What StudentsWant to Have in the Post-Pandemic?: A Study about Computing Science Study Preferences and Mode of Study in Southeast Asia

After two years of online learning, minor changes happened in some tiny places which we may not always notice. These changes may impact the school management, education arrangement, and curriculum design: what do students expect from their teachers, and the school? Are they expecting forever online learning, and getting their degree completely online? In this study, we examined 93 final-year students from the school of computing science which mainly used work-based learning applied to learn pedagogy. We analyze their viewpoint on how COVID-19 changed their understanding of teaching and learning: what is the role of teachers and students? And how do they see the arrangement for the internship program? We found that over 92% of students agree that a creditable degree can better secure a job;over 68% of the students believed that face-to-face teaching is still a better choice, but at the same time, over 73% wish to have the materials recorded so that they can access them at their convenience time. We also examined some of the course design elements, especially those related to the internship program, to achieve a possible curriculum improvement for the students in the Asia Pacific region. © 2022 ACM.

Chinese Normal Students' Satisfaction of Emergency Remote Learning in Higher Education during COVID-19 Pandemic

Despite the widespread use of emergency remote learning (ERL) during the COVID-19 pandemic in higher education, little is known about the determinants of Chinese normal student satisfaction with ERL. This study uses a questionnaire survey method to examine how Chinese normal students' satisfaction with ERL during the COVID-19 pandemic. The results show that Chinese normal students prefer face-to-face teaching to online teaching to some extent. According to the findings, it is important to emphasize students' pre-class preparation, adjust course assessment methods, change teachers' teaching strategies, create a positive teaching environment, boost students' learning confidence, and help them deal with their anxiety during ERL to improve the online course experience for Chinese students at normal universities. © 2023 ACM.

Preparing special education intern teachers remotely during the COVID-19 pandemic

The purpose of this qualitative case study was to investigate the effectiveness of remote teacher preparation during the COVID-19 pandemic, specifically special education teachers participating at an Intern Credentialing Program in Northern California.In addition to remote teacher preparation, the study explored how intern teachers experienced delivering special services remotely, how they perceived the Intern Program prepared them compared to traditional programs, and how they experienced their preparation to become agents of change in public education. Data for this study was collected through field journals, surveys and interviews. The findings of this study revealed that Intern Teachers experienced remote Teacher Education as having more benefits than challenges, however the delivery of services to students with disabilities had more challenges than benefits. The interviews indicated that the Intern Teachers believe they are not well prepared to be agents of change.Implications of the study include recommendations to continue teacher education remotely, to develop a tool to determine student benefit from delivery of special services remotely, and to add to teacher education programs curriculum and activities that support diversity, inclusion, and belonging in the classroom through the frameworks of Emancipatory Pedagogies, Critical Race Theory, Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy and Discrit. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Adopting WhatsApp to Reduce Transactional Distance During the COVID-19 Pandemic

Mobile devices have penetrated all levels of society worldwide, including what are predominantly considered inaccessible, low-income communities in developing nations. Mobile devices are frequently used for economic, political, and social interactions and even business transactions. In a similar fashion, teachers are slowly adapting to the use of mobile devices as a pedagogical tool in education. The aim of this study was to ascertain how a WhatsApp group, a messaging facility, could be used to enhance group interaction among pre-service teachers during the COVID-19 pandemic. Moore's Transactional Distance theory and Salmon's five-stage model guided this qualitative study. Twelve pre-service teachers, out of a class of thirty-five, were purposely selected to work on a group task using the WhatsApp application during the COVID-19 pandemic. They also participated in a focus group interview. WhatsApp artifacts and focus group interview transcripts were analyzed deductively;the results showed that the WhatsApp intervention helped improve pre-service teachers' engagement and the sharing of content to successfully undertake the group activity virtually. WhatsApp's social nature has proven to be an enabler for keeping people connected despite physical distance: reducing cognitive loneliness resulting from social isolation. It is recommended that teacher educators, academics, and researchers, as well as students working remotely take advantage of the usability of WhatsApp for learning and research purposes.

Rural Remote Learning in Manitoba During COVID-19: Opportunities and Challenges of Action Research

In September of 2020, seven school divisions in Western Manitoba developed a remote learning program to support medically fragile families whose children could not return to classrooms. The coalition of these school divisions, known as the Westman Consortia Partnership (WCP), needed to investigate what beliefs, practices, and strategies were critical to this new rural remote learning program, hence the collaboration with researchers to answer that question. From action research perspectives, this paper unpacks opportunities and challenges researchers faced in pre-, peri-, and post- research contexts during the COVID-19 pandemic. The paper explores action research aspects that were both followed and disrupted given the social, cultural, and historical context of the participants in the study.

