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Philip Egbule, Lecturing/Researching, Department of Social Science Education, University of Delta, Agbor, Nigeria, Delta, Nigeria

Lessons Learnt from the Pandemic: Presenting Evidence-Based Recommendations from Computing Education View Digital Media

Paper Presentation in a Themed Session
Mark Zarb  

On an international scale, staff and students have experienced unprecedented shifts in their learning environments, catalyzed by the rapid reaction of educational institutions to the coronavirus (COVID-19) pandemic which began in 2020. In response, each institution set short-term initiatives in motion, and temporarily adapted new policies to support this rapid change. This paper reflects on the results of two international studies: i) to identify practices within computing education that were improved through exposure to online tools and technologies; and ii) to understand the impact that the global pandemic has had on the learning environments and educational experiences of computing students. Both studies are bridged, with the aim of demonstrating how these results can help educators improve their practices moving forward.

Trials and Triumphs of an Online Facilitated Internship: A Survival Guide for Graduate Internship Students View Digital Media

Paper Presentation in a Themed Session
Shantia Kerr Sims  

The internship is used to provide practical, experiential learning opportunities for students. The purpose of this study was to identify graduate student perceptions of the online facilitated internship. It also provides insight into the benefits and limitations of the online facilitated internship as students navigated the novel Coronavirus 2019 (COVID-19) pandemic. Results of this case study indicate that students appreciated a strong teacher presence in the online classroom, regularly scheduled meetings with the onsite mentor, peer connections via the online discussion board were valuable for negotiating meaning, and interns became leaders in their internship settings as they helped navigate learning in a pandemic. Strategies and tips are provided for effective teaching and learning during an online facilitated internship.

Critical Reflexibility in University Teaching: Case Applied through Virtual Peer-to-peer Tutorials View Digital Media

Paper Presentation in a Themed Session
Marisol Alvarez Cisternas,  Karen Jiménez Mena,  Matías González  

The study describes and deepens the improvement and innovation of university teaching based on processes of critical reflexivity through weekly virtual peer-to-peer tutorials with the use of Zoom Video Communications, taking as a reference teachers from the University of the Americas. It delves into the description and impact of these tutorials in teaching practice and how they are assumed from an opportunity for the professional development of teachers. From the methodological point of view, the research is qualitative descriptive, based on an intrinsic case study. The results allow establishing the qualities and attributes of the critical reflexivity processes that occur between peers through virtual tutorials, which has initially allowed progress towards the formation of learning communities, where jointly, inclusively, collaboratively, formative. and constructive, the teaching practices and processes that they declare in response to their needs are analyzed through processes of constructive critical reflection addressing methodological, evaluative, gender and intercultural strategies, as well as the use of technology in the classroom, and emerging issues that teachers themselves declare and that it was necessary to attend, jointly seeking alternatives to improve their classes, which has allowed them greater empowerment in their teaching role. It is concluded that the empowerment of teachers of the problems that arise in their own educational practices, their recognition, openness and possibility of dialogue about it, facilitated that they assumed an active role in the planning and development of their classes, incorporating pedagogical innovations with the use of technology, concurring a collaborative work between peers.

A Comparison Study of Therapeutic Alliance in Teletherapy as Compared to Face-to-face Counseling View Digital Media

Paper Presentation in a Themed Session
Christine B. Kleinpeter,  John R. Kleinpeter,  Jo Brocato, LCSW,CAP  

When colleges closed in spring 2020 due to COVID-19, students’ face-to-face counseling moved to teletherapy. There is limited research on students’ alliance with their therapists during teletherapy, especially with considerations of diversity and inclusion. This study explored the experiences of 21 community college students who participated in teletherapy during academic year 2020-2021. Theraputic alliance levels were measured using the Working Alliance Inventory-Short Form (WAI-SR). SPSS was used to analyze quantitative data and grounded theory was used to analyze qualitative responses. The response rate was 25.9%. Results indicated high levels of therapeutic alliance with teletherapy (mean=54.4, out of a possible 60). Participants were mostly women 81%, between 18-21 years (57%), and Asian American (62%). Theraputic alliance levels with teletherapy were similar to a previous study regarding students’ therapeutic alliance with traditional therapy (mean=77.2 out of a possible 84). Students’ therapeutic alliance with their therapists was rated high (90.6% of the possible score in teletherapy and 91.7% in traditional therapy). However, in comparison, teletherapy participants were more likely to be younger and Asian than in-person counseling participants (mean age=26.2 for traditional, 18-21 for teletherapy) and Asian (27.0 for traditional, and 62.0% for teletherapy). Qualitative responses focused on appreciation for the therapy sessions or the therapist. The results were mixed regarding the use of technology. It appears that some students may experience higher levels of therapeutic alliance with teletherapy than others. Future research is needed in this area. Limitations include a small sample size and lack of generalizability.

Arab High School Teachers’ Quality of Work Life in Israel View Digital Media

Paper Presentation in a Themed Session
Afnan Haj Ali,  Ismael Abu-Saad  

Quality of Work Life (QWL) is defined as the degree to which the job includes factors related to employment that promote beneficial results for both the employee's mental and physical well-being and the organization - positive attitudes toward the workplace - such as organizational commitment, motivation, and job. A high QWL improves the growth of the employees and the organization's growth and leads to an improvement in productivity and organizational results. The purpose of this study is to identify and measure the dimensions of Arab high school teachers' QWL in Israel. And to examine differences in teachers' perceived quality of work life by demographic variables. Arab high school teachers' QWL was measured using the QWL scale developed and modified for the current study for use in educational settings by Swamy, Nanjundeswaraswamy and Rashmi (2015). A total of 1245 teachers from 60 Arab high schools in Israel responded to the QWL survey. The data collected were subjected to statistical analysis, exploratory factor analysis (EFA)/ confirmatory factor analysis (CFA)/ ANOVA, and Testing Measurement Invariance using SPSS24 and AMOS software. CFA shows Six different dimensions of QWL: Autonomy and working relations; Ancillary benefits; Job security and utilization of skills; Open communication and balance of resources; Fair wages; Training and skills development. Furthermore, Arab high school teachers reported a moderate level of QWL. The highest factor is autonomy and work relations, while the lowest factor is ancillary benefits and fair wages. Also, perceived QWL differs due to demographic variables.

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