ABSTRACT
O objetivo do artigo é analisar o trabalho docente na Educação Básica no Brasil, especialmente a partir de 2020, quando se instaura a Pandemia Covid-19, em meio à difusão do teletrabalho no bojo da Indústria 4.0, sob o aprofundamento do Neoliberalismo e da Nova Gestão Pública (NGP). A metodologia foi baseada em estudos bibliográficos, documentais e relatórios de pesquisas, bem como análise de dados do Instituto Brasileiro de Geografia e Estatística (IBGE) e Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), em períodos selecionados. Os resultados indicam a difusão do teletrabalho sob o neoliberalismo e a NGP, implicando no aprofundamento da já precarizada carreira do profissional docente sob a pandemia.Alternate :The objective of the article is to analyze the teaching work in Basic Education in Brazil, especially from 2020, when the Covid-19 pandemic was declared, boosting the diffusion of telework in the context of Industry 4.0, the deepening of neoliberalism and the New Public Management (NGP). The methodology was based on bibliographic, documentary and research reports, as well as data analysis from the Brazilian Institute of Geography and Statistics (IBGE) and National Institute of Educational Studies and Research Anísio Teixeira (INEP), in selected periods. The results indicate the spread of telework under neoliberalism and NGP, implying the deepening of the already precarious career of professional teaching under the pandemic.
ABSTRACT
The Covid-19 pandemic evidenced the need to carry out educational research with a vision of transformation. At the Autonomous Metropolitan University (UAM), a public higher education institution in Mexico, a group of professors used digital technologies to research and systematize their educational practice and that of their students and colleagues. This was relevant to identify effective educational practices and areas for improvement that could inform about the premises that must be considered to promote meaningful educational innovations within their local context. The concepts that guided this process were: change in educational practices [1] and systematization of experiences [2]. Thus, the objective of this text is to systematize the qualitative and mixed methods research processes carried out during the Covid-19 pandemic and how they informed the transformation of educational practices at UAM Cuajimalpa. Among the main results are the following: (a) The practice of qualitative and mixed research in digital environments allowed a deeper understanding of the teaching-learning process during the Covid-19 pandemic, (b) The systematization of experiences derived in the organization and reflection of professors' innovations, and (c) From the work of qualitative research and mixed methods, educational actors have become aware of the imperative for pedagogical change. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
This brief chapter is about a statewide project to create educational materials that now have two complementary goals: to help teachers deliver classes that meet new Michigan social studies standards, and to help students learn about COVID-19. The first part of the project was underway before the pandemic began, but (like most educational-development activity) it was complicated by COVID-related lockdown rules, remote-learning efforts, and budget problems. This chapter has examples and brief descriptions of five separate but related efforts: a preliminary "stop-gap” lesson about COVID-19, a program to review online materials about the disease, some COVID-19 insertions into curriculum units that are currently being developed and tested, a lesson that uses an existing graphic organizer to put COVID-19 into context with other historic pandemics, and a framework for a COVID-knowledge discussion platform. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
ABSTRACT
Extensive research has demonstrated the importance of e-learning during COVID-19. However, a study to check whether the virus has caused a trend change in educational research lines is lacking. This paper reviews the temporal evolution of publications on virtual laboratories (VLs) in education, analyzing the relationship between its recent boom and the advent of COVID-19. For this purpose, a bibliographic study was carried out in the Scopus database seeking different VLs synonyms in the title, , and keywords of articles published between 1990 and 2022. The analysis results determine that the logistical needs imposed by the COVID-19 pandemic have been found to magnify the use of VLs, increasing scientific production by more than 90% in 2021 compared to the average obtained between 2011-2020. It has also been estimated that with the return to face-to-face teaching, production has decreased by 20% in 2022 compared to 2021. © 2023 IEEE.
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This article delineates the process through which a quantitative study in the context of Pakistan was adapted into emergent mixed methods research due to COVID-19-related complexities. The in-process data collection was halted abruptly as schools were closed and lockdowns were imposed across Pakistan in the early 2020s due to COVID-19. In response, the quantitative research design was adapted to adjust the research design by adding further research questions and introducing qualitative interviews. COVID-19 increased the complexity in the research context. We argue that mixed methods offer adaptive approaches in disruptive situations which help to deal with the complexities. The paper further suggests that disruption during research occurs in various forms and adaptive procedures should be described as part of the research rather than ignoring them. This article provides a practical example for researchers on using adaptive approaches to mixed methods in a developing country context where the possibilities of disruptions are more rampant.
