Does the Choice of Teaching Approach and ICT affect Teaching Quality During the Global COVID-19 Pandemic? A Case Study from Suranaree University of Technology
Article Sidebar
Main Article Content
Abstract
The global pandemic has disrupted conventional higher education that relies on in-person instruction. Online instruction has largely replaced in-person instruction in regions where COVID-19 restrictions are firm. This study investigates teaching pattern effectiveness and ICT use support at Suranaree University of Technology (SUT). The data were collected from 377 students and 217 teachers via online questionnaires. The Multivariate Analysis of Covariance (MANCOVA) and the Tukey-HSD method were able to identify significant trends in teaching approaches and ICT usage affecting both teaching and learning achievements. The results showed that effective teaching techniques included (1) Pre-recorded teaching videos as the main process at medium usage (average at 51.92% of teaching time) combined with (2) F2F live teaching and/or (3) Homework and assignments at low usage (average at 28.14% and 26.28% of teaching time, respectively). The ICT with significant impacts on teaching achievement were (1) ICT for communication i.e., Zoom Meeting and (2) ICT for classroom participation specifically Google forms. These teaching approaches and ICT usages patterns may support student were achievement and thus their learning during the global COVID-19 pandemic.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: CC BY-NC-ND 4.0
References
Bowen, H. (2020). Using zoom for school: What are the pros & cons? Retrived from https://videoconfguide.com/zoom-for-school/
Branson, R. K. (2000). Education’s burning platform 3.Retrived from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.110.886&rep=rep1&type=pdf
Carr, K. A., Rosemary, A. B., & Onyango, J. (2018) Lifelong learning to empowerment: Beyond formal education, Distance Education, 39(1), 69-86.
Cavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12 (1), 23-33.
Cook, R. B., & Babon, A. (2017). Active learning through online quizzes: better learning and less (busy) work. Journal of Geography in Higher Education, 41 (1). 24-38.
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3), 1-16.
Elson, S. (2014). A Comparison of online/face-to-face students’ and instructor’s experiences: Examining blended synchronous learning effects. Procedia - Social and Behavioral Sciences, 116, 4250-4254.
Ferńandez-Alonso, R., Álvarez-D´ıaz, M., Súarez-Álvarez, J., & Mun˜iz, J. (2017). Students Achievement and Homework Assignment Strategies. Frontiers in Psychology, 8(286), 1-11.
Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis- prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392.
Garrett, T. (2008). Student-centered and teacher-centered classroom management: A case study of three elementary teachers. Journal of Classroom Interaction. 43(1), 34-47.
Ghilay, Y. (2019). Effectiveness of learning management systems in higher education: Views of lecturers with different levels of activity in LMSs. Journal of Online Higher Education, 3(2), 29-50.
Gogus, A. (2012). Active Learning. In: Seel, N. M. (Ed.). Encyclopedia of the Sciences of Learning. Boston, MA: Springer.
Greenwald, S. J., & Holdener, J. A. (2019). The Creation and implementation of effective homework assignments (Part 1): Creation. Primus, 29(1), 1-8.
Harris, B. N., McCarthy, P. C., Wright, A. M., Schutz, H., Boersma, K. S., Shepherd, S. L., Manning, L. A., Malisch, J. L., & Ellington, R. M. (2020). From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and Evolution, 10(22), 12581-12612.
Hoffman, H. J., & Elmi, A. F. (2021). Comparing Student Performance in a Graduate-Level Introductory Biostatistics Course Using an Online versus a Traditional in-Person Learning Environment. Journal of Statistics and Data Science Education, 29(1), 105-114.
Hoidn, S., & Klemenčič, M. (Eds.) (2020). The routledge international handbook of student-centered learning and teaching in higher education (1st ed.). London, UK: Routledge.
Ireri, B. N., Omwenga, E. I., Oboko, R., & Wario, R. (2017). Developing pedagogical skills for teachers: A learner-centered approach for technology supported instructions (pp. 128-144). In Keengwe, J., & Onchwari, G. (Eds.). Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. Pennsylvania, USA: IGI Global.
Kaplan, A. (2015). Lifelong Learning: Conclusions from a Literature Review. Retrieved from https://files.eric.ed.gov/fulltext/EJ1243611.pdf
Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30(1), 69-85.
Krejcie, R. V. , & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Kristiansen, S. D., Burner, T., & Johnsen, B. H. (2019). Face-to-face promotive interaction leading to successful cooperative learning: A review study. Cogent Education, 6(1), 1-19.
Lathan, J. (2021). The Complete List of Teaching Methods. Retrieved from https://onlinedegrees.sandiego.edu/complete-list-teaching-methods/
Laurie, A. S., & Jason, H. S. (2016). Enhancing student success in online learning experiences through the use of self-regulation strategies. Journal on Excellence in College Teaching, 27(2), 57-75.
Madhuri, G. V., Kantamreddi, V. S. S. N., & Prakash Goteti, L. N. S. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37(2), 117-123.
Marketa, R. & Pavlina, K. (2021). Effects of video lecture design and production quality on student outcomes: A quasi-experiment exploiting change in online course development principles. Electronic Journal of e-Learning, 19(3), 170-185.
Murphy, L., Eduljee, N., & Croteau, K. (2021). Teacher-Centered versus Student-Centered Teaching. Journal of Effective Teaching in Higher Education, 4(1), 18-39.
O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2015). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399-415.
Oleksandra, P., Srecko, J., Vitomir, K., Shane, D., Dragan, G., & George, S. (2015). The history and state of blended learning (pp. 55-92). In Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Alberta, Canada: Athabasca University.
Ossiannilsson, E. (2016). Challenges and opportunities for active and hybrid learning related to UNESCO Post 2015. In Keengwe, J., & Onchwari, G. (Eds.), Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age (pp. 333-351). Pennsylvania, USA: IGI Global.
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Z Erziehungswiss, 24, 393-418.
Prommin, S., & Jutharat, J. (2019). Impact of homework assignment on students’ learning. Journal of Education Naresuan University, 21(2), 1-19.
Race, A. I., Jesus, M. D., Beltran, R. S., & Zavaleta, E. S. (2021). A comparative study between outcomes of an in-person versus online introductory field course. Ecology and Evolution, 11(8), 3625-3635.
Rośario, P., Nún˜ez, J. C., Vallejo, G., Cunha, J., Nunes, T., Súarez, N., Sonia Fuentes, S., & Moreira, T. (2015). The effects of teachers homework follow-up practices on students EFL performance: A randomized-group design. Frontiers in Psychology, 6, pp.1-11.
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020, OECD, Paris. Retrieved from https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
The United Nations Educational, Scientific and Cultural Organization (2020). A new vision for lifelong learning and a world worth living in. Retrieved from https://en.unesco.org/futuresofeducation/news/newvision-lifelong-learning-and-world-worth-living
The United Nations Educational, Scientific and Cultural Organization (2021). COVID-19: How the UNESCO global education coalition is tackling the biggest learning disruption in history. Retrieved from https://en.unesco.org/news/covid-19-how-unesco-global-education-coalition-tackling-biggest-learning-disruption-history.
Ustun, A. (2019). Effects of mobile learning in blended learning environments. Bilgive I˙letisim Teknolojileri Dergisi, 1(1), 1-14.
Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411-419.
Wong, D. (2020). Effectiveness of learning through video clips and video learning improvements between business related postgraduate and undergraduate students. International Journal of Modern Education, 2(7), 119-127.
Xiao, J., Sun-Lin, H.Z., Lin, T.H., Li, M., Pan, Z., & Cheng, H.C. (2020). What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space. British Journal of Educational Technology, 51(4), 1203-1219.