Led by EQI/DCU who are world-renowned experts in the field of School Evaluation, Case Study Research and Intercultural Studies; in preparation for this Output, a rapid literature review and survey of Hindering and Facilitating F(A)ctors related to remote Teaching and Learning was conducted between March and October 2020.
(Attached to this Annex). What was apparent was that although schools have put in place various mechanisms and supports to enhance either Face to Face (for the entire school) or remote learning (for the entire school) when it comes to the biggest challenge; that of providing a blended (Online and face to face) teaching and learning environment, issues abound.
The purpose of this Case output is to ascertain the Hindering and Facilitating F(A)ctors related to Blended Teaching and Learning (What has now become the only solution to keep schools open across Europe during the covid era)
This multi-modal case study of five schools per country, chosen from a pool of schools across the socio-economic divide will seek to elicit the experiences of all stakeholders( via interviews with Principals, Class teachers, Students, Parents and assessment biography) in relation to leadership, teaching and learning with blended teaching and digital learning ecosystems.
Each partner seeks to enhance the understanding of the Hindering and Facilitating F(A)ctors related to Blended Teaching and Learning in their country/ region through the development of a series of case studies. Dublin City University and PDST/TIE in Ireland; The University of Ulster in Northern Ireland; the University of Cyprus in Cyprus; VisMedNet in Malta. A case study protocol will be developed in each of the project partner’s first language (English, Greek and Maltese). The description of the five cases, as a result of the analysis, will also be translated into the three languages that are part of this project team. This makes our results accessible to countries who do not frequently engage in English-speaking publications and reports. The outcome of the Case Study (together with outputs 1-5) will also be used for the development of the REBEL Training Module, Toolkit and MOOC.
Elements of Innovation
The creation of the case study is arguably unique in the field as it will enable, for the first time, an investigation of the strategies, beliefs, challenges, hindering and facilitating (F) actors and elements of practice to lead and ensure high-quality teaching and learning in a Blended Teaching and Learning environment. These case studies will provide the first in-depth analysis of the topic at an educational system level and will provide a rich and textured overview of actual practices within the case study schools. Elements of best practice will also be identified to support the creation of resources as part of the REBEL Framework, Toolkit, and training programme.
Expected Impact and Transferability Potential
The case studies will inform the project partners thoroughly on the state of affairs in their own educational system and of the other partner countries. The results will enable the identification of specific areas that are of particular interest and in a strong need for support. This will have a particular impact on the development of the REBEL Framework, toolkit, training programme and MOOC. It will also impact a broad range of stakeholders within the field of Blended Teaching and Learning, education studies; for example, policymakers, academics and practitioners. It will also challenge national and transnational support agencies to further consider the challenges and elements of best practice to lead teaching and learning in blended Teaching and Learning school environments.