Mapping the SAMR Model to Deconstruct the Conventional Peer-Micro Teaching and Learning Reconstructing into the Pandemic COVID-19 Online Responsive Mode

Thumbnail Image
Links
Date
2022-09
Authors
Gungadeen, Anuradha
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
PCF10 Sub-theme: Inspiring Innovations // We, as teacher educators at the Mauritius Institute of Education, have always been using the conventional face-to-face to service the Peer-Micro Teaching (PMT) component for the PGCE programmes. However, during COVID-19 pandemic, the online mode of learning was adopted as an emergency response to ensure continuity of learning while mitigating learning loss. To curate this sudden shift, the SAMR instructional design model was used in reconstructing the design of PMT for the online learning environment. A progressive implementation approach using the Community of Inquiry theoretical framework was utilized to facilitate the adjustments students had to make when moving to online learning. This shift supported a learner-centred approach that guided the students with a more accurate understanding of the novel learning modality. A mixed research methodology was used to gauge the efficacy of online teaching and learning. The results revealed that COVID-19 triggered adaptation had a positive impact on the students’ learning in terms of accessibility, flexibility, opportunities for collaboration, creativity, and independent learning. Alongside, the integration of technology redefined the roles of the students and those gained learning experiences had improved their digital literacy where new set of habits was learnt. The findings were promising and implying that the technological innovation was affordable, inclusive, and scalable. // Paper ID 7329
Description
Subject
Community of Inquiry, SAMR instructional design model, online learning, remote learning
Country
Mauritius
Region
Africa
Series
Citation