ABSTRACT
Higher Education has become an increasingly competitive field, and knowledge, its essence, has become a global commodity. Consequently, universities all over the world have been under pressure to respond to growing new demands quickly, dynamically and creatively. In the Brazilian context, overcoming the challenges that these Higher Education institutions face requires a significant effort to adapt and change, especially by public universities. In this essay we analyze the main challenges of Brazilian Higher Education institutions, especially those resulting from the Coronavirus crisis. We focus on challenges such as quality of Higher Education, funding and academic management. To this end, we explore some of the main changes that Higher Education institutions have undergone over time. We also highlight some alternative paths for those challenges, including reflections on opportunities that have arisen following the pandemic. © 2023, Ensaio, All Rights Reserved.
ABSTRACT
This study researched the role of directors appointed shortly before the COVID-19 lockdown. Interviews were held with directors from eight elementary schools at a socio-educational disadvantage, and content analysis was used to discover their decisions for addressing the contingency. The results show that some schools were able to attain the minimum conditions for operating in the emergency, and demonstrated a concern for improving pedagogical aspects. Readiness for change was the greatest when the director first mobilized an emotional component, enabling concrete actions. The conclusion is that the organizational cultures best prepared for change responded with greater ease to the director's proposals, especially when they had a pedagogical focus. (English) [ FROM AUTHOR] Este artículo indagó en el rol de directoras(es) recién nombrados en sus cargos justo antes del confinamiento por la COVID-19. Mediante entrevistas a directoras(es) de ocho escuelas básicas en condición de desventaja socioeducativa, se realizó un análisis de contenido para conocer sus decisiones para enfrentar la contingencia. Los resultados muestran que algunas escuelas lograron armonizar las condiciones mínimas para operar en la emergencia y una preocupación por mejorar aspectos pedagógicos. La preparación para el cambio fue mayor en los casos en que primero el director(a) movilizó un componente emocional, lo que posibilitó realizar acciones concretas. Se concluye que las culturas organizacionales mejor preparadas para el cambio pudieron responder con mayor facilidad a la propuesta del director(a), sobre todo cuando estuvo marcada por un foco pedagógico. (Spanish) [ FROM AUTHOR] Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
As part of the large-scale ‘COVID-19, Building Back Better'-project, primary school (grade 0-6) stakeholders (students (N = 2.427), parents (N = 153), school staff (N = 176) and school leaders (N = 14)) answered the open-ended survey-question: ‘What have you learned during the COVID-19 pandemic that could be used to make school and teaching better in the future?'. The responses are inductively organised. The analysis points at several learning potentials from COVID-19 and suggests different politically and ethically feasible focus points for quality teaching and education after COVID-19 (e.g. more efficient teaching/worktime, a focus on students' and school staff's well-being in school, outdoor teaching/outdoor time, movement in teaching, online teaching, new and creative teaching methods, clear and simple structure, shorter school days, no parents at school, improved school-home collaboration and information/communication from school). We discuss the feasibility of implementing the suggestions and argue for cooperative procedures paying attention to contradicting perceptions when reimagining education in the future. © 2023 ASPE.
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The purpose of this qualitative descriptive case study was to examine the lack of equitable educational opportunities for English learners and school administrators' perceptions of their role in addressing inequities in schools that serve English learners. This descriptive case study examined contextualized phenomena within specific boundaries of the urban setting. Descriptive case study data were collected through semi-structured interviews, focus group interviews, and a review of artifacts and documents. The interview data were coded using the keywords in context. By analyzing patterns in the urban school leaders' speech, I gained insight into their perception of their role in addressing inequities. The study results answered the questions, filled the literature gap, and contributed to the growing scholarly work body. The following research questions provided a basis for identifying school administrators' perceptions about addressing educational inequities in schools and their suggestions for other school leaders to interpret and implement English learner policy: What are school administrators' perceptions of their role in addressing inequities in access to and quality of education for English learners? What suggestions do school administrators have to address inequities in access to and quality of education for English learners? What are school administrators' perceptions of how the COVID-19 pandemic exacerbated educational inequities for English learners? The idea of language as a mediator of thought guided the descriptions of the language used by the 10 participants and the themes which emerged. The results are consistent with existing research related to sociocultural theory. The focus group discussions, individual interviews, and documents reviewed were used to triangulate the data collected to confirm the findings. The study findings included the administrators' prior experiences, sociocultural context, and speech, indicating their perception of their role in addressing educational inequities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Background: Students' attitudes and satisfaction are important predictors of educational quality, especially under such special situation as large scale home-based online education during the COVID-19 epidemic. Objectives: This study investigated middle school students' attitudes