COVID-19, emergency remote teaching evaluation: the case of Indonesia

Teacher profiles in higher education: the move to online education during the COVID-19 crisis

During the COVID-19 pandemic, teachers were forced to move their teaching completely online. While some seized the opportunity to learn and innovate, others experienced difficulties. This study provides insights into the differences between university teachers during the COVID-19 crisis. A survey among university teachers (N = 283) was conducted to investigate their attitudes towards online teaching, beliefs about students' learning, level of stress experienced, self-efficacy and beliefs about their own professional development. Employing a hierarchical cluster analysis, four distinct teacher profiles were found. Profile 1 was critical but eager; Profile 2 was positive but stressed; Profile 3 was critical and reluctant; Profile 4 was optimistic and easy-going. The profiles differed significantly in their use and perception of support. We suggest that teacher education research should carefully consider sampling procedures or take a person-centred research approach and that universities should develop targeted forms of teacher communication, support and policy.

A Vision sensing-based automatic evaluation method for teaching effect based on deep residual network

The automatic evaluation of the teaching effect has been a technical problem for many years. Because only video frames are available for it, and the information extraction from such dynamic scenes still remains challenging. In recent years, the progress of deep learning has boosted the application of computer vision in many areas, which can provide much insight into the above issue. As a consequence, this paper proposes a vision sensing-based automatic evaluation method for teaching effects based on deep residual network (DRN). The DRN is utilized to construct a backbone network for sensing from visual features such as attending status, taking notes, playing phones, looking outside, etc. The extracted visual features are further selected as the basis for the evaluation of the teaching effect. We have also collected some realistic course images to establish a real-world dataset for the performance assessment of the proposal. The proposed method is implemented on collected datasets via computer programming-based simulation experiments, so as to obtain accuracy assessment results as measurement. The obtained results show that the proposal can well perceive typical visual features from video frames of courses and realize automatic evaluation of the teaching effect.

How Did COVID-19 Change Faculty Members' Use of Technology?

COVID-19 has caused great changes in education. Routines, practices, and especially the technologies used in teaching have differentiated at all levels of education. The purpose of this study is to determine the technologies used by faculty members for instructional purposes before and during the COVID-19 pandemic and their perspectives on the use of these technologies after the end of pandemic. A close-ended questionnaire was used for gathering data in this survey research study. Participants are150 faculty members from different ages and fields. Findings indicate that, although faculty members experienced various issues (e.g., infrastructure problems, access to technology, and lack of experience in technology) while teaching through technological facilities during the pandemic, they are in favor of using tools such as WhatsApp, Google classroom, Zoom Meeting, Facebook, and e-mail after the end of pandemic due to the different facilities they provide.

Exploring Educational Planning, Teacher Beliefs, and Teacher Practices During the Pandemic: A Study of Science and Technology-Based Universities in China

With the spread of the COVID-19 pandemic worldwide, university teachers are coping with and adjusting to online teaching platforms. In this concurrent mixed-methods study, 10 science and technology universities as the research sites were first chosen, and educational planning in these sites during the pandemic was examined; then, eight selected teacher participants in these sites were interviewed to report how their beliefs and practices changed during the pandemic echoing the examined educational planning. The results show that educational planning and policies assisted teachers in accommodating the new demands and changes during the pandemic; teachers' beliefs and practices generally echoed the educational planning and policies, with certain tensions still existing. The discussion part of the study is centered around emergency remote teaching and planning, tensions between teacher beliefs and practices, and the shift from emergency remote teaching to regular, sustainable online schooling. The study provides administrators and teacher educators with insights on how emergency remote teaching can be planned and implemented during an unprecedented time.