Crossings in University Teaching in the Context of the Pandemic: Pedagogical Innovations in Question

The objective of this article is to present an analysis of the process of reflection-action of teachers in the context of the SarsCov 2 pandemic and, to this end, we compare some educational policies and practices of teacher training developed in the Faculty of Education and other spaces of the Fluminense Federal University. We conduct research in action and about action, experiencing intercultural and interdisciplinary dialogues to understand, produce and intervene in university educational culture. The debate led us to collectively define democratic, innovative, intercultural and interdisciplinary strategies. The analysis of the conjuncture and the didactic-methodological resizing demanded, predominantly virtual, made us conclude that between crossings, the construction of intersubjective actions boosted instituting and insurgent actions in the face of the tensions of a time of human suffering that required us to build strategies to, in this collective action, celebrate and value life. For writing, we adopted a descriptive-analytical perspective, historicizing some of the processes ofparticipatory and dialogical self-organization.

Emergency response to digital pedagogy: A simple blueprint for transitioning online

School closures and society's retooling to social distancing brought by the COVID-19 pandemic have left teachers and workplace trainers scrambling to adapt to a new reality while facing the possibility that both distance and distributed learning may be here to stay. Many are unprepared to deal with their student bodies studying from home and the necessary revamping of the curriculum to an online format. The COVID-19 crisis called to us, a group of doctoral students in distance education, with decades of combined experience, to serve in creating a scalable general blueprint for an online course, informed by our own praxis and that of seminal educator-researchers. The blueprint can be easily understood through the schematic and five-minute audio yet is enhanced with links to provide a deeper understanding of the why behind its application. We used project-based learning (PBL) theory to guide the educator in weaving the right kind, sequence, and quantity of learning interaction into their digital modules. Unintentionally, this project modeled swarm leadership, a collaborative networked effort that adapts and self-organizes in the moment, swarming in on a task of challenge and collectively innovating, organizing, and sharing responsibility. The end result was a useful public open educational resource (OER) and lifelong friendships. © Springer Nature Switzerland AG 2021. All rights reserved.

Reflections and insights on the Burden of COVID-19 on various facets of medical education, research, and training: An evaluation in the postpandemic era

Medical education, an integral part of the modern health-care system, had faced the thrust of the outbreak for the last couple of years. Although the immediate impacts were trivial and managed with online pedagogical approach, on a long run, it seems to spill serious repercussions on medical students, teaching faculties, and administration. Different countries are handling with the situation depending on their financial conditions, task force, and resource allocation. Hence, momentarily, it is quite impractical to reach a global consensus regarding what is the best for students and communities in long run. Meanwhile, each country needs to formulate its own regime to continue with high standard medical teaching and training. Obviously, it may solicit time span, prioritization, and empathy to restructure the medical education without disfiguring its original fabric. The unprecedented use of online pedagogy (prerecorded lectures, medical simulations, virtual cadavers, and video conferencing) has transformed medical education drastically. Although these newer teaching-training policies assisted us to continue with the ongoing curriculum, medical placement/clerkship just resumed with necessary precautions. The assessment part needs extra care and vigilance, as any change or incorporation of newer methods of assessment may even worsen the present state of affairs for both the assessor and the student.Copyright © 2022 National Journal of Clinical Anatomy.

Online Threats vs. Mitigation Efforts: Keeping Children Safe in the Era of Online Learning

As the COVID-19 pandemic resulted in school closures since early 2020, children have spent more time online through virtual classrooms using educational technology (EdTech) and videoconferencing applications. This increased presence of children online exposes them to more risk of cyber threats. Here, we present a review of the current research and policies to protect children while online. We seek to answer four key questions: what are the online threats against children when learning online, what is known about children's cybersecurity awareness, what government policies and recommendations are implemented and proposed to protect children online, and what are the proposed and existing efforts to teach cybersecurity to childrenƒ Our study emphasizes the online risks to children and the importance of protective government policies and educational initiatives that give kids the knowledge and empowerment to protect themselves online. © 2023 IEEE.