and satisfaction about home-based online education during COVID-19 epidemic and potential influential variables. Methods: Survey data were collected from 788 middle school students in two typical Chinese public schools. Multinomial logistic regression analysis and ordinal logistic regression analysis were used to identify influential variables. Findings: We found that more than half of surveyed students felt that home-based online learning was either the same as (35.9%) or better than (18%) traditional face-to-face learning, while 46.1% felt that it was worse than traditional face-to-face learning. More than six tenth of surveyed students felt satisfied or very satisfied with their home-based online education, while less than one third kept neutral attitudes and very few felt unsatisfied or very unsatisfied. Importantly, the study found some influential variables impacting students' attitudes and satisfaction about home-based online education and they included individual variables (gender, time spent in doing homework, level of learning engagement), organizational variables (school type), and relational variables (time spent on communication and relationship with family members). (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Changing student demographics, COVID-19 ramifications, and political pressures all underscore the need for organizational change sooner rather than later. While higher education has successfully resolved a number of challenges, we continue to be stymied by areas where needed change has not materialized. Even after repeated efforts, these changes still have not occurred, and there are ongoing consequences. To facilitate change, this article both identifies areas of needed change as well as incremental next steps to be taken. [ FROM AUTHOR] Copyright of Change is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The article describes the importance of digital literacy for teachers in educational institutions in Peru, as well as the development of their communication skills in synchronous classes with their students in times of the Covid-19 pan-demic. The theoretical review was carried out in scientific articles of the last ten years indexed in bibliographic databases such as Dialnet, SciELO, Redalyc, Academic and Proquest under the PRISMA systematic review methodology. Eighteen articles were evaluated and selected from a total of 52 pub-lished between 2012 and 2022. The results show that it is of the utmost importance that teachers develop their digital and communicative skills. Copyright © 2022, Venezuelan Society of Pharmacology and Clinical and Therapeutic Pharmacology. All rights reserved.
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The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and e-Learning (ODeL) to ensure the relevance of the Post School Education and Training (PSET) sector in the Fourth Industrial Revolution (4IR) and beyond. Based on a review of the literature, the article highlights three pillars of successful use of technology to enhance quality in PSET, especially in the wake of the worldwide transition to remote teaching and learning. The revised agenda comprises the questioning of previously held beliefs about learning and teaching, the responsiveness of curricula and ensuring the quality of ODeL offerings. It argues that unless traditional beliefs about teaching and learning are questioned and curricula are streamlined to align with the demands of the knowledge society, the value of PSET may be trivialised in a context that is so rapidly changing. It also argues that sound quality assurance mechanisms should be put in place to ensure sufficient depth in student learning experiences, rigour in assessment processes and confidence in graduates by employers and society at large. Using the theory of Connectivism as a lens, the authors provide a framework with some recommendations for sound ODeL teaching and learning practices that are relevant for the demands of the 4IR and beyond. The framework focuses on five pillars, which are foregrounding a student-centred approach, embracing appropriate technologies to support teaching and learning, strengthening the capacity to support success, ensuring appropriate assessment processes and regular curriculum revision and renewal.
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This paper is an examination of learner readiness to engage in non-traditional modes of schooling, such as online or distance learning, in which the overall interest lies in ensuring the access of Filipino students to quality education even during this pandemic. The specific goal is to gauge and investigate material, psychological, and home environment readiness among incoming and incumbent college students in the Philippines. The findings were drawn from 512 survey respondents whose answers were collected online. Among others, results reveal that majority of our respondents own computer devices and have access to the internet but are not confident about the service integrity of their internet connection. Most respondents also expressed that virtual classes are less motivating due to absence of physical connection to teachers and schoolmates, which could negatively impact the learning experience. They also voiced out reservations on the conduciveness of their home environment for online learning. We argue that it is only through paying attention to learner readiness that decision-makers can safeguard education as an accessible right to all.
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Like all other sectors, higher education in the agriculture sector has been affected by the COVID-19. Both teachers and students have faced problems in communication, learning and motivation during online education. The major issues include the limited internet access coupled with poor supply of electricity especially in rural areas, in most of the developing countries. In this article, we have discussed various challenges faced by agricultural students and teachers during online teaching and learning after the COVID-19 pandemic. The article also discusses prospects and strategies to improve online teaching and learning in the higher education of the agriculture sector of developing countries.
