Coronavirus Pandemic and Online Education: Impact on Developing Countries

In this book, eight substantive chapters examine how "developing” countries such as Bangladesh, Malaysia, and Mexico confronted the pandemic-driven online education shift. As local instruments, resources, and preferences of specific universities meshed with global platforms, ideas, and knowledge, the book addresses several questions. Was the mix too flaky to survive increasing competitiveness? Were countries capable enough to absorb mammoth software technological changes? Throwing a "developed” country (the United States) in for contrast, the book elaborates on the inequities between these countries. Some of these inequalities were economic (infrastructural provisions and accesses), others involved gender (the role of women), political (the difference between public and private universities), social (accessibility across social spectrum), and developmental (urban-rural divides). In doing so, new hypotheses on widening global gaps are highlighted in the book for further investigation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Mental health in teachers of rural schools in the post-pandemic context

The COVID-19 pandemic caused reforms in the educational field, among which the migration from face-to-face education to the virtual modality stands out. However, in rural areas, this reform significantly affected the teaching-learning process, since many students did not have the accessibility and connectivity to continue learning during said context, which indicates that the educational crisis that existed before the pandemic has worsened and the gaps between urban and rural areas have deepened. However, this worrisome, discouraging and frustrating context from the return to face-to-face to the present would be generating the wear and tear of teachers' emotional resources and affecting fundamental aspects of their mental health, among which depression, anxiety and stress stand out. For this reason, it is necessary that the Ministry of Education and its decentralized instances implement and strengthen the services and strategies of care, prevention, protection, approach and recovery of the psychological well-being and quality of life of teachers, giving greater emphasis to those who work in areas rural areas, due to the multiple limitations and needs that historically exist in the aforementioned context.

Mathematics Teacher Practices in Rural Areas During Confinement

We present the results of the characterization of the pedagogical practices of a teacher in a rural public school in the context of confinement by Covid-19. In order to study a specific context, we developed a case study with a Colombian teacher who is responsible for two primary school grades. We inquired about the development of her practices of planning, implementation, and evaluation of teaching for the mathematics area, in three different moments of the confinement period. We conducted semi-structured interviews in which we addressed, for example, the design of activities sent to students and the development of interaction spaces. We also explored the evolution of the affective dimension in the students and the teacher. The results show problems and difficulties the teacher has faced, the solutions she has conceived and implemented, and the successes and failures she has perceived. We present evidence of how the boundaries of standardization of practices were broken when faced with an unanticipated state of confinement. The development of these practices, in a particular reality, has been impacted by difficulties of access to technology and communication resources. The teacher shows how, despite the restricted opportunities in rural areas due to the socioeconomic context of the families, her implementation of actions in addition to the guidelines provided by her institution has contributed to the learning processes and the motivation of her students. © 2023 Czech Ethnological Society. All rights reserved.

Learning derived from the implementation of a pedagogical device in remote teaching conditions by Covid-19

The experience of implementing a pedagogical device in a rural educational institution is presented. The objective is to contribute to the study of the incorporation of digital media in schools through the description and analysis of certain pedagogical adaptations that took place in remote teaching conditions due to Covid-19. Under the action-research approach in education, high school students were guided and accompanied in the creation of short videos on environmental promotion and sustainable development. From a qualitative analysis, the following were identified as important adaptations: 1) more flexible times, rhythms, and stages of teaching and learning;2) the agency and mobilization of digital skills by the teacher to strengthen the pedagogical relationship;and 3) the emphasis placed on the communicative aspects of digital media to favor the creation and expression of students. In general, a reflection on the resources, means and strategies that are needed to respond to the heterogeneity of educational scenarios or unprecedented conditions such as those generated by the pandemic is addressed.

Resistance to technological precariousness in Colombian rural schools during the Covid-19 shutdown

The objective of this work is to present how teachers in rural schools with precarious conditions of technological resources in Colombia were able to overcome the challenges of teaching during the Covid-19 Pandemic and how they found out other strategies to keep working despite the lock down in schools and the entire country. The approach of this study was qualitative and the methodology used privileged the elements of the narrative research through the production and analysis of 65 testimonial stories coming from key actors in Colombian rural education, among which were teachers, principals and coordinators, officials from the Ministry of Education and consultants with experience executing national projects, all of them with a meaningful experience in rural education. The conclusions regarding the ways of overcoming the technological precariousness can be understood from two perspectives: the first has to do with the uses of analog and digital technologies -radio, WhatsApp, Facebook, digital platforms and traditional forms such as guides, printed material, books, brochures- that operated as communicative and educational interfaces. The second, refers to the work of teachers in relation to pedagogical care and hospitality gestures. These two aspects show how teachers who have no resources, either, resist despite the technological precariousness of their schools during the lock down due to the Covid-19 pandemic. This study does not exempt government entities from their historical responsibility of overcoming social and digital inequality in the Colombian rural areas. © 2022 FahrenHouse. All rights reserved.

