Post-pandemic Education Research Articles

Students' and parents' perspectives on emergency e-learning in kindergarten and compulsory education

This paper explores how students and parents of students attending kindergarten and compulsory education experienced emergency remote education delivered during the period when schools were closed to reduce the spread of COVID-19. Understanding this unprecedented context has the potential to shape post-pandemic education and future e-learning efforts. Data was collected through an online questionnaire featuring closed- and open-ended questions. The paper explores the students’ and parents’ or guardians’ experiences and opinions on the teaching and learning provided. Additionally, it analyses the influence of school sector, school level, and previous access to educational support on this experience. The findings suggest that e-learning allowed students to continue their education but highlighted certain existing educational inequalities and created new ones.

Post-Pandemic Education: Falling or Preparing for a Jump?

Abstract. Relevance. The article provides an overview and analysis of the consequences of changes in the global educational space during the period of action of measures to counter the spread of the new COVID-19 coronavirus infection.The aim of the work was to understand the current state and identify possible trajectories of developmentof educational systems in the “post-pandemic” era. Research methodology and methods. The main methods used in the preparation of the work were methods of analysis and synthesis. The review and understanding of various standpoints on the educational organizations functioning in the situation of emergency introduction of quarantine measures and the uncertainty of their consequences allowed us to summarize the main challenges facing the education system today. The forecasting method was used to systematize the capabilities of universities in overcoming crisis phenomena and determine the strengths that can be used as the basis for the transformation of University management.Results. The analysis of the trajectories of the prospective organization of the educational process at the University of “post-pandemic” time is carried out. The article highlights the main ways of the educational system adaptation to work in the conditions of an unpredictable crisis consequences and presents the authors’ vision of the future of higher education in Russia, which is inextricably linked with the country’s attractiveness in the global educational space.Scientific novelty. The authors systematize the impact of the pandemic on various sectors of the economy, including the education sector. The results of the analysis of the practical experience of educational systems in the new conditions are presented. Scenarios of educational organizations development in an unfavorable dynamic uncertain environment are shown.Practical significance. The results obtained will be useful in adjusting University management systems and developing strategies for universities to overcome the crisis caused by COVID-19 and its consequences.

A problemática do ensino remoto na educação do campo na pandemia da Covid-19

The objective was to investigate how the students of a State Countryside School have developed their activities in the context of Remote Education due to the pandemic of Covid-19, as well as their possibilities and limitations, given the problem of access to technological resources. The data were collected from the application of a questionnaire and analyzed in the light of the Textual Discursive Analysis. Fourteen students regularly enrolled in Elementary and High school participated in this research. The analysis of the data resulted in the establishment of three emerging categories: 1. Characteristics of the research participants; 2. Understanding of Remote Education; and 3. Future expectations in post-pandemic education. Even having access to some technological tools, students do not have access to the internet, which makes Remote Teaching activities difficult. The importance of the teacher's physical presence in the classroom was emphasized, including focusing on his interaction with students and between students in the school environment.

A Study on the Impact of COVID-19 Pandemic in African Universities

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

The COVID-19 pandemic caught societies worldwide unprepared in 2020. In Austria, after a lockdown was decreed on 16 March 2020, educational institutions had to switch to a patched-up distance learning approach, which has been largely maintained to date. This article delivers empirical insights from an interdisciplinary mixed-methods research study that investigated university students’ perceptions of and experiences with distance learning as well as their educational (home) spaces during the pandemic in Innsbruck, Austria. It combines results from a quantitative survey conducted with 2742 students in early 2021 with a qualitative multi-method and longitudinal research study that accompanied 98 students throughout four data-collection phases in 2020. Results show a significant improvement since spring 2020 with both teachers and learners adjusting to the distance learning formats and the use of digital tools, yet students urgently desired a return to face-to-face teaching and university life, particularly for its social benefits. Strikingly, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. Based on the perspectives of students, it is appropriate to demand significant changes in post-pandemic education adapted to the era of the post-digital, for which this article gives short-term as well as medium-term recommendations.

