Three continents, three countries: the remote education by higher education students in the pandemic time

The epidemiological situation caused by the COVID-19 pandemic has led to the close of physical spaces of schools of all levels of education. To overcome this, it was necessary to adopt emergency measures, including Emergency Remote Education (ERE), using technologies to interact synchronously with students. Besides, it was also required to reconfigure educational practices and develop skills in digital literacy to enable the continuity of educational experiences, respecting isolation but maintaining the interaction of teachers and students. We consider that it is essential to collect information about the degree of student satisfaction with the (ERE) in three countries (Portugal, Brazil and Turkey), located on three continents (Europe, America and Asia). Data were collected on 19/20 and 20/21 by researchers from the countries using a survey created on Google Forms, assuring the confidentiality of the data. We obtained 566 valid responses: Portugal 140, Turkey 359 and Brazil 67. From the results, the models chosen in the three countries did not please in a unanimous way all the students involved. There are significant differences in access, knowledge of the platforms used and even in the methodologies used by different teachers concerning countries. On the contrary, about the possibility of moving to a permanent online model, there is unanimity, verifying from the opinions that face-to-face education is not replaceable by the model that has been used over the last two years.

Closer to and further away – emergency-remote teacher education, orientations and student-bodies

This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergency-remote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergency-remote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief ', ‘the embodiedness of raising the hand on Zoom' and ‘energy-draining pre-recorded lectures'. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating. © 2022 Emilia Åkesson, Edyta Just & Katarina Eriksson Barajas.

Remote Learning in Times of COVID-19 in Colombia

Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the Covid-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students' perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the Maria Fernanda Jaime-Osorio, Maria Alejandra Campos-Perdomo, Gilber Ignacio Rodriguez-Artunduaga students' learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.

Educational Data Mining: Sentiment analysis in a university domain during the pandemic

The new normality caused by the COVID 19 health emergency forced governments to adopt mandatory isolation rules, the measures modified social interaction in almost all scenarios. In the educational field, educational establishments in general closed their facilities and adopted technological tools to replace the physical classroom, thus inaugurating a period of emergency remote education (Hodges et al., 2020) (Portillo, S., Castellanos, L., Reynoso, O., & Gavotto, O., 2020) (Castaneda and Vargas, 2021). The present investigation analyzes the student perception about the implementation of emergency remote education in the Social Communication Career of the Central University of Ecuador in the academic period 2020 -2020, for which an opinion poll was applied to students. The qualitative instrument collected the opinion, and the corpus was processed in a Python bookstore. In general, a positive assessment of the new educational reality was evidenced, the use of platforms and social networks was highlighted, as well as innovative educational practices in: master classes, experimentation, tutorials and evaluations;Among the negative aspects, the low teacher/student interaction, the lack of didactics in digital environments, and the deepening of the technological gap were questioned.

(Re)considering Motivational Scaffolding: A Mixed-Method Study on Turkish Students' Perspectives on Online Learning Before and During the Pandemic

Motivational scaffolding is of key importance in online learning since online learners are isolated alone. Recently, this need has doubled with the educational disruption because of the COVID-19 pandemic, which moved classroom learning to entirely online. However, little research has been particularly conducted to explore the perceptions of online learning before and during the pandemic. Therefore, this study empirically investigated 26 university-level Turkish students' experiences in learning online before the pandemic and teacher support in the time of crisis. Data were collected through a mixed-method research design conducting a questionnaire and interviewing via dialogue journals and essay writing. The data were analysed through descriptive statistics and coding themes based on deductive and inductive approaches. The findings from quantitative data analysis revealed that students believed the advantages of online learning resources (OLRs) for their own learning but still needed teacher support. Furthermore, the results from the qualitative data analysis demonstrated that students needed teacher-student interaction most and favoured motivational scaffolding in this regard. The study shed light on the role of caring for learning as motivational scaffolding and calls for an institutional development for the integration of pedagogy of care into online education.