ABSTRACT
In the face of the COVID-19 pandemic, English programs were switched to online regardless of learners' wishes in several regions. In such a challenging circumstance, learners' needs should be specially attended to. Situated within the framework of Self-Determination Theory, the current study explores the fundamental needs of relatedness, competence, and autonomy of EFL (English as a foreign language) learners and the satisfaction of those needs in fully online learning. The study draws upon qualitative data collected from focus groups (seven students), and quantitative data collected from a survey (183 students). Findings indicate strong teacher support in fields other than autonomy and relatedness. Also, students were highly satisfied with both their technological and academic competence but were neither happy with the in-classroom communication nor provided space for autonomy. Based on the findings, implications to enhance learners' need satisfaction in prolonged post-pandemic online learning are discussed.
ABSTRACT
The COVID-19 pandemic has brought chaos on education systems worldwide, affecting several billion students all over the world. This had far-reaching consequences in every part of our life. Traditional educational techniques have been considerably disrupted because of social alienation and restricting mobility policies. Innovation, implementation of alternative educational systems and evaluation methodologies are in demand. The COVID-19 outbreak has given us a chance to lay the groundwork for digital learning. The Army Educational Research Program (AEOP) is a summer internship program that allows students to do research in a real laboratory environment with the help of a professional STEM mentor and researcher. For the past 12 years, this program has been delivered as an in-person apprenticeship at Texas Tech University (TTU). Face-to-face apprenticeships were canceled and shifted online because of the pandemic, resulting in the emergence of online learning, which has allowed learners to complete their study. Students, instructors, administrators, and education leaders faced several issues because of the abrupt shift from face-to-face to online learning. This article aims to provide a comprehensive assessment on the impact of the COVID-19 pandemic on the transition of the AEOP program from face-to-face to an online teaching mode at TTU. © 2022 IEEE.
ABSTRACT
Knowledge and skills in the field of research are key requirements for the successful completion of studies for students, including prospective teachers. However, the outbreak of the COVID-19 coronavirus has made it difficult for students to conduct research in the usual ways. This study aims to apply project-based learning through action research to teach students educational research methods and to help them prepare research plans that are adaptive to classroom situations. This is achieved through the provision of learning resources to teach research theory, followed by the implementation of action research to write research proposals and evaluations of learning outcomes. Learning resources were systematically arranged to support online learning to teach research methods, and effective action research led students to learn actively and develop educational research plans. Competence in the field of research was achieved. Student learning outcomes sequentially for assignment scores (M = 88.38 ± 3.00), final project scores (M = 88.20 ± 3.55), and posttest (M = 92.06 ± 2.17) were all high. Project-based learning is shown to be effective in guiding students to learn actively by utilizing available learning resources. It motivates students to learn independently and can be applied to achieve competency targets in both normal and abnormal learning situations, such as those experienced during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR] Copyright of Educational Action Research is the property of Routledge 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 abstract 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 abstract. (Copyright applies to all Abstracts.)
ABSTRACT
Due to the outbreak of Covid-19, the colleges and universities across the world have shifted to online classes in place of face-to-face classes. In the wake of this outbreak, the present study focuses on analyzing the impact of sudden shift to online classes, on the undergraduate and postgraduate student's overall learning. The PLS-SEM results concluded that the content delivery has been the most significant construct to impact both self-efficacy and overall learning. The self-efficacy partially mediates the support and equity relationship with the overall learning. The student with greater self-efficacy will have better overall learning from this e-synchronous teaching methodology. However, content delivery has a stronger role in impacting the overall learning even if there is absence of self-efficacy, thus concluding no mediation.
ABSTRACT
There is growing consensus on the need to prepare future generations in environments of collaboration and cooperation. This way of understanding education cross borders in the quest for networking. A wide range of theoretical bases supports networking, which underlines its potential in the educational arena. There are few comparative studies that explore the forms that networking takes in education at the international level. This article discusses a series of examples from various countries in order to add to the current knowledge about networking in education in different parts of the world. The examples selected were chosen after a review of the international specialist literature (prior to Covid-19). This was followed by a screening process of the documentary sources based on temporal and thematic criteria, notably including research published in the past decade with content directly related to collaborative networking in diverse educational contexts. Many initiatives have been carried out in a wide range of school settings over the last few years through a combination of top-down interventions, accountability measures and changes in governance arrangements. This article focuses on proposals from countries whose collaboration networks can boast long experiences, together with a synthesis of the main advances reported in the area.