Pre-service Music Teachers’ Understanding of Blended Learning: Implications for Teaching Post COVID-19

The significant increase in online teaching during the COVID-19 pandemic has created a heightened need for educators to implement teaching methods which do not rely solely on “face-to-face” learning within the same physical space. Blended Learning (BL) is one such approach, allowing for flexibility in the delivery of a class and constant access to unit materials. This paper reports on an investigation, by two Australian Pre-service Teacher (PST) educators, of their students’ understanding of BL at the beginning and end of a BL music method unit. Data were collected for three consecutive years with three separate cohorts. Findings indicated that the majority of the participants began the unit with little to no understanding of BL. This improved considerably through direct BL experience, with some exceptions. The implications for the development of flexible and responsive PST education in the current and post pandemic education environment are considered.

Cognitive Technologies in Pedagogical and Natural Science Training for Future Psychologists in Post-Pandemic Education

In conditions of post-pandemic reality, the creation of optimal psychological and pedagogical conditions for the formation of future specialists, raising the level of their professional training, socialization and adaptation to work in the work collective requires appropriate psychological support, the development of cognitive and psychological support technologies for the constructive implementation of practical social psychological assistance in the pedagogical process, as well as the use of modern cognitive-psychological approaches by teachers, the development of psychological recommendations on the style of pedagogical impact and the like.The article highlights the important socio-psychological conditions for preparing a future teacher for socio-pedagogical activity in the context of post-pandemic realities. The necessity of using cognitive psychology technologies in the process of forming professionally speaking competencies of future psychologists and their speech culture in the process of professional speech training is substantiated. The technologies and conditions for the organization of the pedagogical process for the preparation of future practical psychologists who have undergone changes as a result of recent events related to the implementation of the educational process in a remote mode are described. The structure of the seminar on the basics of speech competence of a psychologist is presented as a result of using a dialogical approach in the system of professional training at a university.In our opinion, the materials in this article will be of interest to educators, practical psychologists, and social educators of the vocational education system, since they will help not only better understand the psychological characteristics of the professional and personal development of future specialists, but also constructively solve the urgent problems of their professional training.

Covid-19 Pandemic: Its Positive and Negative Impact On Students Life

Covid-19 outbreak has caused a downward spiral within the world economy and caused an enormous impact on the senior secondary education system. The sudden closure of campuses as a social distancing measure to stop community transmission has shifted face to face classes to online learning systems. This has thrown the main target on utilizing e-Learning tools and platforms for effective student engagement which can have limitations of accessibility and affordability for several students. The pandemic has exposed the shortcomings of the present senior education system in Uttar Pradesh, India and wish for more training of educators in digital technology to adapt the rapidly changing education of Uttar Pradesh. Within the post Covid-19 situation, the utilization of e-learning and virtual education may become an integral a part of the senior education system. The senior secondary institutions got to plan the post pandemic education strategies to make sure student learning outcomes and standards of educational quality. In this article we also discuss about positive & negative impact on education system during Covid-19.

Foreign Language Teaching in Brazil: Interfaces of the content and language approach in remote teaching

This article aims to describe the development of the teaching–learning process of Foreign Language, with the use of the CLIL (Integrated Content and Language Teaching) approach in the teaching of English, within the framework of a Bilingual Program, within an emergency context of Remote Teaching. We also seek to reflect on the adequacy of technological tools in the process of teaching Foreign Language – specifically the English Language – for a certain age group, as well as to evaluate the elaboration and adaptation of materials, activities and pedagogical approaches to the reality of Remote Teaching during the period of isolation. For this reflection, our analysis aims to point out possibilities and limitations, both of the CLIL (Integrated Teaching of Content and Language) approach, as well as of the modality of distance learning for the age group observed. Thus, in addition to presenting what was accomplished during the research, we intend to reflect on possible paths and contribute with good practices that make the English Language Teaching process more meaningful and proficient, within the Modality Of Distance Education (EaD).We defend in this research the search for strategies in a digital format, for a Foreign Language Teaching, which develops in a more natural and motivating way, as well as the need for public policies aimed at a post-pandemic education of COVID-19, in the sense of ludicity and inclusion, aiming at the development of skills and skills of the student, from elementary school, transforming information into knowledge.

COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

PurposeThe purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.Design/methodology/approachAn online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.FindingsAll institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.Originality/valueThe paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

Los gráficos y la pandemia. Reflexiones para la educación científica en tiempos de incertidumbre

The COVID-19 pandemic shows that certain knowledge and ways of knowing linked to science education do not reach the common denominator of citizenship. In particular, this work focuses on the use of different types of graphical representations during the pandemic in mass media communication and political discourse. This invites a detailed reflection based on our research results on the role of graphics in science education. Thus, it is possible to raise perspectives for a post-pandemic education that includes the representational issue in science education for citizenship.

Re-imagining curriculum in India: Charting a path beyond the pandemic.

The Covid-19 pandemic has made visible the sharp economic, health, caste-based, gender, and educational inequalities that the disadvantaged face in India. Curriculum is ordinarily viewed as a tool for regulating and adapting modern educational systems to society’s needs and trends. But most governments have been unwilling to rethink post-pandemic education, despite the loss of livelihoods, food, and shelter – accentuated by educational inequality and institutionalised via neoliberal reforms. The current pandemic compels us to examine the meanings and purposes of education from a socio-historical perspective, to understand how questions of equity and justice, rooted in India’s Constitution, can be woven into curricula and pedagogic approaches. This article reflects on the role that curriculum can play in enabling an ecologically and socially just and connected world. This curricular response includes cognising the significance of subaltern disciplines and imagining transformative pedagogies that can help reclaim education spaces and sustain epistemic justice.

O ensino remoto durante a pandemia de covid-19: desafios, aprendizagens e expectativas dos professores universitários de Educação Física

Esta pesquisa objetivou identificar os desafios e as aprendizagens dos professores universitários de Educação Física relacionadas ao ensino remoto durante a pandemia de Covid-19, bem como as expectativas em relação ao ensino pós pandemia, por meio de um grupo focal com professores universitários de instituições privadas. Os docentes testemunharam vários desafios e aprendizagens relacionadas ao ensino remoto. Sobre as aprendizagens, eles destacaram: processos de adaptação, de descoberta, de experimentação e utilização de novas ferramentas tecnológicas e novas estratégias metodológicas; novas maneiras de se relacionar com os estudantes; a colaboração com colegas e com a coordenação pedagógica; e a transferência de experiências de outros campos de atuação para o Ensino Superior. Os professores também verbalizaram que pretendem integrar mais as tecnologias ao ensino no período pós-pandemia. O distanciamento social provocado pela pandemia de Covid-19 e o ensino remoto emergencial potencializou o desenvolvimento dos professores, oportunizando novas aprendizagens profissionais.

Impact of Covid-19 Pandemic on Higher Education and Research

COVID-19 outbreak has caused a downward spiral in the world economy and caused a huge impact on the higher education system. The sudden closure of campuses as a social distancing measure to prevent community transmission has shifted face-to-face classes to online learning systems. This has thrown the focus on utilising eLearning tools and platforms for effective student engagement which may have limitations of accessibility and affordability for many students. The pandemic has exposed the shortcomings of the current higher education system and the need for more training of educators in digital technology to adapt to the rapidly changing education climate of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. The higher education institutions and universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

Educación a distancia virtual ¿una oportunidad? experiencias y desafíos desde la pandemia del COVID-19

The emergence of COVID-19 at a global level meant that several areas were affected, the educational field is one of them. Face-to-face classes were made impossible by the new health regulations (physical distance, use of masks, compulsory quarantines, etc.), so virtual distance classes took hold from the start of the pandemic. In this sense, obtaining information from the protagonists, in this case, university students from the different Higher Education Institutions in the city of Talca, is fundamental to know their experience with virtual distance education in this con-text and to determine the challenges that exist for this type of post-pandemic education. For this reason, the use of a mixed methodology (qualitative-quantitative), with the application of semi-structured interviews and surveys through virtual means, allowed evidence to be found that the university experience has been affected in practical aspects, learning, and interaction with colleagues and teachers. Likewise, virtual distance education poses certain challenges in terms of technological access, preparation and management, and new pedagogical strategies for this modality.