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Post COVID-19 outbreak, higher education practices changed considerably around the world. In Bahrain, institutions of higher learning as well as the country's education quality authority have been challenged in different ways because of the pandemic and have been compelled to resort to e-learning and virtual approaches to quality reviews, respectively. This paper presents an analysis of e-learning in higher education in Bahrain and related quality assurance processes pre-and-post COVID-19. This is in addition to arriving at conclusions about what the next relevant steps forward are. The research method followed in this paper is qualitative, taking the form of a small-scale inquiry cast from a quality assurance perspective, that is social context-dependent and focusing on a specific case (e-learning in Bahrain pre-and-post COVID). It, thus, provides an interpretivist perspective in terms of knowledge. The data analysis points to a need for the establishment of a comprehensive set of guidelines for higher education institutions in Bahrain, to develop their own "Quality Assurance in E-Learning" models. These models are simultaneously ones that can facilitate more accurate and in-depth quality evaluations by the Kingdom's quality authority.
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The COVID-19 pandemic has exacerbated challenges in the early care and education (ECE) sector, including: preexisting structural flaws, insufficient funding mechanisms, sector fragmentation, inadequate support for the workforce, and inequalities, such as the lack of access to high-quality care among low-income, rural populations, and communities of color. Addressing the impacts of the pandemic and the resulting economic recession on the ECE sector will require that state, local, and tribal decision makers use available COVID-19 relief funds to mitigate those impacts while also laying the foundation for longer-term solutions. This rapid expert consultation identifies mitigation strategies that could be implemented to achieve these goals. These strategies include: (1) Reduce the rate of closures, (2) Assist the ECE workforce, (3) Modify subsidy reimbursement and payment policies, (4) Improve coordination of the ECE sector and funding systems, and (5) Integrate data systems across provider and funding types.
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While the world was already moving towards a digital future before 2020, the coronavirus pandemic accelerated that significantly in many sectors. This is certainly true with regard to digital transformation in the classroom, which gathered pace almost overnight when schools shutdown and lessons first moved online. At the time, the shift served to highlight how unprepared most of the sector was for digital transformation. At this point, both teacher and student skills and competencies for digital transformation have been questioned and many academic studies for literature have been put forward in this context. In this research, teacher education and competencies are questioned in the transition to the digital transformation process in Northern Cyprus. In addition, tools for measuring digital competencies and teacher-oriented changes will be introduced. It is thought that determining the competencies of teachers and the tools measuring these competencies within the scope of the digitalization process will be effective in ensuring quality in education on behalf of Northern Cyprus in the future and will shed light on future research. In the literature review, although the existence of studies belonging to Northern Cyprus in measuring the digital competence of teachers/teacher candidates' is remarkable, it has been determined that there are not enough numbers according to the importance of the subject. Considering the rapid transition and adaptation to the digital transformation process, especially during the pandemic period, since teachers are the most important part of digital education, it is foreseen that more qualitative or quantitative research is needed to interpret and measure digital competencies.
ABSTRACT
The pandemic-fueled expansion of online learning will certainly persist beyond the pandemic, and schools must ensure that the transition creates accessible, high-quality options for all students. Most recently, the surge in COVID-19 Omicron variant cases and persistent ambiguity around whether and how to close schools reinforces the fact that we have failed to build intentional on-ramps to virtual education. State and local leaders can employ evidence from past online learning efforts, emerging best practices, and data from the pandemic to understand how to build a path forward that capitalizes on the potential of online learning, while avoiding the pitfalls. Virtual learning is not going away, but it must improve, especially for students of color and those facing economic insecurity. The bottom line is that students cannot afford to repeat the emergency distance learning that took place in 2020 and 2021. This brief provides a guide for education leaders and policymakers building a path to sustainable and quality virtual learning. It includes four steps school system leaders can take in the short and longer term to harness the potential of online learning, avoid pitfalls that made it ineffective, and ensure students have equitable access to high-quality learning opportunities that meet their needs.