Exploring the effects of the COVID-19 emergency remote education on students' social and academic integration in higher education in Austria

This article analyses the effects of the COVID-19 pandemic on university students' social and academic integration, based on Tinto's integration theory. A total of 640 university students in Austria completed an online survey pertaining to academic and social integration during the home-learning period. Results indicate that social integration and academic integration decreased significantly during the lockdown period in the beginning of 2020. The level of perceived support during home learning was positively associated with the levels of social and academic integration. Furthermore, while student age was a predictor for higher academic integration, it was not a predictor for social integration among peer students. Academic and social integration during COVID-19 was significantly linked with student satisfaction in various studies. This study has important implications for future home-learning periods, suggesting how institutions could prepare for longer disruptions of attendance and how they could leverage student integration. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The determinants of student attitude toward e-learning academic achievement during the COVID-19 pandemic

Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Teacher perspective of the educational impact when transitioning to a virtual setting during a pandemic

The severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2) outbreak, which led to the COVID-19 pandemic, was a catalyst for major changes for schools in America and worldwide. Specifically, the delivery of instruction through the traditional in-person learning model. In Massachusetts, the COVID-19 pandemic triggered lawmakers to propose emergency remote education as a drastic change to the delivery of academic instruction in all public schools. The researcher investigated the problem of the instructional challenges teachers face in replicating in-person learning in a virtual setting and the impact of these challenges on student adaptability and academic achievement. This qualitative case study aimed to explore the teacher perspectives on the techniques utilized to support student adaptability during the COVID-19 pandemic. If the problem persists, teachers will not be able to reach their students and support the development of their academic potential. Adaptation-level theory and self-regulation theory were used within this study to guide the research decisions. Ten general and special education teachers in Massachusetts licensed high schools in grades 9-12 participated in this qualitative case study. Narrative and content analysis were used to answer the research questions designed to address teachers' specific experiences during the transition. Results indicated that emergency remote education allowed districts to deliver instruction but was not conducive to maintaining the traditional life of the school. The results of this study support the recommendations for the development of district wellness initiatives and identification and support to close achievement gaps. Future research should review the benefits of a hybrid learning model incorporating virtual and traditional in-person models. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Socio-Emotional Experiences of University Students in the Face of Virtual Education Due to Covid-19

The article analyzes and compares the socio-emotional experience of university students from Mexico and Peru in the face of migration to remote emergency education due to Covid-19. This is an exploratory-descriptive-comparative quantitative study with two independent purposive samples. Based on the results, it is shown that socio-emotional affectations reflect and prolong the unequal social structures that condition the university community in Latin America. © 2022 Instituto de Estudios Sociales Contemporaneos IESCO. All rights reserved.

Making Sense of the Emergency Remote Education. Faculty and Students' Takeaway Lessons from the Pandemic Classroom

The purpose of this paper is to analyse faculty and students' takeaway lessons from the pandemic classroom, comparing the educational partners' views on the transition from incampus to online learning. Data collection was conducted through focus groups to understand the key issues at the level of an educational program, the collected responses being used to highlight the overall perception on the online classes during the pandemic, the most frequently uses online tools, the adaptive strategies to maintain engagement and foster learning and the assessment requirements for completing the 2020-2021 academic year. The results show that while most respondents define the experience as tiresome and complicated, faculty and students alike found enough resources to overcome the challenges and that despite the lack of preparedness for education in times of crisis, the educational process can go on when sufficient effort and commitment are put together. The value of the research is that it brings together faculty and student voices, interpreting a shared experience of the emergency remote education, the findings being useful for preparing educational strategies ensuring the resilience of higher education programs in times of unexpected disruptions. [ FROM AUTHOR]

Seeing through the Fog: A Case Study of Teachers’ Working Conditions during the Pandemic in the State of Paraná, Brazil

This paper seeks to investigate how, in the face of the COVID-19 pandemic, the work proposals directed by the government unfolded in the pedagogical practices of basic education teachers in Paraná/Brazil in emergency remote teaching. For that, the case study was used as a method, with a quantitative and qualitative analysis of the data. The qualitative analysis of the regulations took place through descending hierarchical classification (CHD), word cloud generator and similitude analysis, as well as through the descriptive analysis of the data from the application of a questionnaire to 78 basic education teachers. The results showed a gap between the main regulations issued by the federal and state public authorities that affect basic education in Paraná in the emergency period due to COVID-19 and the teaching practice of teachers, as well as the problems faced in the pedagogical/administrative support that these teachers received. Finally, the information presented in this study proved to be significant to understand the complexity of the educational problems that were intensified and others that emerged, due to remote teaching. © 2022, Arizona State University. All rights reserved.

