The ReConnect data analysis has the aim to develop a new pedagogical approach. The ReConnect data has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Our conclusion is that the questions in the questionnaires and focus groups are valid. On the basis of the Data Analysis outcomes our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and than make the train the trainer training.

Author: Pieter van Schie – Dutch Foundation of Innovation Welfare 2 Work

ReConnect – A new Pedagogical Approach

The ReConnect data analysis has the aim to develop a new pedagogical approach:
1. To make better use of digital technology for teaching and learning;
2. To develop relevant digital competencies and skills for the digital transformation; and
3. To increase students’ media literacy

The ReConnect data has been collected through two methods of inquiry; focus groups and questionnaires. The quantitative data analysis steps we have done are data validation, data editing and data coding. Our conclusion is that the questions in the questionnaires and focus groups are valid. In general, the questions and follow up questions were done consistently. All respondents were chosen according the criteria and the procedures were fully followed and we are confident that the patterns and conclusions of our data analysis are valid. We did not find any errors in data editing. After identifying the patterns and connections we have identified the themes, looking for the most common responses to the questions, and identified the patterns which answers the ReConnect project questions.

Learning Styles

The classroom environment is initially a good place to start up the pilot ReConnect training/workshop. This should be a blended approach which will cover the 3 learning styles;

1. Visual (visual, image, reading, writing)
2. Auditory (hearing)
3. Kinesthetic (feeling, doing)

It is clear that both teacher and student find that using more internet and digital tools in classroom environment is a good development and is also enjoyable. Teachers are prepared to use online tools and actually already use them as support teaching tools.

The term reality is a bit diffused as regards to the meaning as we know the learning style from each student differs. Thus, it is important that we keep in mind the different learning styles. Furthermore, for many students, most of the time, reality is the smartphone. Thus, one of our remarks here would also be that this area needs to be explored further when we go into this direction: The social media usage, the use of smartphone of the target groups (teachers and students) must be upgraded for both categories to a more professional level and is maybe very interesting and appropriate when we are going to teach through smartphones.

Following up the data analysis, our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and then make the Train-the-Trainer Course. The pilot training should have more emphasis on the internet and digital tools and we should take into consideration that we could make more use of the smart phone of the student. The current class room situation is a good point to start digital teaching. The morning suits best as the most appropriate time to learn for most students (although it would be very handy that the pilot would be accessible during each moment of the day (rewind).

The pilot should have elements of ‘working alone’, but also in ‘groups’. Elements of practice by doing needs to be included (leaving the actual class room) as well. Fact-checking is an important component when we
use the internet and this should be included as part of the pilot approach as well. The visual and auditory
nature of videos appeal to a wide audience and allows each student to process information in a way that’s
natural: videos are good teachers, but a teacher cannot be replaced in our opinion. The teacher is very
important to moderate and to be a bridge with the use of the online tools.

The pilot must be attractive and engaging. Science and social studies were mentioned as most liked lessons. This is a good to know fact and can be a starting point when adding ‘more fun’(with a more funny presentation, adding cartoons, jokes and/or using storytelling, or some kind of technology – e.g. virtual glasses, an app) and/ or practice by doing, experiments, excursions and team work in place. Playing (educational) games or online tests was also mentioned as a good support tool. It is important to ensure that with the created content, the teacher has enough time to give attention to his/her students and to prepare a ‘good lesson’. The teachers are prepared to improve themselves and upgrade their digital skills. This is needed as well to make ‘technology’ and ‘online teaching’ work and support their students appropriately. Finally, it is important to note that it does not matter which approach / learning style it is implemented as long as it is ensured that the teachers have enough time (for preparation and implementation) and that the class size is doable as well. Also, it is important that students and teachers are facilitated (the use of smart
phone can solve this). It would be very handy that the pilot would be accessible during each moment of the day (rewind / replay), when not consumed live. A Train the Trainer Course must be the follow up for the teachers to help them be more digital savvy and equip them to make the digital teaching / ‘online teaching’ work. Last but not least it is very important that making (digital) mistakes is normalized:

Recommendation: Blended Learning
Our recommendation would be to firstly develop a blended pilot training with emphasis on digital teaching and learning for the students and than make the train the trainer training.

The project Reconnect has done the final edit and design of the Data Analysis Report. Before we publish the full report we will write about the conclusions of the Teacher focus Groups in part 4 of our ReConnect blog series ‘Better Digital Teaching and Learning’. Previously we already published articles, explaining the results of the student questionnaires and Focus Groups (Click here for Part 1 and here for Part 2). Click here for Part 3, explaining the results of the Teacher Questionaires. Below part 4, which explains the Teacher Focus Group results.

