of Studies on Emergency Remote K-12 Teaching (ERKT)
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COVID-19—A Creative Destruction in the Education Sector of India
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Digital Instructional Leadership—Theoretical Framework and Accelerator Role of the COVID-19 Pandemic
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Technological Pedagogical Content Knowledge Framework as a Lens for Transformative Social and Emotional Learning Online—A Perspective
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Aprendizaje Colectivo en Tiempos de la Pandemia—Employing Testimonio Pedagogies at a Teacher Preparation Program
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Design-Based Research for Virtual Learning—A Holistic Perspective on the Pedagogical and Contextual Factors of Interactive Mobile Technology
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Pandemic Reminders about Inclusivity and Accessibility—For Now and in the Future
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“Suspending Classes without Pauses for Learning”—What Do Chinese Secondary Teachers Think about Remote Teaching Following the Pandemic?
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Reimagining Arts-Integrated Structures and Spaces Through Pandemic Learning
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Digital Disruptors—Creating a Gateway to STEAM for a Broader Audience
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Promoting Student Agency in the Classroom Using the Hybrid Teaching Model during the Pandemic
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Student-Centered On-Line Teaching during COVID-19—Maintaining the Human in Instruction
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A Roadmap Teaching Pure Mathematics Lessons in Higher Education in the Pandemic Process—Teaching Abstract Algebra in the Flipped Cassroom
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Pivots During COVID-19—Teachers, Students, Parents, and Supervisors in the Circle of Literacy Clinics
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Collaborative Self-Study of an Online Literacy Master’s Program Pilot Year—Problem-Solving Practices in a Pandemic
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Communication Between Learners and Instructors in an Online Learning Environment during the COVID-19 Pandemic—Preservice Teachers’ Online Communication Experiences
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Compilation of References