Impact of Covid-19 on Indian Rural Higher Educational Institutions

March 2020, as the Covid-19 entered the doors of India, all the doors of the school, colleges and universities were forced to shut their doors. That situation forced a universal shift to online teaching which affected the normal aspects of teachers, students, and parents also. The usage of online resources and self-personal improvement noticed a positive impact on Covid-19. India is an evolving country, and thus the adaptation of the online education system is complicated for the management, student, and faculty of fifty percent of higher educational institutions with existing facilities. The additional demonstrative baggage of insecurity besides fears around job safety, physical and psychological health and income capital, and many more are bound. It leads to a great impact and made the sudden, and for many a rather unwelcome, transition to online teaching. Scope of this paper to analyze the positive and negative impact of Covid-19 on the higher education sector and the life of Higher Educational Institute students and faculty. The survey is carried out in one of the rural universities located in the southern part of India to analyze the impact of Covid on Indian rural Higher Educational institutions.Copyright © 2022 Authors. All rights reserved.

Cross-domain Sharing of Robots in the Community Caring and Practice of University Social Responsibility

This paper focuses on community caring and social practice that assisting robot education development in rural schools to echo the two goals of the United Nations' SDGs (Sustainable Development Goals)–"Goal 4: Quality education" and "Goal 10: Reduce inequality". At the same time, in response to the scientific and technological literacy-oriented needs of the Curriculum Guidelines of 12-Year Basic Education in 2019, it is shown how to assist rural schools in Tainan City of Taiwan to develop computational thinking and cross-domain applications of robots under the COVID-19. Four robot education suites including LEGO Mindstorms EV3, Makeblock mBot, mBot2, and VEX IQ are applied in the rural schools. The dilemma and solutions of robot education in rural schools are also discussed in this article. Universities, non-profit organizations and robot equipment vendors work together to practice social responsibility. © The 2023 International Conference on Artificial Life and Robotics (ICAROB2023).

The Persistence of Ethnopopulist Support: The Case of Rodrigo Duterte's Philippines

The past few years have seen an emergence of populist leaders around the world, who have not only accrued but also maintained support despite rampant criticism, governance failures, and the ongoing COVID pandemic. The Philippines' Rodrigo Duterte is the best illustration of this trend, with approval ratings rarely dipping below 80 percent. What explains his high levels of robust public support? We argue that Duterte is an ethnopopulist who uses ethnic appeals in combination with insider vs. outsider rhetoric to garner and maintain public support. Moreover, we argue that ethnic affiliation is a main driver of support for Duterte, and more important than alternative factors such as age, education, gender, or urban vs. rural divides. We provide evidence of Duterte's marriage of ethnic and populist appeals, then evaluate whether ethnicity predicts support for Duterte, using 15 rounds of nationally representative public opinion data. Identifying with a non-Tagalog ethnicity (like Duterte) leads to an 8 percent increase in approval for Duterte, significantly larger than any other explanatory factor. Among Duterte supporters, a non-Tagalog ethnicity is associated with 19 percent increase in strong versus mild support. Ethnicity is the only positive and significant result, suggesting that it strongly explains why Duterte's support remains robust. Alternative explanations, such as social desirability bias and alternative policy considerations, do not explain our results.

Flexible teaching and learning of mathematics in rural secondary education

The covid-19 pandemic forced the implementation of new teaching and learning strategies, such as flexible teaching and the widespread use of digital technology. The objective of this work is to analyze the implications of flexible teaching of mathematics in the learning achievement of students in the fifth grade of secondary education, in the context of rural schools in the province of Huánuco 2021. The study is framed within a mixed approach, through a non-experimental design, with personalized monitoring of teaching-learning activities that were validated through a questionnaire of questions and evaluation applied to 36 students, interview of 5 students and 2 teachers. The results show that 72% of the students are satisfied with the flexible teaching received, and more than 67% had expected and outstanding achievement in the learning of the mathematical contents taught in a personalized way, a result that is corroborated with the answers obtained in the interview. It is concluded that flexible teaching is directly related to and has a positive influence on the mathematics learning process of students in the fifth grade of secondary school in rural areas. © GTE-Educational Technology Group, University of the Balearic Islands. All rights reserved.

