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Teaching can be considered a form of social influence, increasing students’ knowledge, and therefore, having an impact on students’ learning. Instructors can design their teaching practices considering all this, and they can even become mentors to facilitate social change (Butera et al., 2021).
One of the main challenges for educators during the pandemic has been successfully transitioning to online teaching, in some cases without adequate training. This article will address these issues and suggest effective practices for teaching Spanish online, especially in emergency remote teaching situations.
The purpose of this study is to describe how university students rate the evaluation systems and strategies that have been proposed for use in Higher Education during the period of COVID-19 confinement and online teaching as a result of the coronavirus crisis in Spain.
The current study aimed to explore EFL instructors' perceptions toward online teaching during the COVID-19 pandemic, with special emphasis on the challenges they faced, and the advantages and disadvantages of this mode of education.
The COVID-19 pandemic revolutionized the world's status quo to transition from face-to-face into online E-learning. However, this unexpected transformation in teaching-learning approaches necessitates teachers to teach while frequently assessing students' performance through online assessment, which has been substantiated to expose teachers to an array of unanticipated challenges.
A survey found that 23% of students were not logging into remote learning and almost 45% had lower levels of engagement.2. Absenteeism can harm the development of key social and emotional skills such as social awareness, self-efficacy, and self-management. Economy, Community, and Society 5,7,14,15.
The U.S. Department of Education (Department) is committed to supporting states and school districts in offering in-person learning to all families and doing so safely by adopting science-based strategies for preventing the spread of COVID-19 that are aligned with the guidance from the Centers for Disease Control and Prevention (CDC).
The sample is made up of 100 students from the Primary Education Degree programme and the research was carried out through a qualitative study of the questionnaire. The results, divided into categories of each educational model, show the interpretation that the students make of the current reality and their own learning process.