Professional development of in-training museum educators: an experience of curriculum improvement in time of a pandemic

The present paper aims to illustrate the reorganization of two post-graduate courses, "Museum Education. Theoretical aspects" and "Advanced Studies in Museum Education" promoted by CDM (Center for Museum Studies) - Dept. of Education at Roma Tre University, carried out during the Covid-19 pandemic, and to analyze the education strategies adopted in terms of museum professionals development to face the Covid-19 museum and universities 2020 Italian lockdown. The results emerging from the quantitative evaluation of the module "Museum and Social Networks", taking into consideration the activities and digital tools proposed, show the efficacy of the courses reorganization, in terms of transverse and professional skills development in university students, critical thinking and collaboration in particular. Moreover, the data analysis give useful indications in term of university online lectures, laboratory activities and practices in e-learning mode, evaluation tools and methodologies aimed at solliciting professional development of in-training museum educators in university learning context.

Too much information: exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education.

During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging literature regarding ERE, demonstrating how this created an environment where technology-mediated abuse could arise within the university context. Intentional and unintentional forms of technology-mediated abuse, within a global context, are considered with account of how intersectional characteristics can impact. The paper concludes with a set of provocations explored within an example framework. The provocations are given to situate ways of thinking which are facilitative of safer and more respectful use of technological spaces. Both the provocations and example framework aim to be useful critical tools for program and module teams to adapt in higher education institutions within the online sphere. The phenomenon of ERE is an opportunity to consider what can be learned with regard to management of technology-mediated abuse. However, a focus on ERE presents limitations in the paper because of the smaller number of academic sources at this time, due to recency of the COVID-19 pandemic.

Emergency remote education, learning styles and emotions in medicine students at the onset COVID-19 pandemic

The confinement due to the COVID-19 pandemic had a devastating impact on different areas of social, emotional, economic and school life, among others, and university education was no exception, at that time the so-called emergency remote education emerged. Learning styles were adapted and changes in emotions were present according to the students' experiences. Three questionnaires were applied to 303 medicine students: #EstamosConectados, CESEA and AMAI, to identify availability of digital tools and devices, connectivity, learning styles, emotions, and socioeconomic level. According to data obtained, 45% had a computer, 55% had inadequate connectivity and the theoretical-operative learning style predominated with 25.4%. In relation to emotions, 62.7% felt accompanied, 60% experienced anxiety and stress. Finally, the majority socioeconomic level with 63.7% corresponded to level B of the AMAI scale. The results obtained suggested that a flexible educational model is required, which transforms, encompasses and guarantees inclusive quality teaching, adaptable to an equitable hybrid model, in addition to constant communication between peers and teachers through educational platforms, with free access to the Internet;as well as offering the necessary emotional accompaniment for students.

The determinants of student attitude toward e-learning academic achievement during the COVID-19 pandemic

Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The importance of using the CodeInsights monitoring tool to support teaching programming in the context of a pandemic

This Innovative Practice Full Paper describes the use of a monitoring tool for teachers to assess students' performance and progress, improving their ability to make decisions and interventions in programming classes, in the context of the current COVID-19 pandemic. Considering that learning programming is not an easy task as well as the social, cultural, and educational diversity of the student population, we believe it is crucial that teachers have at their disposal up-to-date information on the learners' progress, skills, and difficulties to properly support them in gaining and maintaining a positive learning momentum. Previously, we suggested the use of this monitoring tool to supplement the information teachers can obtain through direct observation in traditional face-to-face classes. However, in the context of the current pandemic, its use takes on new significance since, in most cases, face-to-face instruction has been suppressed, demanding new strategies to collect assessment data. In this paper, we introduce some features of the system and explain how they can help teachers to support their students. Key findings from a field trial, in which the system was used for about a month and a half to support more than 60 students of an introductory programming course, are also presented. Due to COVID-19 lockdowns and stay-at-home orders, classes took place almost exclusively online via Zoom. During this time, the usage of the system enabled the teacher to monitor student progress regardless of when or where they were working. In post-experiment interviews, the teacher who participated in this study stated that using the system was vital to deal with the challenges that distance learning entails. Similarly, student feedback was also very positive. Several students mentioned that they felt more confident while using the system, knowing that the teacher was able to track their work and give them personalized feedback whenever necessary.