Impact of Covid-19 on Indian Rural Higher Educational Institutions

March 2020, as the Covid-19 entered the doors of India, all the doors of the school, colleges and universities were forced to shut their doors. That situation forced a universal shift to online teaching which affected the normal aspects of teachers, students, and parents also. The usage of online resources and self-personal improvement noticed a positive impact on Covid-19. India is an evolving country, and thus the adaptation of the online education system is complicated for the management, student, and faculty of fifty percent of higher educational institutions with existing facilities. The additional demonstrative baggage of insecurity besides fears around job safety, physical and psychological health and income capital, and many more are bound. It leads to a great impact and made the sudden, and for many a rather unwelcome, transition to online teaching. Scope of this paper to analyze the positive and negative impact of Covid-19 on the higher education sector and the life of Higher Educational Institute students and faculty. The survey is carried out in one of the rural universities located in the southern part of India to analyze the impact of Covid on Indian rural Higher Educational institutions. Copyright © 2022 Authors. All rights reserved.

[Information Strategies in Indigenous Communities During the COVID-19 Pandemic].

The COVID-19 pandemic has had an unprecedented impact on society, especially in densely populated areas. Schools have implemented distance learning, which has spawned many related problems. This paper focuses on the difficulties arising from the epidemic in indigenous communities and how appropriate information strategies may be used to solve these. Four main suggestions are provided to assist indigenous students and their teachers to protect themselves and learn during the pandemic and to ensure that educational goals are achieved.

The use of distance technologies in Rural Education in the context of the development of a system for assessing the quality of teaching (vol 7, pg 1-16, 2022)

The main purpose of the article is to study the main qualities of the use of distance technologies in rural education in the context of COVID-19 in the context of the development of a system for assessing the quality of teaching. Distance and blended learning technologies have become familiar to the rural education system during the years of the coronavirus pandemic. The State Service for the quality of teaching in different countries has also adapted the tools for conducting institutional audits to the conditions of remote work or partially remote work. Adaptation requires the organization of rural educational activities so that institutions continue to work efficiently and effectively both in full-time and online learning. All components of the system of the educational process of rural education should also be changed, including finding new ways to assess the quality of teaching.

Experience report on an extension project with rural university students in times of a pandemic: training for research

In view of the pandemic scenario, caused by the new coronavirus (SARS-CoV-2), the Degree in Rural Education at the Federal University of Minas Gerais promoted, through the extension project "Povos do Campo and the COVID-19 Pandemic", actions aimed at bringing the University closer to the reality of the peasant population. Among the activities promoted, the mini -course "ABNT Standards for Academic Works and Academic Research Tools" was offered, whose main objectives, meeting the needs of students, help graduates, especially those in the process of writing the monograph, to master techniques of academic research, writing, formatting and standardization, as well as making them aware of the importance of academic research for society. The results of the mini-course showed that, even in pandemic times and in the midst of great difficulties in accessing resources, it was possible to promote strategies aimed at the inclusion of peasant peoples and overcoming social inequalities.

Changes in conditions, practices, and relationships between teachers and students in rural Mexican high schools during the covid-19 pandemic

This article analyzes some of the changes that occurred in Mexican Community Distance-Learning High Schools during the COVID-19 pandemic, particularly regarding the conditions of actors within school systems, the new activities associated with distance-learning, and teacher student relationships. From the perspective of interpretive sociology and through semi-structured interviews, the aim is to take the perspective of head teachers and teachers into account, in order to show their role in the transformation of the schools. It was found that, even though the preexisting problems of head teachers and teachers were exacerbated, these actors played a leading role and carried out this teaching work with creativity and commitment.

Use of technological tools in the English teaching- learning process in the Ecuadorian rural sector

This research aims to explain how the use of technological tools influences the development of English language skills in students of basic general education in a rural fiscal institution in Ecuador. The importance of developing skills such as: writing, reading, listening, and speaking, leads to deciding the support of technological tools in a context in which education was forced to be virtual due to the Covid-19 pandemic. For this, the research approach is mixed, qualitative under an interview with experts and quantitative by collecting data through a pilot plan with eighth grade students, starting from a diagnostic test and later after the use of English language skills. The results show a notable difference in the development of skills with scores between 7 and 8, followed by scores between 9 and 10, which denotes the positive effects on students of the correct use of Educational Technological Tools.

