Abstract
The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.
Highlights
The coronavirus disease 2019 (COVID-19) pandemic has been a major disruptor of all aspects of modern life
To identify research articles published during COVID-19 pandemic that are related to teaching and learning, the Scopus
Abstracts and metadata of research articles were retrieved from Scopus for the search string “teaching COVID-19” based on a search performed on 14 May 2021
Summary
The coronavirus disease 2019 (COVID-19) pandemic has been a major disruptor of all aspects of modern life. Educational systems at all levels had to be suspended or moved online due to lockdown and social distancing rules, which aimed at limiting the spread of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) that causes COVID19 This has significantly affected communities with limited technological infrastructure, access to high-speed internet and smart device penetration [1,2]. Continue, to go to extraordinary lengths to ensure that the quality and content can be delivered in an effective way, to ensure that learning outcomes are met This has brought forth unique opportunities to study these models, their effectiveness and adoption in a range of disciplines, from social sciences to life science, and healthcare to business management. Many of these approaches and themes are very likely to gain widespread adoption beyond the COVID-19 period
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