Student Teachers’ Experiences-as-lived in a Flipped Pedagogy: An Interpretive Phenomenological Study View Digital Media
Paper Presentation in a Themed Session Micheal M Van Wyk
Phenomenology is increasingly recognized as philosophical and methodological construct in reporting student experiences of learning. In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This research explores student teachers’ experiences-as-lived in an online teaching course at an ODeL university. An interpretive phenomenological lens was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n=12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.
Paper Presentation in a Themed Session Keirah Comstock
Significant challenges have arisen in the quality of developing teacher’s instruction since the beginning of the 2019 pandemic. Teachers need to find a balance between their work and personal lives. Virtual professional development can be an effective and necessary way for teachers to manage their busy lives while developing quality teaching strategies. Research finds professional development that is ongoing instead of being one-time event results in superior outcomes. This study provided virtual professional development with ongoing sessions for K-12 teachers in a public school district in New York, USA. The study explored the effectiveness of teachers’ virtual professional development in their teaching during this pandemic period. The findings suggest that teachers benefit from virtual professional development in building a community and productive outcomes. The teachers were able to share their thoughts, ideas, and issues, and they were able to develop their teaching ideas and skills. This study was grounded in technological, pedagogical, content and knowledge (TPACK), and community of practice (CoP) theories to support teachers’ technology integration and build a unique community. The data was collected through individual interviews, weekly meetings, observations, and artifacts.
Micro Learning as an English Reinforcement Strategy in Sixth Grade Students in a Private School In Bucaramanga View Digital Media
Paper Presentation in a Themed Session Diego Alvarez
This research, from an academic reinforcement strategy using micro learning through an asynchronous virtual communication platform, impacted the academic performance of sixth grade students in a private school in Bucaramanga, Colombia in the subject of English. The knowledge of the students was established before the intervention and it was demonstrated in this way that the groups (control and experimental) were homogeneously distributed. The micro learning strategy allowed students to receive academic content outside of the classroom using Discord (experimental group) and via email (control group). Thus, the two groups received the same information but through a different medium. Once the intervention was finished, a final knowledge test was carried out. This study showed that students who received the information via Discord performed statistically significantly (better) than students who received the information via email.
This research explores the innovative teaching approach used by Arkki, School of Architecture for Children and Youth in Finland. Arkki's playful learning approach, which supports creativity and problem-solving skills in children in STEAM education, shows similarities with designers in the creative problem-solving process. By defining these similarities, play can become an essential asset in the future planning of design education. The Arkki workshops held in Turkey between September 2021 and January 2023 were used as the main source of data for this case study. Forty children between 6 and 12 years old using play as a tool in a design task were observed and the tasks they have completed were analyzed in terms of creative process. The data was analyzed by identifying patterns and establishing connections with the realm of play. The study's key findings emphasize the value of play and experimentation in developing children's creativity and problem-solving abilities. It is suggested that including play in pedagogy can have a positive impact on children's ability to think creatively and solve design problems. The study serves as a basis for drawing similarities for further investigation of cognitive processes of the designing ability and children’s playing activities.