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 had a catch up on Zoom on the 3rd of June 2021. The Zoom celebrated the finalisation of the Data Analysis Report. Previously we already published articles, explaining the results of the student questionnaires (Click here for Part 1 and here for Part 2) of the ReConnect Blog series ‘Better Digital Teaching and Learning’. Today we publish part 3, with the results of the Teacher Questionaires.

Analyzing the Teacher Questionnaires

The Teacher Questionnaire were taken by 109 teachers from secondary schools from Malta and Turkey. The objective of the 15 questions of this questionnaire is to understand better the perception of students and teachers with regards to their education process and methodologies used. 66.3% of the teachers who have filled the questionnaire come from Malta. The other 33.7% were Turkish teachers. We did not see a significant change of opinion between teachers of Malta and Turkey.

All teachers think it is very important to take into account the knowledge of the student when lessons are given.
Only 1 teacher does not really use online tools. 14.7% of teachers always use online tools. On average we can state that teachers still can make some technical development and should consider using more online tools during their lessons. When we relate this question to the focus groups, we know that a lot of teachers want to educate themselves on ‘technology’ and ‘online teaching’.

Conclusions Teacher Questionnaires

Below we have put the ReConnect conclusions of the ‘Teacher Questionaires’ in two infograpics:

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.