The effects of immersive simulation on targeted collaboration skills among undergraduates in special education

The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills and whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively affected performance

Examining eLearning system self-efficacy amongst instructors at the University of Dodoma, Tanzania

Higher learning institutions in Africa have been investing in various eLearning systems (also referred to as learning management systems) aiming at improving the quality of teaching and learning. However, non-use or low usage of these systems amongst users is a significant setback for their success. Studies indicate that first-order barriers such as unreliable electricity power, shortage of computers, and Internet connectivity inhibit users from using these systems. This study examined system self-efficacy amongst instructors using mixed sequential explanatory design with data collected from 357 instructors at the University of Dodoma through questionnaires followed by focus group discussions. The adapted independent factors: performance accomplishments and vicarious experience from Bandura (1977), and organizational support from Higgins and Compeau (1995) were subjected to linear regression analysis to determine the causal relationship with system self-efficacy. The study found that vicarious experience and organizational support had a significant effect on system self-efficacy amongst instructors. These findings show that examining system self-efficacy amongst instructors is critical to help those who are implementing eLearning systems in finding strategies that will increase system usage

A Phenomenological Study of Perceived Factors Influencing Math Teachers\u27 Technology Self-Efficacy

The purpose of this study was to explore how a teacher\u27s technology self-efficacy influences decisions they make about the use of technology in their classrooms. The factors influencing teachers\u27 technology self-efficacy were examined through a qualitative transcendental phenomenological research design. This study\u27s theoretical framework was based on the combination of social cognitive theory and self-efficacy theory; both provide insight into how external and internal factors can influence a person\u27s perception of their abilities. Using these theories helped identify and describe the self-efficacy experiences of high school math teachers. This research was conducted during the 2020-2021 school year using a qualitative approach to explore the technology self-efficacy of high school mathematics teachers from school districts in Virginia. The study was divided into two phases: interviews with teachers, document analysis and focus groups, and qualitative data aggregation. To collect a participant pool, an initial demographic survey was administered to all full-time, certified math teachers at five rural school sites. Next, a group of ten teachers with varying levels of technology self-efficacy were interviewed and participated in a focus group to better understand factors influencing their current level of self-efficacy. Document analysis was performed using a letter of advice from each participant to a teacher struggling with technology integration. The data analysis was completed using Moustakas\u27 systematic steps to provide textural and structural descriptions that capture the essence of teachers\u27 experiences with technology. The results of this transcendental phenomenological study showed that mastery experiences accounted for 47% of the codes that were given to statements made by participants. Participants shared that practicing before using new technology with students was a critical experience that teachers used to increase their self-efficacy

A Phenomenological Study on Teachers\u27 Lived Experience With Self-Efficacy Teaching Face-to-Face Instruction During the COVID-19 Pandemic

The purpose of this transcendental phenomenological study was to describe teachers’ lived experiences with self-efficacy teaching face-to-face instruction during the COVID-19 pandemic in a public school district in South Georgia. The theory guiding this study is Bandura’s (1977) theory of self-efficacy which was used to answer the following central research question: What are teachers’ lived experience with self-efficacy teaching face-to face-instruction during the COVID-19 pandemic? Twelve teachers from two schools provided a description of their lived experiences teaching in-person instruction amid the pandemic. Data was collected through semi-structured interviews, teacher journals, and a focus group. Data analysis followed Moustakas’ (1994) transcendental methods of epoché, phenomenological reduction with horizontalization and thematic development to create a textual description of the phenomenon, imaginative variation to create a structural description of the phenomenon, and synthesis of textural and structural descriptions to present the essence of the phenomenon. The study produced four themes and nine sub-themes. The themes were perseverance, awareness, a need to socialize, and challenging. The findings revealed that teachers’ self-efficacy in teaching in-person instruction continuously fluctuated and was informed by their classroom experiences and perceptions of their classroom environment. Teachers experienced increased self-efficacy through mastery experience, vicarious experience, and verbal persuasion, which enhanced their commitment and relationships but experienced decreased self-efficacy through emotional arousal because they perceived their environment as challenging, which exacerbated stress

Middle Level Teachers Quarantine, Teach, and Increase Self-Efficacy Beliefs: Using Theory to Build Practice During COVID-19

During COVID-19, almost all schools have been transformed into something unlike what they were before. Teaching that was done in person is now done virtually, with little to no preparation. Middle level teachers may have been confident in how to teach their content in the classroom; however, this confidence may differ when teaching virtually. Using the four sources of self-efficacy theory, I analyze the importance of self-efficacy and how teachers can use the COVID-19 pandemic to build their self-efficacy beliefs while teaching during this unique time

Consequences of Caring: The Manifestation of Compassion Fatigue in High School Teachers During the COVID-19 Pandemic

