Context Matters: Science, Technology and Mathematics Education Lecturers' Reflections on Online Teaching and Learning during the COVID-19 Pandemic

Autor/inn/en	Singh-Pillay, Asheena; Naidoo, Jayaluxmi
Titel	Context Matters: Science, Technology and Mathematics Education Lecturers' Reflections on Online Teaching and Learning during the COVID-19 Pandemic
Quelle	In: Journal of Baltic Science Education, 19 (2020) 6, S.1125-1136 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Singh-Pillay, Asheena) ORCID (Naidoo, Jayaluxmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	STEM Education; COVID-19; Pandemics; Online Courses; School Closing; Educational Technology; Technology Uses in Education; Higher Education; College Faculty; Teacher Attitudes; Foreign Countries; Teaching Methods; Barriers; Technological Literacy; Training; Cognitive Style; Family Work Relationship; Family Environment; Access to Computers; Internet; South Africa + Suchen Sie Ihr Suchwort? STEM; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Ausbildung; Cognitive styles; Kognitiver Stil; Familienmilieu; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers' reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students' learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01