Dealing with COVID-19 in a Mexican University: Academic Challenges, Psychological Wear, and Family Economy

Our research is both a description and an analysis of how management staff and professors at a small Mexican university faced the pandemic. Asking questions to understand their reactions in dealing with COVID-19, we covered issues such as the economy, students, psychology, bureaucratic processes, mastery of teaching platforms, and so forth. Among other aspects, our findings show them to be digitally literate persons with abilities and capabilities to use the most popular platforms: Moodle, Meet, YouTube, WhatsApp, electronic mail, and Google Classroom. The hardest situation was lived by colleagues with kids, among them one man whose wife worked in a hospital, and he oversaw the house most of the time. Their burden got heavier: cooking, cleaning, children's homework, and so on. They expect that positive things out of the experience, like spending less time at the office, would continue. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Remote work and distributed cognition: Studying remote work with DiCoT

Working and studying remotely has become increasingly prevalent, especially due to the COVID-19 pandemic. Research and design of these locations have thus become even more relevant. Distributed Cognition and particularly the DiCoT (Distributed Cognition for Teamwork) framework has been used in previous studies to analyse and design teamwork and teamworking locations. However, research on this specific topic of remote working and hybrid work with DiCoT has been limited. This paper targets this research gap. The empirical research is conducted with an online diary and ethnographic field study, to produce insights into these locations of remote- and hybrid work and about the framework itself. As a result, 13 Primary Empirical Conclusions are produced. DiCoT can be seen as a promising lens for the analysis and design of remote working locations. © 2023 Author(s).

Online learning during COVID-19

This chapter focuses on the challenges unique to online learning environments, how students responded to the abrupt shift to remote learning, and how this impacted their ability to thrive in the midst of a global pandemic. It illustrates how instructors' ability (or inability) to smoothly transition from in-person to online environments impacted students' learning. The chapter examines some of the challenges students faced with online learning, including changes in learning environments, communication with instructors, and classroom dialogues. It explores instances of students thriving in online learning environments. The inherent unpredictability of the COVID-19 pandemic and some institutional inconsistencies created challenges to building an environment in which students could thrive. Although the University attempted to create an online environment that allowed students to continue their education during the pandemic, significant issues arose that forced students to teach themselves, often with little support from faculty. The challenges of learning online were compounded with the loss of on-campus resources such as access to quiet study spaces and the University library. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring Virtual Coach Education in USA Lacrosse

In 2020, USA Lacrosse moved all coach training workshops to a virtual format in response to the COVID-19 pandemic. Knowing that in-person coach training has been heavily studied regarding the motivation of the coaches who participate, the shift to virtual delivery of coach education prompted the researchers to examine how the workshops themselves supported the basic needs, motivation, and engagement of coach learners. Aligned with self-determination theory's conception of motivation and the three basic needs of autonomy, competence, and relatedness, the researchers drew upon observation and survey data that were collected to determine the success of the virtual training. Using this information, the researchers found that the coach trainers used a variety of need-supportive behaviors and very few need-thwarting behaviors. Surveys revealed that the coaches displayed high levels of autonomous motivation, low levels of controlled motivation, and favorable engagement. These results are discussed in conjunction with the literature that is focused on in-person training programs as well as best practices in technology-enhanced learning to provide input into how virtual programming may be of benefit to coach learners and how coach trainers can best support coaches' needs in a virtual environment.

Strategies for Developing a Culturally Inclusive Online Learning Environment During the COVID-19 Pandemic in Australian Universities: A Case Study

This chapter presents a qualitative case study in Australian universities on the effective strategies for creating a culturally inclusive online learning environment with the use of IT governance. While examining the online learning experiences of the university students, the researchers identified features in synchronous and asynchronous online learning platforms, such as language support and meaningful and structured online activities, are the effective strategies to cater for the learning needs of the linguistically and culturally diverse students and let their voices be heard. The findings of this study are useful for university management, teaching and learning unit, and IT resources auditing and steering committees to utilise IT resources to attain the learning goals of university students and the organisational goals of the universities in maintaining academic excellence and embracing cultural diversity. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Mothers As New Teachers During The COVID-19 Pandemic: Challenges and Opportunities

COVID-19, as a global pandemic, has generated extreme disruptions and challenges worldwide in social, economic, healthcare, and educational sys-tems. To reduce the virus's transmission, education systems moved to remote learning in the spring of 2020, with little to no time for preparation. This paper examines the educational experiences of parents of students with disabilities whose children attended PreK-6th public schools in the US during the COVID-19 pandemic using a Disability Studies in Education theoretical framework. In this qualitative phenomenological study, we interviewed 15 mothers of students with disabilities on Zoom. Using constant-comparative data analysis, we identified a theme revealing mothers' new identities as teachers of their children with disabilities at home, which brought unique challenges and opportunities. The mothers' challenges were related to the school's overreliance on them in remote learning, balancing multiple responsibilities, the need to re-learn academic content and new technology, and the colli-sion of teacher and mom identities and school and home boundaries. These challenges strained mother-child relationships and negatively influenced the mothers' mental health and well-being. However, their new identity as new teachers also generated new opportunities. Particularly, remote learning made school practices transparent, and mothers reconceptualized their children's abilities and realized their competence for learning. © 2022 Authors.