Madres, padres y representantes en la educación durante la pandemia. La dicotomía rural-urbana en Ecuador

En este artículo se analiza la implicación de las madres, los padres y representantes legales en el aprendizaje activo de niños y niñas que cursan grados de primaria y secundaria en un escenario particular: la enseñanza en línea durante la pandemia por la covid-19 en Ecuador. Para ello, se aplicó un cuestionario de 45 preguntas a una muestra de 6206 personas segmentadas según su zona geográfica. En el área rural, el grado de involucramiento en el proceso de enseñanza-aprendizaje virtual se refleja, particularmente, al establecer el horario de sueño y en la aceptación por parte de los y las estudiantes de las críticas sobre las actividades realizadas. Para la zona urbana, se evidencia el manejo del enojo de los niños y las niñas, y el reconocimiento de sus fortalezas en las asignaturas. En cuanto a las estrategias, en el área rural aumenta la presión de progenitoras/es sobre educandos y educandas a fin de que realicen las actividades escolares, en tanto que, en la urbana, dialogan más con sus hijos e hijas cuando pierden el control, prestando más atención a sus emociones y necesidades. Así, la diferenciación se condensa en la siguiente expresión: en las zonas rurales, las madres, los padres y representantes se enfocan en la disciplina, mientras que en las urbanas se orientan hacia el espectro académico y emocional.Alternate :This article analyzes the involvement of mothers, fathers, and legal guardians in the active learning of children in primary and secondary schools in a particular scenario: online learning during the COVID-19 pandemic in Ecuador. For this purpose, a 45-question survey was applied to a sample of 6,206 people, segmented according to their geographic areas. In the rural area, the degree of involvement in virtual teaching-learning processes is reflected, in particular, in the establishment of sleep schedules and the acknowledgement by student of criticisms of their activities. For the urban area, children's anger management and the recognition of their strengths in subject matters are evident. In terms of strategies, in rural areas, parents put more pressure on students to carry out school activities, whereas in urban areas, parents talk more with their children when they lose control, paying more attention to their emotions and needs. Thus, the differentiation is summarized in the following expression: in rural areas, mothers, fathers, and guardians focus on discipline, while in urban areas they are oriented towards the academic and emotional spectrum.

Inequalities in Digital Education: Rural-Urban and Socioeconomic Differences / Dijital Eğitimde Eşitsizlikler: Kırsal-Kentsel Ayrımlar ve Sosyoekonomik Farklılaşmalar

Inequalities based on income and economy and "social inequalities" that directly affect society are not well understood.Therefore, inequalities with different components are measured and studied at best. Social inequality;due to the development of new situations, events and problems, it creates a relatively new set of dimensions, expectations and results. Social inequality;Due to the development of new situations, events and problems, it creates a relatively new set of dimensions, expectations and results. New developments, enlargements and contractions experienced at global and national scale revealed that inequality in education should be discussed again. In this study, on the basis of rural-urban distinctions and socioeconomic differences, the inequalities that emerged in digital education during the Covid-19 pandemic were examined. Depending on these two distinctions, it is aimed to reveal the inequalities in the access and use of digital media, internet and information communication technologies (D-ICT) of university students who try to participate in distance education at home during the epidemic process. A total of 16 students selected from 3 different universities according to age, gender, place of residence, class and socioeconomic status were included in the study. In the research where qualitative method was applied, the data were obtained through in-depth interviews. Interview data were categorized and converted into themes using the Maxqda qualitative data analysis program. The categories and themes combined as a result of open, axial and selective coding were visualized. The individual and family characteristics of the participants, the environment and financial resources of schools, development, emancipation and acculturation factors interactively have effects on inequality, as well as rural-urban segregation and socioeconomic differentiation are evident in digital education inequality. Gelir ve ekonomi temelli eşitsizliklerin yanı sıra toplumu doğrudan etkileyen “sosyal eşitsizlikler” de yeterince anlaşılamamıştır. Bu nedenle farklı bileşenlerle eşitsizlikler en iyi ihtimalle ölçülmekte ve incelenmektedir. Sosyal eşitsizlik;yeni durum, olay ve sorunların gelişmesi nedeniyle göreceli olarak bir dizi yeni boyut, beklenti ve sonuç ortaya çıkarmaktadır. Küresel ve ulusal ölçekte yaşanan yeni gelişme, genişleme ve daralmalar, eğitimde eşitsizliğin tekrar tartışılması gerektiğini ortaya çıkarmıştır. Bu çalışmada da kırsal-kentsel ayrımlar ile sosyoekonomik farklılaşmalar temelinde Covid-19 salgını sürecinde dijital eğitimde ortaya çıkan eşitsizlikler incelenmiştir. Bu iki ayrıma bağlı olarak salgın sürecinde evde uzaktan eğitime katılmaya çalışan üniversite öğrencilerinin dijital medya, internet, bilgi ve iletişim teknolojilerine (DÍB) erişim ve kullanımlarındaki eşitsizliklerin ortaya çıkarılması amaçlanmıştır. Yaş, cinsiyet, ikamet yeri, okuduğu sınıf ve sosyoekonomik statüsüne göre 3 ayrı üniversiteden seçilen toplam 16 öğrenci araştırmaya dâhil edilmiştir. Nitel yöntemin uygulandığı araştırmada, veriler, derinlemesine görüşmelerle elde edilmiştir. Görüşme verileri, Maxqda nitel veri analiz programıyla kategorileştirilmiş ve temalara dönüştürülmüştür. Açık, eksenel ve seçici kodlama neticesinde birleştirilen kategori ve temalar görselleştirilmiştir. Katılımcıların bireysel ve aile özellikleri, okulların çevresi ve mali kaynak durumları, kalkınma, özgürleşme, kültürlenme faktörleri etkileşimli şekilde eşitsizliği ortaya çıkarıcı etkiye sahip olduğu gibi dijital eğitim eşitsizliğinde kırsal-kentsel ayrım ve sosyoekonomik farklılaşmaların belirgin olduğu görülmektedir.

