Magaji, Adewale (2021) Reflecting on lessons from engaging with remote teaching during the Covid-19 pandemic in schools in England: a commentary on potentials for improvement. International Journal of Multidisciplinary Comparative Studies, 7 (1-3). pp. 65-75. ISSN 2059-4976 (Print), 2059-4984 (Online)

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Abstract

The outbreak of Covid-19 has caused major disruptions to the education system in the UK and other parts of the world. This resulted in remote teaching and learning in secondary schools. Schools, teachers, parents, and students have all been affected by this change to teaching and learning, especially concerns that remote teaching may not be as effective as traditional face-face teaching. This is even more difficult among secondary schools as remote teaching is not common in such settings compared to higher education where this has been used and developed.
The current situation raises a variety of challenges for all involved in teaching and learning. This commentary, therefore, draws attention to how secondary schools and teachers are engaging with remote teaching in England and the inevitable professional development needs of teachers. It explores various types of remote teaching, their advantages, and disadvantages and how they can be used to support classroom practices. The commentary considers some of the salient issues developing from this new way of teaching drawing on current practices and practitioners’ views, and existing theories to suggest ways of addressing potential challenges resulting in a model for supporting the delivery of remote teaching and learning.

Item Type:	Article
Uncontrolled Keywords:	remote teaching, synchronous, asynchronous, hybridised
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU) Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning
Last Modified:	13 Jul 2021 10:18
URI:	http://gala.gre.ac.uk/id/eprint/31078

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