Bridging digital divide during COVID-19 pandemic with the remote learning program on community radio

This article explores the remote learning program conducted by community radios in Indonesia during the COVID-19 pandemic. The program was aimed at solving the increasing digital divide after the Indonesian government had enacted Study from Home policy. While some schools were able to carry out online learning, there were schools which encountered difficulties in doing the same due to digital divide. These schools had to look for alternative remote teaching methods. The research uses a qualitative multi-case research method by limiting research subjects to radio stations that once broadcast the remote learning program from mid 2020 until April 2021. This time limit was chosen with the assumption that these radios were able to provide in-depth information about how learning on community radios bridging the digital divide during the COVID-19 pandemic in Indonesia. Researchers analyzed seven community radio stations in seven regions in Indonesia. Data was collected from interviews with community radio managers. The results revealed that the emergence of remote learning program in each community radio stations took place as a response to the obstacles faced by locals in accessing digital facilities such as internet access in blank spots areas, access to technological gadgets, and purchasing internet quota. Some areas might face two or even all these problems. Some remote learning initiatives came from the radio management and some other from local school. The programs initiated by the community radio management collaborated with the schools as main partner. Meanwhile, the program that was initiated by schools was managed independently. © 2023 Asian Media Information and Communication Centre.

An Action Research Study of Using Group-Based Remote Learning with ESL High School Students in English Language Arts

At the time of writing, New York City high schools had been working remotely for a year, with educators facing some great challenges. Working remotely marked a significant difference in the way we teach and the way our students learn. Classroom spaces were no longer room numbers on doors;they were virtual meeting room numbers on platforms like Teams or Google Classroom, and they were accessible from anywhere by Wi-Fi. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020), school closures caused by the Covid-19 pandemic affected over 1.5 billion students and families. The Covid-19 pandemic presented multiple challenges for teaching students with English as a second language in an online instructional environment, but also opportunities for collaboration, training, and communication for inclusive educators to strive to meet the needs of their students. This article addresses the following teacher-researcher questions: 1) What opportunities do I find most rewarding teaching in an online environment to students for whom English is a second language? 2) What do I find to be most challenging teaching English second language (ESL) students in the online context? 3) How can media play a part in online teaching and learning, and how do students respond to online learning with these mixed media platforms? 4) What recommendations can be offered to other inclusive educators who are teaching online? The researcher discusses the methodological approach used to conduct the research, using methods including surveys and field notes. Further research conducted was based on the researcher's journal of field notes kept throughout teaching a unit titled "Beowulf.” An analysis of student assessment data is also provided to show progress, where applicable, for one class of English Second Language students.

A global ethics and values framework for remote learning during crisis

Before the COVID-19 pandemic, distance and online learning were possible or partial options for learning for many individuals and communities. However, they were not always accepted or accredited by many international regulatory bodies. During this current global COVID-19 dilemma, it became evident that this lack of support for online education would never be the case anymore. In contrast, online learning might represent a core or a new normal in many ways. A general risk most nations experience today is that world conflicts, wars, and pandemics may lead to educational ignorance or deprivation from learning due to these world crises. Another more specific risk is the lack of an ethical values framework for remote and distance learning programs and value-aligned instruction (DeRosa, 2020), as well as the challenges related to the emergency change in the educational environment. Those challenges could lead to major ethical dilemmas and results, such as neglect, cheating, selfishness, loss of self-confidence, despair, anxiety, or frustration. This chapter offers a framework for remote learning ethical values in crisis times. It identifies some of the possible ethical values classified according to three main domains and four dimensions and representing all possible stakeholders. It aims to facilitate access to quality education with equal rates of participation, levels, and rights. © Springer Nature Switzerland AG 2021. All rights reserved.

