Covid-19 pandemic and online learning: the challenges and opportunities

The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisis-response migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities. [ FROM AUTHOR] Copyright of Interactive Learning Environments 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 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.)

ONLINE LEARNING ADOPTION DURING COVID-19 PANDEMIC - THE EXPERIENCE OF THE UNDERGRADUATE STUDENTS IN NORTH MACEDONIA

Since spring 2020 when pandemic suddenly threatened the world in unexpected way, a dramatic shift in how people live, work, and learn/study is evident. Global pandemic restriction strategies like stay-at-home orders, social distancing and long periods of lockdowns have disrupted the traditional campus-based model of education i.e. the traditional in-classroom teaching, and have forced fast adoption of online learning systems as remote/distance learning. For most counties/universities worldwide, online learning was one of the efforts to minimize the spread of Covid-19 and convenient opportunity of continuing the educational process in those circumstances. This was the case in the country as well. In this sense, the goal of this paper is to analyze the adoption of online learning among university students in the country. The basis for the research model is the original Technology Acceptance Model (TAM). This fundamental model examines the crucial predictors/factors of technology adoption including the following constructs: perceived ease of use, perceived usefulness, attitude towards using, behavioral intention and actual use. In order to get insightsregarding the online learning adoption among university students in the country, a survey was conducted among more than 150 undergraduates during April and May 2022, while online learning was still undergoing. The results of this study capture valuable insights regarding the adoption of online learning and can be used as solid base for higher education institutions in the country to shape their online education offerings in order to remain competitive in a post-pandemic future. This research provides relevant practical implications by elaborating that the analyzed factors are critical towards online learning attitude in our country. [ FROM AUTHOR]

Innovating AECT

In 2016, AECT's past president Kay Persichitte wrote about an AECT parable describing the fictitious rebirth of eagles (Persichette, [1]). During our opening keynote, we heard from IEEE ICICLE (Industry Consortium on Learning Engineering), The US Department of Defense, and The Association of Public & Land grant universities (APLU) about potential new partnerships with AECT. [Extracted from the article] Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature 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.)

A virtual pedagogy from didactics of mathematics.

The experiential tsunami produced by the pandemic's entry into 2020 provoked a thoughtless pedagogical change, with no possibility of modifying the articulation between virtual teaching and learning processes. Despite the widespread use of electronic devices and their connection to the internet, the lack of a virtual pedagogy showed a lack of strategies, scenarios and guidelines that could only be overcome through the ethics of positivity. From the Didactics of Mathematics, we demand a considered approach to the pedagogical needs required by the new virtual situation, i.e. a comprehensive epistemological approach. (English) [ FROM AUTHOR] El tsunami vivencial producido por la entrada de la pandemia en 2020 provocó un cambio pedagógico irreflexivo, sin posibilidad de modificar la articulación entre procesos de enseñanza y aprendizajes virtuales. Pese al amplio uso de los dispositivos electrónicos y su conexión a internet, la falta de una pedagogía virtual mostró la carencia de estrategias, escenarios y pautas que tan solo pudo ser sobrepujada mediante la ética de la positividad. Desde la Didáctica de las Matemáticas, reivindicamos un ponderado planteamiento de las necesidades pedagógicas que requiere la nueva coyuntura virtual, es decir, un planteamiento epistemológico integral. (Spanish) [ FROM AUTHOR] Copyright of Utopia y Praxis Latinoamericana is the property of Revista de Filosofia-Universidad del Zulia 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.)