Against All Odds: Education in Germany Coping with Covid-19

Kerres, Michael

doi:10.1007/s42438-020-00130-7

Cited by 221 publications

(166 citation statements)

References 7 publications

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“…Similarly, digital teaching formats that were developed within a few weeks cannot be compared with established digital or blended learning formats that have been planned by expert committees for the long term (cf. Hetzner & Schmidt, 2018;Kerres, 2020;Moskal et al, 2013). Nonetheless, the distance learning experiences brought about by the corona pandemic might contribute to a stronger and more equitable foundation for digital learning services in the long term.…”

Section: Resultsmentioning

confidence: 99%

“…The present study arose in the context of the radical switch to digital teaching formats exacerbated by the corona pandemic and is of particular relevance due to the very exceptionality of the situation (cf. Kerres, 2020). An important feature of the survey is that, to obtain an inventory that was as unbiased as possible, the study was carried out before the onset of digital classes in the 2020 summer semester.…”

Section: Discussionmentioning

confidence: 99%

“…Unlike previous university-level academic practice, which typically aims for a gradual and accompanied change to digitally supported teaching formats (e.g. Hetzner & Schmidt, 2018), students, teachers, and the institution itself had to adopt a quick and pragmatic approach precipitated by the pandemic (Kerres, 2020). In addition, due to contact restrictions in place at the start of the semester, students were more dependent than usual on the equipment available to them because access to computer rooms with software, etc.…”

Section: Information and Computer Literacymentioning

confidence: 99%

See 2 more Smart Citations

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Handel¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2020

Preprint

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Across the globe, 2020 terms began under conditions incited by the corona pandemic. Within a relatively short amount of time, universities started to develop and implement online courses for distance learning. These changes in learning and teaching may well have been a challenge for students.The current study is about an online survey at a German full-scale university investigating the unique circumstances under which students began the digital 2020 summer term. Of approximately 38,500 students, N = 5,563 students from across all institutional faculties took part in the survey. Results indicate how well students are equipped with devices for digital learning; what kind of experiences they have already made with online learning; and how competent they reported feeling regarding digital learning. Moreover, group differences between faculties, degrees, and gender were investigated. The study provides important insights into digital higher education during the exceptional pandemic situation. The results are intended to feed into student counselling systems via support by way of access to devices or courses regarding digital key competences, or through counselling for students with special social burdens.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Information and Computer Literacymentioning

confidence: 99%

See 1 more Smart Citation

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Handel¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Resilience must be built into our educational systems, and thus to better effect this emergency remote teaching and learning mitigation plan consideration should be given to the different learning environments of our students and their access to learning resources, appropriate devices and data. Availability of IT technologies and capacity may not be the only concern, access cost and quality of access due to socioeconomic inequality (Kerres, 2020). We may begin to face usurpation to the right to education in which educational access is governed by access to technologies or compatible technologies.…”

Section: Systems Preparednessmentioning

confidence: 99%

Teaching and Learning in resource-limited settings in the face of the COVID-19 pandemic

Mbiydzenyuy

2020

Journal of Educational Technology and Online Learning

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Although the extent of the damage caused by the COVID-19 pandemic in Africa is unknown, its effect on the socioeconomic and geopolitical spheres is becoming palpable. Its impact on communication and social formations is evident as it has shifted such to a more spatial and virtual sphere. The closure of schools does not only interfere with the traditional patterns of socialization but intercepts the academic sequence and plunges illprepared educational systems reminiscent of African universities into a cosmos of teaching and learning uncertainties. How prepared are African universities to cope with the threats to its educational systems and adapt or influence the transition? Despite having a teeming youth birth into technology, are they cognitively and technically adept to teach or be taught within the accredited online e-learning platforms? While the safety measures announced by African governments in relation to the closing of educational institutions and the banning of gatherings have a negative impact on the continuation of teaching, learning and research activities of higher education institutions, it could also be seen as an opportunity.

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“…Algo que se vislumbraba podía llegar en un futuro a medio plazo, de repente se ha acelerado sobremanera. La pandemia ha precipitado la tendencia al teletrabajo y la enseñanza virtual (Bao, 2020;Kerres, 2020;Skulmowski et al, 2016), agravando fenómenos como el distanciamiento y la falta de contacto que ya se venían observando en las sociedades occidentales (Downey & Gibbs, 2020;Twenge & Spitzberg, 2020). Así, parece que los ordenadores van a convertirse en nuestros compañeros perpetuos de viaje, en nuestra manera de entender y mantener contacto con el mundo y con la enseñanza.…”

Section: (Tele)trabajo (Tele)trabajo Y Más (Tele)trabajounclassified

Vivo y enseñando, pero… ¿por cuánto tiempo? Cuando las circunstancias sociales y los tiempos de pandemia convierten la pasión por la enseñanza en duda y desánimo

González-Calvo

2020

MÁRGENES

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Este trabajo de introspección y reflexión personal examina mis creencias, experiencias y vivencias en los poco más de diez años que llevo dedicándome a la profesión docente en diferentes etapas educativas. A través de una perspectiva narrativa, (re)examino mis comienzos en la profesión y analizo la transformación experimentada desde el prisma actual en que vivimos inmersos, en el que una crisis sanitaria a nivel mundial puede mutar los aspectos políticos, sociales y culturales que rodean a la enseñanza. Mediante el recuento de acontecimientos particulares en forma de “amenazas a la confianza”, el artículo saca a la luz el impacto que las políticas educativas actuales y, a medio plazo, la excesiva burocratización, la enseñanza virtual y la falta de confianza hacia los profesionales de la educación y su reflejo en mi identidad personal y profesional. El trabajo, abordado con un evidente espíritu de diálogo y como recurso catártico en estos tiempos de crisis, evidencia la erosión que está sufriendo la enseñanza pública en general y, en particular, los docentes que en ella trabajamos.

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Against All Odds: Education in Germany Coping with Covid-19

Cited by 221 publications

References 7 publications

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Teaching and Learning in resource-limited settings in the face of the COVID-19 pandemic

Vivo y enseñando, pero… ¿por cuánto tiempo? Cuando las circunstancias sociales y los tiempos de pandemia convierten la pasión por la enseñanza en duda y desánimo

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