Online multidisciplinary integrated rural healthcare education programs during the COVID-19 pandemic for students from different universities: Experiences and guidelines

Purpose: The COVID-19 pandemic has led to "forced innovation" in the health education industry. High-quality training of the future rural health workforce is crucial to ensure a pipeline of rural health practitioners to meet the needs of rural communities. This paper describes the implementation of an online multidisciplinary teaching program focusing on integrated care and the needs of rural communities. Design/methodology/approach: A multidisciplinary teaching program was adapted to allow students from various disciplines and universities to learn together during the COVID-19 pandemic. Contemporary issues such as the National Aged Care Advocacy Program for Residential Aged Care COVID-19 Project were explored during the program. Findings: This case study describes how the program was adopted, how learning needs were met, practical examples (e.g. the Hand Hygiene Advocacy within a Rural School Setting Project), the challenges faced and solutions developed to address these challenges. Guidelines are proposed for remote multidisciplinary learning among health professional students, including those in medical, nursing, pharmacy, dentistry, and allied health disciplines. Originality/value: The originality of this program centers around students from multiple universities and disciplines and various year levels learning together in a rural area over an extended period of time. Collaboration among universities assists educators in rural areas to achieve critical mass to teach students. In addition it provides experiences and guidance for the work integrated learning sector, rural health workforce practitioners, rural clinical schools, universities, policy makers, and educators who wish to expand rural online multidisciplinary learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Academic Arena and Survival: INSIGHTS on Remote Working and Learning in Higher Education during the Recurrence of COVID-19

Introduction: Rapid outbreaks, wide spreads, and severe damage have characterized events in public health in China. Several significant challenges have faced the global community in the 21st century, including COVID-19, resulting in uncertainty about the future of current and future generations. In the wake of the COVID-19 Pandemic, remote working and learning (RWL) have gained more importance. Material and Methods: Two objectives were pursued in this study. To analyze how Higher Education Academician (HEA) and students used RWL during COVID-19 and how they handled RWL challenges. This research used a quantitative approach to achieve its objectives. A total of 480 students and 394 HEA were recruited through random sampling. Data collection was carried out using two self-developed questionnaires. Results: RWL arrangements are satisfactory to both HEA and students. HEA and students agree that RWL relieves work stress and maximizes family time. Considering the survey results, it is evident that RWL practices are strongly supported in the era of COVID-19. Conclusion: RWL is essential to work during the COVID-19 pandemic recurrence phase. It provides non-stop working and learning to HEA and students. HEA and students highly accept RWL and favor it during the particular reoccurrence period of COVID-19. Transitioning from face-to-face instruction to a fully functional virtual (RWL) environment will require time and experience. Therefore, it is recommended that the government make a proper plan for future turmoil by drawing lessons from this unanticipated crisis and providing training programs for RWL preparation. Resumen Introducción: Los acontecimientos recientes en la salud pública en China se han caracterizado por brotes rápidos, amplias propagaciones y daños graves. Varios desafíos importantes han enfrentado la comunidad global en el siglo 21, incluido COVID-19, lo que resulta en incertidumbre sobre el futuro de las generaciones actuales y futuras. A raíz de la pandemia de COVID-19, el trabajo y el aprendizaje a distancia (RWL) han ganado más importancia. Métodos: En este estudio se persiguieron dos objetivos. En primer lugar, analizar cómo el académico de educación superior (HEA) y los estudiantes usaron RWL durante COVID-19 y cómo manejaron los desafíos de RWL. Esta investigación utilizó un enfoque cuantitativo para lograr sus objetivos. Un total de 480 estudiantes y 394 HEA fueron reclutados a través de muestreo aleatorio. La recolección de datos se llevó a cabo mediante dos cuestionarios de desarrollo propio. Resultados: Los arreglos de RWL son satisfactorios tanto para HEA como para los estudiantes. Tanto HEA como los estudiantes están de acuerdo en que RWL alivia el estrés laboral y maximiza el tiempo en familia. Teniendo en cuenta los resultados de la encuesta, es evidente que las prácticas de RWL están fuertemente respaldadas en la era de COVID-19. Conclusión: RWL es esencial para trabajar durante la fase de recurrencia de la pandemia de COVID-19. Proporciona trabajo y aprendizaje sin parar a HEA y estudiantes. HEA y los estudiantes aceptan altamente RWL y la favorecen durante el período de recurrencia particular de COVID-19. La transición de la instrucción cara a cara a un entorno virtual completamente funcional (RWL) requerirá tiempo y experiencia. Por lo tanto, se recomienda que el gobierno haga un plan adecuado para la agitación futura extrayendo lecciones de esta crisis impreversa y proporcionando programas de capacitación para la preparación de RWL.