Conclusions Teacher Focus Groups

Four Teacher Focus groups from Malta and Turkey, consisting 18 teachers in total were involved in the focus groups. The definition of Success is usually connected to good grades… But teachers conclude that success is connected when you get your students motivated, grab their attention, keep it interesting for your students. The use of Smart Board and NetSport are mentioned as tools which actually help with getting more effective results with teaching and ask more easily questions (NetSport). Overall teachers say that making lessons more fun (4) (e.g. jokes), through games(3), visualize the lessons through video’s(4) (e.g. documentaries) story telling(3) and practice by doing (3) (e.g.  experiments) will get more engagement and success.      

The competition element was also mentioned as a important tool to engage students.

Carla de Vreij

Teacher Challenges

Challenges teachers faced were:

• Lack of technological materials (number of good computers, no smart board, sound system difficulties were mentioned)
• To get a good relationship with the student: e.g. prejudice about the lesson, or personal issues, lack of trust, unwillingness of the student/ no motivation (attention seeking students)
• Too crowded / too big classes: ”It’s hard to experiment in a crowded place”; ”No time for personal development’‘
• Lack of time: ”I cannot use technology due to lack of time”
• The Syllabus is to vast: ”There is not much room for personal development of the student”; ”It’s hard to make the lesson more interesting if we need to stick to the syllabus all the time”; ”What is taught needs to be meaningful, related to the world of the student”
• Lack of technological knowledge teachers: Not all teachers are convinced that technology is an advantage: ‘’Technology also does harm (and creates laziness)’’

Teachers say that to engage and connect the lessons to real life, their student life , their interests and passions, make them feel seen, get to know them, make them feel loved, to get them motivated… Tools and instruments that you can use are more computers, using applications (like Magic by Code, Screech), more visual content (e.g. video, animation like English cartoons and images), audio tools and practice by doing (dance games, motivation by example, e.g. conversation lessons, group sessions, activities like games.

About the tools they would use some teacher stress that not having enough time, and the class size remains an issue, even when you can train yourself.  Teachers want to invest and improve themselves for themselves and for their student: They want to do a training in: ‘’Digital education, thus there are a lot of points I want to learn. But we can do it only up to a point; everything remains in theory. You have to transform it to practice. The atmosphere of class, number of them, the physical conditions of the class…’’

A lot of teachers want to invest in their own human capital: Course mentioned are: digital (approaches on) education/online teaching and doing a technology (e.g. web tools, programming, coding and building using apps) course. Training course in Teaching methods and techniques , communication , mental health, balance work and life and psychology are mentioned as well. Their aim is be more easily of service for their students. There is a big demand, they need a course on technology/ online teaching.

A side note is of course that students also have to be facilitated with tablets and/or computers to be able to work properly, otherwise you cannot practice what you have been trained in. Also that missed classes should be able to be (digitally) revisited when missed. Further they would love to be taught more on tips and tricks to get more equipped to facilitate and support their students.A Maltese teacher says: ‘’I would like to know how to tackle every situation or at least give them ways to reach out, it would be easier’’

The use of video’s is mentioned a lot by teachers as an online tool which they currently use during teaching:  By using videos students are more engaged and understand better. Using songs, interviews, quizzes and other visuals (e.g. use of the interactive white smart board and presentations (e.g. web-2 tool like e.g. powerpoint). Kahoot, Microsoft cartoon maker, hoplit, padlit and interactive games, such as Kodla Büyü’(an app  in which students can see both theirs and their friend’s level. The lesson is fun because they learn by playing games. That’s why I find it very useful). EBA (2), Morpa Campus (2) were also mentioned as  very useful.

Most teachers think the lessons are still engaging and fun without online tools and/or games. But it’s clear that a teacher has to present  well anyways to engage with his/her students, even when you use OnLine tools.  When teachers don’t use OnLine tools they would go out of the classroom (outdoor education):’’The perfect lesson would be where the students practice everyday life skills.’’, do Group work, more games. Access to different tools applications make learning permanent for the students because they have a lot of visuals, and you are able to reach out to more students, virtual tours, interactive sites, laptops, sound systems, videos (YouTube).

A lot of teachers still don’t use online tools (due to e.g. lack of information): ‘’I observe that they listen to the lesson well. Students are mostly interested in virtual tours: ’’If I think about taking them on a trip, before going, for example, I bring the students who will join this trip together and watch them these places by virtual tour. This is very attractive for the students and very effective’’. Sometimes it seems it would be a good idea that the students study apart at home with a smartphone app including grammar, vocabulary, online studies; of course I can only recommend them.