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The COVID-19 pandemic gives a big impact on various aspects of human life, including higher education institutions. Institut Agama Islam Negeri (State Institute for Islamic Studies) Surakarta (IAIN Surakarta) as one of the Islamic higher education institutions in Indonesia has developed online learning management using Moodle platform. This study tries to measure the level of implementation of learning management in three dimensions of Moodle-based online learning, planning of learning, implementation of learning and evaluation. This study used a quantitative approach with a sample of 718 students from five faculties based on the descriptive analysis, report showed that planning of learning was in the high category with an average of 4.06 (in scale 5), the implementation of learning was in the medium category with an average of 3.35 and evaluation of learning was also in the medium category with an average of 3.14. It meant that it was necessary to optimize the implementation and evaluation of learning. While the results of CFA showed that the three manifest variables were below 0.4, namely the use of Zoom, Google Meet or others (outside Moodle) for synchronous ([lambda] = 0.01, mean = 3.86), the use of Google Classroom, WhatsApp or others for asynchronous ([lambda] = 0.04, mean = 4.31), and the examination in the form of assignments ([lambda] = 0.11, mean = 3.86). So, it can be concluded that the use of e-learning based Moodle has less optimal in implementation and evaluation of learning. Therefore, it is necessary to improve the quality of applications, supporting facilities and user capabilities.
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The coronavirus disease 2019 (COVID-19) pandemic upended math instruction--but not equitably. Although little is known about the quality of math instruction in different school settings during the 2020-2021 school year, evidence from national survey data collected throughout the pandemic suggests that students' "opportunity to learn" (OTL)--defined here as time on instruction and content coverage--differed dramatically depending on whether students were learning in person or through an alternative mode of instruction. This Date Note presents findings from the 2020 and 2021 Learn Together Surveys to highlight the challenges to standards-aligned instruction that secondary (grades 6 to 12) math teachers might have perceived one year into the pandemic, how frequently they skipped standards-aligned math content, and their reasons for doing so. These findings add to the growing body of evidence showing that students in fully remote and hybrid school settings had fewer opportunities to engage with grade-level math than students learning in person. Specifically, secondary math teachers who provided remote or hybrid instruction reported skipping standards-aligned content more frequently and were less likely to report being able to devote as much time as they would have liked to math instruction compared with their in-person counterparts. These findings are particularly significant for students who attended schools that were less likely to offer in-person instruction during the 2020-2021 school year.
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The prolonged COVID-19 pandemic has placed postsecondary institutions in unfamiliar territory. Undoubtedly, postsecondary education must adapt to the realities of the pandemic, finding new ways to define academic expectations and rigor. Currently, COVID-19-related conversations among educators often default to focusing on students' race and economic and psychological vulnerabilities. While students' contexts must be taken into account, these dominant default discourses can also signal a dangerous lowering of faculty's expectations for some students, creating inequitable opportunities and outcomes that have unintended impacts on student learning. The purpose of this paper is to encourage faculty to reimagine rigor in the college classroom without compromising student learning. The authors intend to highlight some of the lessons learned in their own efforts to enact high expectations for students during these difficult times as they taught online synchronously and asynchronously in a non-certificated teacher education program in a community college in California and an educational doctorate program in America's southwest.
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When the COVID-19 pandemic forced universities to shift to online learning, one of the challenges to faculty and administrators was to provide students with high-quality, curriculum-based learning materials that could be accessed despite students' variable levels of Internet access. Part of the Ateneo de Manila University's response to this challenge is the production of the Magisterial Lectures, an Open Educational Resource (OER) series of video lectures by some of the University's most respected faculty members. The goals of this paper are to describe how the production of the lectures was guided by the principles of quality and equity, to discuss the use and reach of the lectures based on YouTube analytics and a survey of Ateneo students and teachers, and to measure the impact of the lectures on students' learning experience. We enact quality in terms of curricular alignment and high production value. Equity was achieved by making the resource available publicly, free of charge. We found that the videos reached over 350,000 viewers in 37 countries. A survey of Ateneo students and teachers, the primary beneficiaries, shows that these materials were effective educational tools. Their effectiveness is attributable to the grounding of the production in quality and equity, the teachers' careful integration of the recordings in their lessons, and the students' engagement with the lectures following their own learning preferences and strategies.
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This study aimed to verify and analyze the two influences. The first was the effect of online learning quality (OLQ) on student satisfaction and word-of-mouth (WOM) promotion. The second was the impact of student satisfaction on WOM promotion. Then, we used the population of 137 students taking online classes during the COVID-19 pandemic at Indonesia's "Interkultural Edukasi" Partner (IEP) in Bandung to support this intention. Furthermore, we applied the Slovin formula with a 5% border of fault to obtain a sample size of 103. After getting it, the samples were taken by simple random sampling. Unfortunately, only 45 students responded by filling out the questionnaire distributed. As a result, this study utilized the structural equation model based on variance to examine the proposed hypotheses. After testing and discussing them, this research concluded that OLQ positively influenced student satisfaction, but OLQ did not. Besides, student satisfaction positively affected this promotion.