Moving from Face-to-Face Instruction to Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers

Patricia Akojie; Imhabibi Laroche; Jane Schumacher

doi:10.29333/ajqr/11457

Patricia Akojie ¹ ^* , Imhabibi Laroche ², Jane Schumacher ¹

More Detail

AM J QUALITATIVE RES, Volume 6, Issue 1, pp. 59-72

https://doi.org/10.29333/ajqr/11457

OPEN ACCESS 2755 Views 3873 Downloads

Download Full Text (PDF)

Abstract

The coronavirus pandemic of 2020 took business, education, and the government sectors off guard. On the education front, the problem was interruptions in instruction when alternative forms of instruction are not provided. This study is a narrative of how six certified teachers, with between 1-26 years of teaching experience in K-12 grades, and who were recruited through snowball sampling quickly adjusted to providing instruction to students with available and accessible learning management tools during the first two months of the COVID-19 health crisis. Participants shared teaching practices to quickly transition to online education. Teachers drew from their toolbox to reach students using both high and low technology embedded lessons. Participants shared the types of technology and methods used for teaching. Teaching styles included the following approaches: inquiry-based learning, cooperative learning, and kinesthetic approach. The study calls for a crisis management plan for K-12 virtual learning. Recommendations included providing continuous training, so K-12 teachers can effectively teach online.

Keywords: Coronavirus, COVID-19 Pandemic, K-12 education, alternative instruction, online learning, technology, distance education, web-based learning.

References

Andrei, E., & Buckley-Marudas, M. F. (2019). It does not need to be perfect! To teacher educators’ quest to enhance online instruction with videos. Networks: An Online Journal for Teacher Research, 21(2).
Bates, A. W., & Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. Jossey-Bass
Burke, J. & Dempsey, M. (2020). COVID-19 practice in primary schools in Ireland report. National University of Ireland.
Chen, T., Wanberg, R. C., Gouioa, E. T., Brown, M. J. S., Chen, J. C.-Y., & Kraiger, J. J. K. (2019). Engaging parents involvement in K - 12 online learning settings: Are we meeting the needs of underserved students? Journal of E-Learning & Knowledge Society, 15(2), 113–120. https://doi.org/10.20368/1971-8829/1563
Chung, S., Danielson, J., & Shannon, M. (2009). School-based emergency preparedness: A national analysis and recommended protocol. https://cchealth.org/ems/pdf/ems_children_schoolbased_protocol.pdf
Clandinin, D. J. (2016). Engaging in narrative inquiry. Left Coast Press.
Delamarter, J. & Ewart, M. (2020). Responding to student teachers’ fears: How we’re adjusting during the COVID-19 shutdowns. Northwest Journal of Teacher Education, 15(1). https://doi.org/10.15760/nwjte.2020.15.1.3
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45. https://doi.org/10.29333/ajqr/8471
Grant, M. R., & Thornton, H. R. (2007). Best practices in undergraduate adult-centered online learning: mechanisms for course design and delivery. MERLOT Journal of Online Learning and Teaching, 3(4), 346–356.
Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Journal of Educational Leadership, 5, 12–18.
John Hopkins University (2020). Coronavirus resource centre. https://coronavirus.jhu.edu/
Kritsonis, A. (2005). Comparison of change theories. International Journal of Scholarly Academic Intellectual Diversity 8(1).
Lamb, S., Maire, Q., Doecke, E., Macklin, S., Noble, K & Pilcher, S. (2020) Impact of learning from home on educational outcomes for disadvantaged children. Centre for International Research on Education Systems and the Mitchell Institute, Victoria University.
Lewin K. (1951) Field theory in social science. Harper and Row.
Lindsay, G. M., & Schwind, J. K. (2016). Narrative inquiry: Experience matters. Canadian Journal of Nursing Research, 48(1), 14–20. https://doi.org/10.1177/0844562116652230
National Center for Education Statistics. (2016). Digest of Education Statistics. https://nces.ed.gov
Ordonez, F., Naylor, B., Keith, T. & Rascoe, A. (2020). President Trump declares national emergency as coronavirus pandemic grows. National Public Radio [Online] Available at: https://www.npr.org/2020/03/13/815420295/trump-to-discuss-coronavirus-amid-growing-crisisscrutiny-of-his-response
Pan, S. C., & Franklin, T. (2011). In-service teachers' self-efficacy, professional development, and Web 2.0 tools for integration. New Horizons in Education, 59(3), 28-40.
Park, C., & Kim, D. (2020). Perception of instructor presence and its effects on learning experience in online classes. Journal of Information Technology Education, 19, 475–488. https://doi.org/10.28945/4611
Perrotta, C. (2020). Coronavirus quarantine could spark an online learning boom. https://theconversation.com/coronavirus-quarantine-could-spark-an-online-learning-boom-
Ransdell, S., & Rieck, J. (2020). Closing the distance in distance learning: Strategies to increase intrinsic motivation in the time of COVID-19. Distance Learning, 17(3), 87–90.
Rapanta, C., Botturi, L., Goodyear, P., Guardia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923–945. https://doi.org/10.1007/s42438-020-00155-y
Rienties, B., & Rivers, B. A. (2014). Measuring and understanding learner emotions: Evidence and prospects. https://lace.apps.slate.uib.no/publications/learning-analytics-and-emotions.pdf
Robertson, N. C. (2017). Principal Preparedness for Crisis Management in Urban High Schools [ProQuest LLC]. In ProQuest LLC.
Rovai, A. P., & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. Internet Higher Education, 13(3), 141–147. https://doi.org/10.1016/j.iheduc.2009.07.001
Samuels, B. (2020). White House announces task force to monitor coronavirus. The Hill https://thehill.com/policy/healthcare/480627-white-house-announces-task-force-to-monitor-coronavirus
Schein, E. H. (1995). Kurt Lewin in the classroom, in the field, and in change theory: Notes toward a model of managed learning. https://dspace.mit.edu/bitstream/handle/1721.1/2576/SWP-3821-32871445.pdf
Schein, E. H. (1999). Kurt Lewin’s change theory in the field and in the classroom: Notes toward a model of managed learning. Reflections, 1(1), 59–74. https://doi.org/10.1162/152417399570287
Shvetsova, O., Catalano, M., Chu, H., Dumond, G. K., Muftuoglu, E., Ozutemiz, H., Sadykova, A., & Riggs, T. (2020). Policy error and policy rescue in COVID-19 responses in the United States and United Kingdom. Working Papers Series. 3. https://orb.binghamton.edu/working_paper_series/3
Spector, M. J. (2016). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Routledge.
Stewart, M. (2020). Business schools look to changes in curriculum to prepare students for the challenges of a global pandemic. INSIGHT into Diversity, 96(1), 42–43.
Walker, R. C., Cardon, P. W., & Aritz, J. (2018). Enhancing global virtual small group communication skills. Journal of Intercultural Communication Research, 47(5). 421-433. https://doi.org/10.1080/17475759.2018.1475292
Westfall, S. S., Tauber, M., Dodd, J., Mazziotta, J., Bender, K., Mcniece, M., Herbst, D., Keating, C., Lesley, D. S., Maslow, N., McNeil, L., Sheeler, J., & Young, S. (2020). Special Report Coronavirus in America. People, 93(13), 36.
World Health Organization Newsletter (March 11, 2020). WHO Director-General's opening remarks at the media briefing on COVID-19 - 11 March 2020. https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
Wu, J., Smith, S., Khurana, M., Siemaszko, C. & DeJesus-Banos, B. (2020). Stay-at-Home orders across the country. ABC News. https://www.nbcnews.com/health/health-news/here-are-stay-home-orders-across-country-n1168736