ABSTRACT
Introduction: Kabasura kudineer is a concoction prepared as a siddha product which is effective against respiratory infection (1). It is made with the use of 15 herbs which includes ginger, clove, Piper Longum, Dusparsha, Akarakarabha, Kokilaksha, haritaki, Malabar nut, ajwain, Kusta, guduchi, Kalamegha,Raja pata, musta and Bharani (2). Each and every ingredient has its own importance like ginger promotes digestion and helps in treatment of respiratory ailments (3), Pippalli can treat indigestion, asthma and cough, clove helps to kill bacteria and promote liver health etc. Thus the aim of the study is to analyze the knowledge and awareness on the role of Kabasura kudineer on immunity among the adult population. Materials and methods: Self-administered structured questionnaires were designed based on the knowledge and awareness of the role of Kabasura kudineer on immunity among adults. The questionnaire was distributed through online google forms link, the study population included 100 dental students in Chennai.The data was collected and statistically analysed in SPSS of version 26.0.The study was approved by the Institutional Review Board. Results: Majority of 19 year old (52%) individuals had responded whereas 35% of 17 year old respondents among them nearly 97% were females and 88% were aware of kabasura kudineer. It was appreciable that 83% of respondents were aware that kabasura kudineer was a siddha formulation and only 50% were aware it was administered as concoction among whom 78% of individuals knew that it is a perfect remedy for respiratory ailments. Majority (52%) respondents were aware about the herbal ingredients used. Conclusion: Thus majority of adults were not aware about the properties of Kabasura kudineer. More awareness programmes have to be done to make Kabasura kudineer a prophylactic agent world wide.
ABSTRACT
Introduction: The knowledge that the use of face masks delays the SARS-CoV-2 transmission is rapidly gaining popularity in the general population. Respiratory masks (RM) are protective devices covering a part of the face. They are designed to protect both the person who wears them and the immediate environment from breathable pollutants. Researchers have used various approaches to develop vaccines that protect against COVID-19 and as a result, they have developed different types of vaccine, including covishield which is found to have efficacy of 71% whereas covaxin has the efficacy rate of 82%. Aim : To evaluate awareness level regarding continuance of mask practices post vaccination among Dental students. Materials And Methods: In this study, a survey was conducted among 100 dental students of a private dental college by circulating a questionnaire. Google forms and links were shared in various social media. 10 questions consisting related to awareness, usage of mask after vaccination were included in the study. Undergraduates, postgraduate students of the private dental colleges were only included in the study. The data was collected and analysed using SPSS software version 23 and the statistical significance was checked using Chi-Square analysis. ( p < 0.05 was considered as statistically significant) Results: It was observed that students are aware of various masks and the importance of masks, vaccination and usage of masks post vaccination. Conclusion: It was noted that there is still a lack of awareness prevailing, hence more updates have to be given among undergraduate students regarding the use of mask practices post vaccination for better knowledge
ABSTRACT
This article is part of the context of the ongoing research "Educational inequalities, representations and experiences of university education in times of COVID-19 and post COVID-19", of the Directorate of Research and Development (DIDE) UTA, Ecuador. This work analyzes various investigations carried out in countries such as: Mexico, Peru, Spain, Chile, the Caribbean, and Colombia. In contexts of Higher Education in the framework of the COVID-19 Pandemic. Teachers, students and society in general experienced significant changes in their daily lives. On the one hand, the teachers of the Higher Education Institutions had to change or adapt the components of the curriculum such as the teaching methodology in online mode. The digital divide versus, the way to teach classes and pre-professional practices in person in physical classrooms. On the other hand, students consider that teachers are not prepared for this type of study. In addition, they consider that not all students have access to virtual education. The economic and technological aspect, as well as the physical interaction with peers and teachers, plays a very important role in times of pandemic. To all these variables are added the mental health of the students. Who were affected to a greater extent than teachers. Being the pictures: depressive, anxious the most common in the student community. Therefore, stress levels were also elevated in populations of university students before the Covid-19 pandemic.
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The purpose of this article was to implement the gamification model in high school students who took the subject of Chemistry I, at CBTis No. 144 in a time of confinement due to Covid-19. This research was carried out from a quasi-experimental quantitative approach, using the pretest-posttest design with one group;In this design, a pre-test (O) was applied to a group of students, then the treatment (X) and finally the post-test (O). In order to verify the hypothesis raised, which established that the teaching and learning process requires the application of techno-pedagogical strategies and tools such as gamification, to increase motivation and commitment in students, and thus observe an improvement in achievement academic. The results showed that when gamifying with the Classcraft platform, students were motivated, engaged, held responsible, had fun, among other benefits, with respect to academic achievement, no significant change was observed. On the other hand, the importance of considering the context where the gamification model will be implemented was also established.
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The objective of the research was to know the socio-emotional well-being of students, teachers, and parents of some public schools in the province of Curico-Chile, in the context of the pandemic and virtuality.The participants were 49 people who belong to public primary schools in the Province of Curico, Chile.The research design was cross-sectional descriptive with a mixed approach, using quantitative techniques: Natural Semantic Networks (NSR), and qualitative: semi-structured interviews and identity drawing. Descriptive statistics and microanalysis elements of the Grounded Theory were used in the data analysis.The findings evidenced a discrepancy in the emotions of the teaching staff, new socio-emotional experiences and domestic routines on the part of the parents, and formative experiences of the student body with various obstacles and diverse emotions. Of the latter, the most recurrent were frustration, sadness, and fear. On the other hand, there is a wide appreciation of the community of the face-to-face socio-educational context over the virtual one. It is recommended to promote social-emotional well-being, for it represents an element in the formation of the human being, through strategies such as emotion recognition drawings in teachers, students, and parents.
