The global pandemic has dramatically changed how the world functions and impacted all sectors of society including all educational institutions. Government and educators respond with immediate online teaching and learning for all students. Massive distance education has been drawn into the picture to provide non-stop learning in most countries worldwide. This study focuses on examining different orders of barriers educators have encountered during the Covid-19 pandemic. The barriers to massive online teaching and learning included the first-order barrier (technological or external barrier), the second-order barrier (internal barrier or teachers' and parents' beliefs), the third-order barrier (design thinking barrier), and the 2.5th order barrier (the classroom management barrier). Both teachers and students are suffering from unstable or limited internet connectivity and it directly hinders students' rights in the massive online education. Teachers are facing the need for sudden pedagogical redesign while parents are enduring the burden of providing all kinds of support for their children's online learning at home. Some learners are experiencing videoconferencing fatigue and struggling with overwhelming resources and an excessive amount of technology time. This study also identifies a group of forgotten learners, the videoconferencing refugees, who have limited access to the Internet and lost their learning opportunities. From a global perspective, shifting to massive online education may be possible with all four orders of barriers being overcome.

https://www.frontiersin.org/articles/10.3389/fpsyg.2022.928717/pdf

Massive Distance Education: Barriers and Challenges in Shifting to a Complete Online Learning Environment

Peer assessment has an important role in teaching and learning nowadays. However, the existing techniques tend to be limited due to a lack of a suitable means to evaluate the accuracy of peer assessment activities and supervise peer assessment performances in an online environment. Hence, it is very necessary to develop new solutions encourage students to take full effort when they join in online peer assessment activities. This study proposed a new approach to evaluate the accuracy of peer assessment results for enhancing the quality of peer assessment system. The proposed approach was applied to evaluate peer assessment activities of two groups of students. The experimental results analyzed and evaluated in terms of both the learning scores and opinion survey results, which revealed that when students realized both their own responses and their peer assessment activities were taken into account by the system in the calculation of the last score, they had positive attitudes towards peer assessment activities and the peer assessment results were improved significantly.

Does evaluating peer assessment accuracy and taking it into account in calculating assessor’s final score enhance online peer assessment quality?

Abstract During the coronavirus pandemic, online education continued to expand across varied educational factors. Therefore, the teachers had to develop and change some of the strategies used in their classes previously. Online classroom management is a synchronous-based online learning environment in education that is worthwhile to modify. For this purpose, the current study sought to understand the perceptions of classroom management and teaching self-efficacy by Iranian EFL teachers during the Covid-19 pandemic. Concerning sampling, 100 male and female English teachers constituted the study sample. Data were collected via Online Teaching Self–Efficacy Inventory questionnaire through different online platforms. The findings reflected that EFL teachers could select appropriate classroom management during online and face-to-face classes. In addition, the teachers had a positive attitude toward managing the classroom during the Covid-19 pandemic. The implications of this study may open up new perspectives into successful pedagogy for, teachers and students in outbreak days. 

/pdf/investigating-the-teachers-perceptions-of-classroom-tgiw3eux.pdf

Investigating the teacher’s perceptions of classroom management and teaching self-efficacy during Covid-19 pandemic in the online EFL courses

Educational technology professionals commonly utilize the Technological Pedagogical and Content Knowledge (TPACK) framework. Yet, the existing studies lack an examination of the influence of mathematics teachers' perceptions of TPACK on their Classroom Management Self-Efficacy in the context of online teaching. This quantitative cross-sectional survey aimed to explore the potential impact of TPACK on mathematics teachers’ online classroom management, which is significant to improve online teaching. The study involved 232 mathematics teachers from Kuwaiti primary schools who were randomly selected through cluster sampling, who completed a questionnaire consisting of 42 items. The questionnaire aimed to investigate both teachers’ perception of classroom Management Self Efficacy in online teaching, and their TPACK perceptions. Through the utilization of multiple regression analysis, the data revealed a significant correlation between the TPACK component (CK, TK, PK, PCK, TCK, TPK, and TPACK) and classroom Management Self Efficacy in online teaching. Consequently, this study highlights the validity of TPACK as a model to elucidate teachers' effective management of online classrooms. The results of this study contribute to international studies on online teaching efficiency, teaching practices, and teacher technological competencies. 

Post-Pandemic Mathematic Teachers' Perception on TPACK and Classroom Management Self Efficacy in Online Teaching

Although the emphases on the importance of proving in mathematics education literature, many studies show that undergraduates have difficulty in this regard. Having researchers discussed these difficulties in detail; many frameworks have been presented evaluating the proof from different perspectives. Being one of them the proof image, which takes into account both cognitive and affective factors in proving, was presented by Kidron and Dreyfus (2014) in the context of the theoretical framework of “abstraction in context”. However, since the authors have not deepened the relationship between the proof image and formal knowledge, this article was intended to fill this gap. In this study, which is part of a larger doctoral thesis, descriptive method one of the qualitative methods was used. The participants of the study were three pre-service teachers selected via criterion sampling method among sophomore elementary school mathematics teacher candidates. In parallel with a course relating to Cantorian Set Theory, task-based individual interviews (Task I-II-III-IV) were conducted in the context of the equivalence of infinite sets. The subject of "infinity" had been chosen as the context of the study since it contains a process that goes from intuitive to formal. In the first task (Task I), the actions that the participants had performed without enough pre-knowledge was examined in terms of the proof image. In the second task (Task II) carried out after a course, in which basic knowledge was presented, the same question was asked to the participants again. Thus, the processes formed with the presence of formal knowledge were analysed. As a result of the descriptive analysis executed on the data of both tasks, it was determined that C, who was one of the participants, reached a proof image in the second task although she failed in the first task. Therefore, in this study, findings of her proving activity were shared. Consequently, formal knowledge has been identified to be directly related to each of the components of the proof image and, its main contributions have been listed as headings.

/pdf/role-of-the-formal-knowledge-in-the-formation-of-the-proof-1bt0rvl6yu.pdf

Role of the Formal Knowledge in the Formation of the Proof Image: A Case Study in the Context of Infinite Sets

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Role of the Formal Knowledge in the Formation of the Proof Image: A Case Study in the Context of Infinite Sets