Emergency remote teaching and learning during COVID-19 pandemic: Efficacy of a four-stage model

The COVID-19 pandemic created the need for a global change in tertiary education. Universities that traditionally relied on contact with students in physical classrooms were forced to consider modes of remote teaching to mitigate the risks of infection due to physical proximity. This study evaluates the emergency remote teaching implemented within the Department of Information Technology at the Durban University of Technology, South Africa. An emergency remote teaching model with four stages consisting of: preparation, synchronous and asynchronous teaching and learning, e-assessments and reflections are described, analysed and evaluated with reference to both lecturers and students. The evaluation is performed using both qualitative and quantitative research methods. Qualitative analysis was performed on 29 sources using content analysis. 229 initial codes were identified and first categorized into 13 subcategories and finally to the four categories synonymous with the adopted four-stage emergency remote teaching model: preparation (135 references), asynchronous and synchronous teaching and learning (67 references), e-assessments (25 references) and reflections (8 references). Quantitative data on the use of the learning management system from 2019 to 2020 evaluated the results of the applied changes in practice. From the results, it was evident that students and lecturers invested much time in the learning management system with 13 tools being adopted by the 49 analysed subjects. The learning management system was used extensively for communication, assessment and dissemination of subject content. The comparative results of the data from the 2019 and 2020 academic years showed that the majority of the 2020 subjects' final results were statistically higher than the 2019 results. Results of analysis revealed the success of the implementation of the four-stage emergency remote teaching model.

Evaluation of group work in a Remote and Emergency Physics Course

The need for social distancing due to the Covid-19 pandemic resulted in radical changes in education. Within a short period of time, face-to-face instruction was replaced by emergency remote teaching (ERT). In this setting, group work was either set aside or restructured to make use of modern communications technology. In this research, we investigate a teaching and learning environment where teachers and students tried to find the best conditions to deal with ERT. The research aims to understand how a specific group work activity, performed by secondary school students in a social distancing setting happened, and how this experience affected students. Our research goals are to: 1- understand student behavior within groups and the objective conditions in which the work was done;2- identify students' learning perception during this experience;3- evaluate student engagement during group work. This research is quantitative and descriptive. The research focuses on the improvement of teaching and learning of physics. The data we analyzed was produced from the students' answers to a questionnaire containing three sections, which was conceived with these specific goals in mind. The research results show that: (a) the groups functioned in a satisfactory manner;(b) most students overcame the difficulties they encountered during the activity;(c) a significant amount of students regarded the activity as a good learning experience;(d) a significant portion of students showed signs of engagement. © 2022 Universidade Federal do Rio Grande do Sul, Instituto de Fisica. All rights reserved.

Higher Education in COVID-19: From Emergency to Sustainable Remote Education

Many higher education sectors (HEs) worldwide have adopted different digital platforms and systems to ensure the continuity of educational delivery during the COVID-19 pandemic. The adopted methods include both asynchronous and synchronous learning by providing eLearning solutions that solve the current crises of the pandemic, including the inconveniences caused by quarantines and lockdown. This improvised learning mode has led to adopting blended learning and distance learning, a form of emergency remote education (ERE) created to solve the disruptions of the pandemic but not to sustain education in the long run through a sustained form of remote education (SRE). This paper explores the difference between these two forms of education through a gap analysis model that shows the current educational practices and the ideal eLearning environment that can serve as sustained remote education. In addition, the deficiencies and pitfalls of emergency remote education are addressed to bridge the gap and transfer this education form into a permanent but sustainable remote education system. Finally, the paper concludes with recommendations and solutions to sustain remote education in the Post COVID-19 phase. © 2021 IEEE.

Lessons Learned from COVID-19 Emergency Remote Education. Adaptation to Crisis Distance Education of Teachers by Developing New or Modified Digital Competences

Emergency remote education caused by the COVID-19 pandemic brought numerous challenges to both educational systems and educational professionals. All teachers, including those reluctant to use ICT in their classrooms, had to implement it under specific social and psychological circumstances. That situation brought a variety of challenges and demanded from teachers appropriate skills to carry out effective educational activities. All of this put a new light on the problems connected with e-education such as digital inequalities, digital well-being, or development of digital skills by students and teachers. The text analyses in a coherent way the commonly accepted European Framework for the Digital Competence of Educators (DigCompEdu) in the context of its usefulness for the specific situation during school closure. We refer to the research data pointing out which teacher competences are significantly more important or which should be defined in a different way or adjusted based on the pandemic experience. The text confirms the adequacy of the European Framework for the Digital Competence of Educators (DigCompEdu) but brings attention to important details that may be important for its implementation after the COVID-19 period. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.