Leading Schools in Times of COVID-19: Building Resilience

The situation brought about by COVID-19 has transformed the way in which schools operate and the goals they have historically served. The objective of this research is to describe COVID-19 conditions that have an impact on the way contact in education is reflected upon and fostered, from the perspective of elementary school principals. Qualitative content analysis was conducted on in-depth interviews with principals from eight elementary schools in urban and rural areas in three regions of Chile. The results show that concern for content learning has given way to concern for students’ socio-emotional well-being, and that in a COVID-19 context schools work differently depending on the area, with rural schools drawing on and strengthening their collaborative relationship with the community, while urban schools have focused on efficient use of digital technology. © 2022,Revista Electronica de Investigacion Educativa. All Rights Reserved.

Rural education mediated by traditional technology in times of pandemic 2020-2022

Rural education has faced challenges in recent years related to difficulties in the population's access to school and little or no connection to information networks, which were more evident in times of pandemic. This article is the result of doctoral research Parental role and education in times of pandemic. Experiences in a unitary school in rural Pennsylvania. Caldas-Colombia. It shows the research works establishing a relationship between rural education, technology, pandemic, constructivism, and parental role. Fifty studies from various sources were addressed between 2017 and 2021. The methodology was based on the documentary analysis described by Quintana and Montgomery, and state of the art was addressed by levels, where the study of international research was done, then Latin American, and finally the national and regional ones. In the analysis of the investigations, it was found that, in many countries, especially in rural areas, the population faces problems with an internet connection, difficulties in infrastructure and technological equipment, which has hindered the continuity of daily life, the coverage, and quality of education in times of covid-19.

Rural education teacher training: Remote learning challenges in Brazilian IFES during the COVID-19 pandemic

The COVID-19 pandemic has highlighted historical inequalities, in multiple dimensions, in Brazil, since it has exposed the vulnerability experienced by rural populations with regards to their fundamental rights. In light of the remote learning institutionalization in federal higher education institutions (IFES, acronym in Portuguese), the aims of the current national scope research are to analyze the institutionalization of major degrees in rural education at IFES, by taking into consideration the COVID-19 pandemic-associated vulnerability levels Indigenous and Quilombola populations are exposed to, as well as to identify the digital inclusion policies that have been implemented during the emergency academic calendar. The research adopted quantitative and qualitative approaches to explore the databases of the Ministry of Education (MEC);Social and Environmental Institute (ISA-Instituto Socioambiental), as well as institutional websites of universities and federal institutes. Striking results indicate the expansion of major degrees in rural education in the last decade in all regions countrywide, as well as the fragility of these courses in IFES agendas about specific assertive policies aimed at meeting educational demands of remote learning. © 2022, Arizona State University. All rights reserved.