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      Implementation of Online Home-Based Learning and Students’ Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers

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          Abstract

          The COVID-19 pandemic has forced school closure thus shifting teaching and learning towards full home-based learning (HBL). Technology plays a key role but the considerations to design online learning environments that meaningfully engage students are complex. This exploratory, qualitative study attempted to elicit eight mathematics teachers’ considerations and perspectives in designing online home-based learning lessons for the engagement of elementary and secondary students. Data were gathered through interviews. Ground-up thematic analyses were conducted. The following implications are derived—(1) student engagement in online learning context is paramount to their learning, (2) there is no one software application for all the learning activities, (3) teacher professional development is necessary to keep them up-to-date, (4) online social networking platforms may be necessary for students’ discussion beyond official online lesson time, and (5) students need to be inculcated with more self-directed skills and habits for learning in online and face-to-face contexts. This study gathers evidence-informed considerations for teachers to design lessons and engage students meaningfully in a unique, online HBL environment. While this is an exploratory study, future studies can inform this area of work by including more teachers across subjects, grades, schools, and geographical contexts. Studies involving students and parents would also be meaningful.

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          Most cited references33

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          School Engagement: Potential of the Concept, State of the Evidence

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            Editorial: Three types of interaction

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              Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

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                Author and article information

                Contributors
                leeyong.tay@nie.edu.sg
                Journal
                Asia-Pacific Edu Res
                The Asia-Pacific Education Researcher
                Springer Singapore (Singapore )
                0119-5646
                2243-7908
                13 April 2021
                : 1-12
                Affiliations
                GRID grid.59025.3b, ISNI 0000 0001 2224 0361, Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University, ; 1 Nanyang Walk, Singapore, 637616 Singapore
                Author information
                http://orcid.org/0000-0002-4177-9407
                http://orcid.org/0000-0002-5800-6531
                Article
                572
                10.1007/s40299-021-00572-y
                8043426
                617ec12e-20f2-48aa-baaa-6446600fb630
                © De La Salle University 2021

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                : 2 April 2021
                Funding
                Funded by: This study was not funded
                Award ID: Funding: This study was not funded.
                Categories
                Regular Article

                home-based learning,ict in education,student engagement

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