Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic

By Benjamin Luke Moorhouse. 2020

471 citations recorded by the source corpus.

ABSTRACT This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.

Subfields: Clinical Psychology

View Paper: https://www.semanticscholar.org/paper/0c790a5fce3107f34ad87a46b6b382b89952458c

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In Clinical Psychology

Citations in the corpus

EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia (2020, background): “As suggested by Moorhouse (2020), extensive researches which explore the switch of face-to-face class into online learning are also worth to carry out.”
Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world (2023, background): “It has also turned a crisis into an opportunity, and catalyzed a shift to AI-driven digital teaching/learning (Green et al., 2020; Moorhouse, 2020).”
Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective (2021, background): “Other scholars have discussed teaching methods or teaching measures [10,11] and analyzed the adoption of a teaching system [12–14].”
The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning (2021, background): “Further, teacher candidates also have difficulties in planning online courses and adapting learning materials for online environments (Moorhouse, 2020).”
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, background): “tices, such as the use of learning management systems, while also leading to the utilisation of newer modes, such as synchronous lessons delivered through videoconferencing software (VCS), so that education can continue (Moorhouse, 2020; Van Nuland et al., 2020).”