ABSTRACT
Continuing education must be visualized as a flexible model, as well as dynamic and adaptable to the population requirements where it is considered necessary to operate. As the main objective, this paper seeks to present how to design and propose a quantum operation strategy that enhances continuing education projects that help to eliminate the educational gap generated by the COVID-19 pandemic. Regarding the methodology, framed in the qualitative paradigm, the researcher carried out a multiple case study by selecting two continuing education projects from the University of Costa Rica. In addition, the investigator used the triangulation of information through a methodological process. For the above, a matrix of variables was created where the management of both programs was compared under a Likert scale and thus obtain the inputs to generate a quantum management model. Hence, the researcher analyzed the performance and type of leadership carried out for more than ten years;likewise, a process flow of ten stages required to implement sustainable continuing education projects from a base of zero experiences was elaborated. In conclusion, the implementation of this flow of processes to improve continued education projects can bring knowledge, through alternative channels to the formal or academic, to the populations affected at an educational level by the pandemic. Finally, it is recommended to dynamically implement these projects at a national scale through the creation of virtual and presence courses that improve the empowerment of the actors, both professors and students.
ABSTRACT
Both technological advances and the context of the pandemic have positioned virtual mediation as a strong alternative for the transit and projection of higher education institutions and their adaptability to new demands, contexts, and changes.The implementation of remote virtual mediation as a consequence of the Covid-19 pandemic has impacted the sense of belonging and student commitment in higher education with face-to-face modality. However, the question arises as to how the behavior of these variables is consolidated in higher education institutions in which remote virtual mediation has always been their methodological hallmark. Seeking to establish the profile of the students of the National Open and Distance University (UNAD) in these contexts and to analyze the interaction of the variables of student commitment and sense of belonging, in this order of ideas and in a random manner, the investigators took a sample of 312 students from the aforementioned university. In this way, the study was developed from a positivist paradigm, with a descriptive-inferential level of depth, with a prospective, cross-sectional and non-experimental record. In addition, the authors used 2 instruments for data collection.The first one was focused on the measurement of the degree and the orientation of the student commitment, while the second one identified determinant factors in the sense of belonging. Finally, the investigators concluded that there is a tangible difference between the profile of the distance education student and that of face-to-face education. Likewise, it is recommended to delve into research focused on the processes of a sense of belonging and student commitment, even more so in distance Higher Education, which has not been sufficiently explored.
ABSTRACT
This paper includes the summary of a research carried out in Catalonia (Spain) on the digital behavior of educators in leisure time educational institutions during COVID-19, when their face-to-face activities were cancelled as a public health measure. We want to analyze the processes and dynamics that these educators have carried out in their institutions, deserving special attention to their resilience and innovation skills. The survey method using a questionnaire with 69 items has been applied to a sample of 646 educators from these institutions. A univariate and bivariate descriptive statistical analysis has been carried out based on population variables (age, gender, residence and type of entity). The results describe a resilient behavior of educators in order to keep educational activity alive during the cancellation. However, the educational outcomes and satisfaction levels with online activities are low, and a methodological incompatibility is observed between in-person and online educational dynamics. There are also significant differences between male and female educators, as well as according to the type of institution. Educators expect more in-person activities in the near future and more social and political acknowledgement of their work.
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Today's teachers experience high levels of stress and fatigue which can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being.
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The COVID-19 pandemic has affected the way we learn, teach and support students in many different ways. In particular, the impact of the pandemic on the mathematical capabilities of students arriving at university is now starting to be seen and reported. Students arriving at UK universities in 2021, and having completed their A levels in 2021, had received disruption to almost all of their A level learning and it seemed likely that this might cause them to find the transition into higher education more difficult. Despite the disruption, the number of students achieving the top A level grade has more than doubled since 2019. In this paper, the data from a diagnostic test that has remained the same for the past 30 years are considered to measure the mathematical preparedness of students starting their courses at one UK university in September 2021, updating the work of . Furthermore, an ordinal logistic regression model predicting A level grade based on test performance and other factors is developed to help determine if grades were perhaps inflated as suggested. The results show that students entering in 2021 are significantly less prepared for the mathematics on their courses than their colleagues who entered in 2020 and pre-pandemic. The regression model predicts a higher probability of being awarded an A*/A for students with A levels awarded in the pandemic, despite far lower scores on the diagnostic test, and in particular in 2021 when A levels were awarded through teacher assessment of the topics covered and not necessarily the whole A level syllabus.