Challenges of Distance Learning at Universities during the COVID-19 Pandemic in Georgia

Adaptation to distance learning, which is one of the most effective ways of fighting against the COVID-19 pandemic, presented numerous challenges to society and the economy. The study aims to assess the consequences of distance learning as a result of the pandemic from the perspective of students and teachers. Quantitative research was conducted. The students (n = 417) and teachers (n = 47) of all disciplines from Tbilisi universities (Republic of Georgia) participated in the research. Non-probability convenience sampling technique was used for the study. Respondents evaluated the process of distance learning positively since they had the opportunity to attend lectures from any location, thus, saving costs, learning new skills, gaining valuable experience, and having more free time left than before. Using a Likert scale, the distance learning process was positively assessed by students (3.2 points out of 5) and teachers (3 points out of 5). The majority of students (n = 288, 69%) preferred the synthesis of distance and auditory learning methods as they consider the student's own choices in a superior way. Respondents pointed out some deficiencies, such as limited communication, technical access difficulties, low quality and malfunction of internet access, an inconvenient environment, students' involvement process and complicated social relationships. The crisis caused by the COVID-19 epidemic has identified the need to advance the methods of high-quality acquisition of knowledge. It is preferable to equip university auditoriums with the necessary technical capabilities and to develop curricula that allow students to decide whether to attend lectures in the classroom or to participate online. © 2023, Commonwealth of Learning. All rights reserved.

Online Learning of Students with Special Needs: Teachers' Perspectives

The COVID-19 quarantine has affected educational systems in Georgia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. While online learning quickly became the default solution globally because of school closures, it was not the most accessible choice for the students with special needs. The aim of the research is to study the implementation of online learning of students with special needs amid the COVID-19 pandemic and investigates the challenges experienced by teachers during this period. Within the qualitative research in-depth interviews with selected practicing teachers were conducted. The vast majority of respondents are in favor of classroom lessons, as it helps the child to develop social skills, and due to the diversity of resources - motor skills, face-to-face communication, collaborative learning, physical contacts are extremely important for pupils with special educational needs. Some students do not have access to technological equipment and the Internet and were unable to use online learning platforms. Distance learning has increased the involvement of parents in the teaching process. Students with disabilities need confidence in the accessibility of the online learning tools that are becoming increasingly prevalent in education not only because of COVID-19 but also more generally. Educational technologies will be more accessible if they consider the learning context, and are designed to provide a supportive environment.

Epidemiological characteristics of neonates born to mothers infected with COVID-19: A single-centre observational study.

BACKGROUND: COVID-19 disease can affect women at any stage of pregnancy, and newborns could become infected with SARS-CoV-2 through vertical or horizontal transmission. Little is known about SARS-CoV-2 infection in neonates born to mothers with COVID-19. Experts emphasize the importance of ensuring the safety of newborns without compromising the benefits of early contact with the mother. The aim of the study was to investigate the epidemiological characteristics of newborns born to mothers infected with SARS-CoV-2. METHODS: Observational, prospective cohort study was conducted in the intensive care unit of the perinatal center (Georgia). Information was collected by reviewing and personal observations of medical histories of newborns born to mothers infected with SARS-CoV-2. RESULTS: The study included 38 newborns with suspected (n = 16; 42.1%) and confirmed (n = 22; 57.9%) COVID-19 infection cases, treated in the neonatal intensive care unit. The study did not reveal the risk of vertical transmission of SARS-CoV-2 infection and confirmed a fairly large rate of horizontal transmission of infection (n = 25; 66%). Skin-to-skin mother care was performed in 68.7% of newborns, 26.3% received exclusive maternal or donated breast milk during hospital stay. CONCLUSION: Prevention of horizontal transmission of infection in newborns should be a priority. It is recommended skin-to-skin mother care and maternal or donated breast milk during hospital stay, taking into account the health of the mother and the newborn, following the rules of hygiene and use of the mask by the infected mother.