Covid 19-Online Learning: Surviving and Thriving

Authors

  • Tracy Tilotta Roland Park K-8 IB World Magnet

Keywords:

thriving, surviving, remote learning, engagement, COVID-19 Teaching

Abstract

The purpose of this reflection of teaching online through the COVID-19 outbreak is to shed light on the importance of setting students up for success despite being thrust into an unfamiliar virtual, learning environment. The personal narrative speaks to ways in which I set up a new online learning environment with structure, consistency, and care. Students and parents learned fairly quickly what needed to be done to ensure success. I learned fairly quickly that some students needed more support academically and emotionally just like in the classroom. Those students that merely survived in the classroom also survived in their new online learning setting, and those students that thrived in the classroom also thrived in their new online learning setting.

Author Biography

  • Tracy Tilotta, Roland Park K-8 IB World Magnet
    I have been teaching middle school social studies for 15 years and currently teach at Roland Park K-8 IB World Magnet school in Tampa, FL. I have a Ph.D in Secondary Social Science Education, from the University of South Florida (USF), and have been an adjunct instructor for USF for the past several years.

References

Martin, F., & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205- 222. doi:10.24059/olj.v22i1.1092

Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of their readiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58. https://doi.org/10.24059/olj.v24i2.2053

Mather, M., & Sarkans, A. (2018). Student Perceptions of Online and Face-to-Face Learning. International Journal of Curriculum and Instruction, 10(2), 61–76.

Sarsar, F., & Kışla, T. (2016). Emotional presence in online learning scale: A scale development study. The Turkish Online Journal of Distance Education, 17, 50-61.

Downloads

Published

2020-12-17

Issue

Vol. 5 No. 3 (2020): Navigating Complexity and Seizing Opportunity Amid COVID-19: Lessons Learned and Implications for Practice

Section

COVID-19 Special Issue

License

Research Issues in Contemporary Education (RICE) is a nationally indexed, double-blind, peer-reviewed online journal that publishes educational research studies, literature reviews, theoretical manuscripts, and practitioner-oriented articles regarding issues in education. Views expressed in all published articles are the views of the author(s), and publication in RICE does not constitute endorsement. Submission of an article implies that it has not been published and is not currently under review for publication elsewhere. 

RICE is an online journal available in the public domain, and use of its content is protected by a Creative Commons CC BY-NC-ND 4.0 license. This license provides authors with an assurance that LERA values their rights to their scholarly works and has adopted this license to restrict use of RICE content without appropriate permission and attribution.