Citation

Akojie, P., Laroche, I., & Schumacher, J. (2022). Moving from Face-to-Face Instruction to Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers. American Journal of Qualitative Research, 6(1), 59-72. https://doi.org/10.29333/ajqr/11457

Akojie, P., Laroche, I., and Schumacher, J. (2022). Moving from Face-to-Face Instruction to Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers. American Journal of Qualitative Research, 6(1), pp. 59-72. https://doi.org/10.29333/ajqr/11457

Akojie P, Laroche I, Schumacher J. Moving from Face-to-Face Instruction to Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers. AM J QUALITATIVE RES. 2022;6(1), 59-72. https://doi.org/10.29333/ajqr/11457

Akojie, Patricia, Imhabibi Laroche, and Jane Schumacher. "Moving from Face-to-Face Instruction to Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers". American Journal of Qualitative Research 2022 6 no. 1 (2022): 59-72. https://doi.org/10.29333/ajqr/11457

Akojie, Patricia et al. "Moving from Face-to-Face Instruction to Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers". American Journal of Qualitative Research, vol. 6, no. 1, 2022, pp. 59-72. https://doi.org/10.29333/ajqr/11457

Akojie P, Laroche I, Schumacher J. Moving from Face-to-Face Instruction to Virtual Instruction in the COVID-19 Pandemic: Narratives of K-12 Teachers. AM J QUALITATIVE RES. 2022;6(1):59-72. https://doi.org/10.29333/ajqr/11457