The purpose of this research study was to explore the symptoms of compassion fatigue as experienced by teachers in grades 9-12 during the COVID-19 pandemic. While the research on the effects of compassion fatigue on educators is relatively sparse, the literature regarding compassion fatigue, secondary traumatic stress, and vicarious trauma in other helping professions revealed a 12-symptom framework. Data collection strategies included individual virtual interviews and field notes. Analysis of data occurred in four phases: (a) analyzing transcripts and identifying themes, (b) categorization of data under the 12 symptoms of compassion fatigue, (c) building the explanation in narrative form, and (d) re-examination of the data. The triangulation of data protected the credibility of the analysis through multiple interview sources and member checking. The results revealed that the physical, emotional, professional, and personal experiences described in the teacher interviews exemplified the 12 established symptoms of compassion fatigue. The results suggested that concern for student experiences during the pandemic combined with other contributing factors to manifest a variety of individual symptoms in participants. The most common contributing factors for participants included concerns for the physical and emotional health and wellbeing of students, student academic issues, feelings of being overwhelmed/overloaded at work, and anger and frustration with the school administration and the school system. The themes that emerged from the data analysis indicate that the most common manifested symptoms include lack of sleep, stress and anxiety, thoughts of leaving the teaching profession, and disconnection from family and friends

A Case Study Examining the Experiences of Middle School Teachers Who Use Manipulatives to Foster the Self-Efficacy of Students with Math Difficulties

The purpose of this instrumental case study was to examine the experiences of middle school teachers who use manipulatives during math instruction to foster the self-efficacy of students with mathematics difficulties. Bandura’s theory of self-efficacy was the theoretical framework for this study. The study was conducted at the Starlight School for Exceptional Children and at the Kingsway High School in The Bahamas. I recruited 15 participants for this study that included a combination of special and general education teachers who use manipulatives to provide math instruction to middle school students. To attain optimum results, I collected the data in the following order: individual interviews, focus groups, and classroom observations. Data analysis procedures were based on the guidelines outlined by Yin and Stake. The central research question that guided the study asked, How do middle school teachers describe the factors that influence the development of their students’ self-efficacy while using manipulatives during mathematics instruction? The five major themes that emerged from the data analysis included the following: (a) consequences, (b) deliberate practice, (c) modeling, (d) targeted feedback, and (e) instructional changes. The interpretation of findings, along with relevant implications, limitations and delimitations of the study, and recommendations for future research are also discussed

Counselor Trainees’ Development of Self-Efficacy in an Online Skills Course

COVID-19 significantly changed the parameters and imaginations of those in higher education. Face-to-face courses swiftly transitioned to completely remote learning; though, that came with many anxieties in relation to students’ competency levels in practicing counseling skills. The results of this study found that students’ self-efficacy significantly increased after participating in an online skills course. A total of 39 graduate-level clinical mental health counseling students completed both the pre and post-test questionnaires, and findings showed that completing the online skills-based course was important in improving self-perception of increasing one’s skills, t(38) = -5.088, p \u3c .000

Higher Education Faculty Members’ Experience Implementing Instructional Technology Tools and Changing Instructional Practices During the Covid-19 Pandemic: A Qualitative Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to describe the lived experiences of higher education faculty with implementing instructional technology tools and changing instructional practices at a public university in the western United States during the novel coronavirus disease (COVID-19) pandemic emergency remote teaching. Guiding this study was Bandura’s (1977) theory of self-efficacy pertaining to an individual\u27s belief and confidence in their ability to perform and have control over the necessary motivation, behaviors, and social environment to produce specific outcomes. Additionally, the Technology Pedagogy Content Knowledge (TPACK) framework and andragogical principles provided the theoretical underpinnings of this study. Data were collected from 13 participants through individual interviews, collection of documents and artifacts, and focus groups and analyzed using Moustakas’ (1994) transcendental phenomenological approach. Four themes emerged: (a) teaching experience, (b) student performance, (c) workload, health, and personal responsibilities, and (d) silver linings. Participants reported prior experience teaching online, or mastery experiences, as a major contributing factor in their increased self-efficacy with the transition to emergency remote teaching. Institutional support for online teaching, online teaching and learning training for all faculty and students, and increasing online course offerings were revealed as recommendations to facilitate institutional emergency readiness. The lived experiences described by participants revealed that experience, proper training, a supportive culture with appropriate systems and policies in place were crucial with implementing online instructional technology tools and changing instructional practices during emergency remote teaching. While the COVID-19 pandemic presented challenges for participants in a variety of ways such as with student performance, increased workload, teaching style preference issues, health, and personal responsibilities, there were silver linings that emerged such as information gained addressing institutional emergency readiness factors, new skillsets attained, social justice solutions realized such as ways to serve students with disabilities more effectively, and solutions to other diversity, equity, and inclusion issues. Future research could also expand to students to gain a deeper understanding of how emergency remote learning affected them during the pandemic