The teachers would use the following tool s if they could:

• More project-based training
• Practice by doing (in e.g. a well-equipped lab) (3), or by using e,g,  ‘DAYNED’ app or though virtual reality glasses or virtual tours
• Use more online technology: Very important , because the technology will make my lesson more effective and efficient.
• Do more Group Work:’’ I would make group work in necessity. These are areas which they can learn by themselves: The teacher should be a guide, not the one who gives the information.’’
• Use of games:’’ There are very good games. Playing math games with students is very important, but we have this exam oriented mind’’
• Elimination memorization event(s)
• Make sure there was more time
• Make sure there were Less students in class
• More extracurricular activities (Syllabus should be in a thematic approach)
• More critical thinking(students need to learn how they think and be critical)
• More self-assessment and teaching how to give feedback on each other’s work.
• More  Interactive lessons:  These are always good lessons but they do not need to include online tools.
• Students should not just be taught through online tools, but they need to learn about them: ‘’The majority of students spend a lot of time online but still do not know how to send an email or an attachment. They have the tools but they are not trained to use them’’.

The project Reconnect had their second transnational project meeting, devided over two days (April 13th-14th 2021). The digital meeting covered among others the data analysis report of the student focus groups. Previously we already published an article with the results of the student questionnaires (Click here). Part 2 of the ReConnect Blog series ‘Better Digital Teaching and Learning’ has a very interesting outcome: Students really like science and social studies. The students don’t really come up with amazing answers when it comes to why these lessons are the most engaging and well liked: ‘Because it’s very interesting and like it very much’ are the most obvious answers. But don’t worry, it get’s better.

More Attractive Digital Learning

Students from Turkey and Malta said they liked the science lessons best. So in total Science topped the charts (fifteen hits) in both countires. Social studies/ History and mathematics ranked high as well. Social studies includes primarily history, geography, civics, economics, and sociology. So it’s not very specific answer. Students mention as the most boring lessons: Arts (and music) and Social studies (5 times). English and Maltese are mentioned as well (both twice).

Overall students would like the lessons to be more attractive and more engaging. This could be done by adding ‘more fun’ in the lessons. The teacher could present more funny, by making jokes or using storytelling, or some kind of technology (e.g. virtual glasses) and / or by doing more activities, practice by doing, experiments, excursions and team work. Playing (educational) games or online tests was also mentioned as a good support tool. Engagement can be pushed by giving awards as well. Showing students what to do by using more video’s (e.g. You Tube, movies or documentaries ), using power points slides and models and images. 

How to Learn and gain Knowlwedge?

Students say that when they want to learn something or have to look for information needed, they would mostly do research on the internet (e.g. google, websites)  and read books (e.g. encyclopedias, go to the library) and or ask someone (e.g. teacher, parents, family, close friends). Watching videos  was also mentioned separately (but is of course connected to internet).

’YouTube is good – my friends and I watch a lot of videos on YouTube because they are more engaging than when reading or when we listen to someone speaking’’

Student Quote from the ‘Better Digital Teaching and Learning’ Data Analysis ReConnect Report

Interesting was the trend that a lot of students said that they would check what they found on the internet by also researching in libraries and books: ‘’That the information found is not false’’.

Most students enjoy learning . Only one student did not (when the topic is not of interest). Having a ‘good mood’ is mentioned that it makes a big difference to consume the learning as enjoyable. It helps of course when the lesson is interesting, the teacher takes (enough) time to give attention to his/her students and prepares a ‘good lesson’.

When students enjoy learning this mostly depends on a lot of factors. Very frequently the moment of the day (morning, afternoon, and before going to bed) are mentioned as ‘best learning moment’. It’s clear it depends a lot per individual. The morning is mentioned as the most appropriate moment, which also implies that this is during school time. Studying before going to bed comes next. The afternoon is not mentioned a lot as the best moment / time to learn… As regards to the best learning environment at home, school, and a quiet environment are mentioned a few times.

When you have the power to Change the Lessons, what would you do?

When students had the power to change whatever, they would change lessons more towards ‘learning/practice by doing’. Excursions through trips, being active, ‘more fun applications’, ‘more realistic’. In general it’s said that the teaching is too ‘dry’ theory (through, writing / reading). This way of learning does not appeal e.g. to the auditory and kinesthetic learners (hands on). Suggestions to have less homework is also mentioned multiple times.

More or less students are equally afraid of (not) making mistakes. 33% of the students say they are not afraid, because they learn from mistakes and it does not matter if you mkae a mistake when you do the you can. 33% say they really don’t want to make mistakes. 33% says ‘sometimes’: It depends on the consequence: When the consequence is a lower grade, they feel judged or are more scared for the reply of the teacher.

Digital Transnational Project Meeting

On April 13th-14th 2021 the project ReConnect held their digital Transnational project meeting. Soon more news about what we have discussed during this event in a couple of days. For now, this was the second blog in the ReConnect series ‘Better Digital Teaching and Learning’. Do you want to read the first blog, click here. The project ReConnect is co-funded by the Earasmus Plus Programme of the European Union.