ABSTRACT
This study introduces initial results concerning a collaborative learning mobile application to mitigate 8th-grade students' learning loss and learning variability. COVID-19's impact on the education system and its shortcomings before, during and after the pandemic was the starting point of this study. The interactive system's concept and design are derived from a collaborative reflection expressed on the school community's daily needs while teaching and learning during the unpredictable circumstances created by the pandemic. Also, by a state-of-the-art comparison of the scarce K-12 e-mentoring systems in combination with the ubiquitousness of various technological mediums, namely mobile devices like smartphones, and their fundamental role in e-mentoring programs could create successful bonds based on knowledge transmission. The OWL CLUB mobile application seeks to curate the knowledge exchange in a more humane and positive digital experience in an educational community. It also allows for creating and growing a space that encourages new genuine connections in a digital positive learning environment for students and their community. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
ABSTRACT
This study investigates COVID-19's impact on the education system by gathering data on how interactive and analogue technologies mitigated such disruption. It also analyses how and if educational approaches were modified during the pandemic. The procedures consisted of the analysis of evidence retrieved from three surveys delivered to three stakeholder groups: teachers, students, and parents (N=215), crossed with an examination of a set of 5-week longitudinal interviews (30) with the same groups (N=6). The results of the analysis are used to derive a set of important design implications that: (1) highlight shortcomings of the distance education (DE) strategies used during COVID-19 and how they can be mitigated;(2) empower the stakeholders with innovative pedagogical approaches that information communication technologies can foster, thus optimising DE;(3) promotes positive learning experiences supported with scientific evidence. Conclusions are derived from a collaborative reflection on the stakeholders' daily needs during unpredictable circumstances.
ABSTRACT
The current pandemic situation leads researchers to reflect on conducting qualitative research, completely changing how they conduct participatory research. As it became clear that the pandemic would last many months, researchers started to redesign their planned research in digital spaces through social media channels and participatory online tools. From communicating with participants over Zoom (or other similar applications) to sharing information on exclusive online groups, digital platforms have become, for many, the only way to work, learn, or be entertained. This situation offered a significant opportunity to think creatively about research engagement and reflect on which aspects truly require researchers to be “on the ground” to conduct face-to-face participatory sessions to gather qualitative data. Qualitative researchers must use this opportunity to reflect while using digital tools for distance research. This paper is inspired by the work the authors are conducting in MEMEX – a European-funded project promoting social inclusion by developing collaborative storytelling tools related to cultural heritage and at the same time facilitating encounters and interactions between communities at risk of social exclusion. Thus, the work here presented reflects on the digital tools and techniques to collect qualitative data when the researchers cannot meet the participants face-to-face due to pandemics safety measures or other restrictions. © 2021, IFIP International Federation for Information Processing.