Covid 19 – A Major Cause of Digital Transformation in Education or Just an Evaluation Test

Mladenova, Tsvetelina; Kalmukov, Yordan; Valova, Irena

doi:10.18421/tem93-42

Cited by 44 publications

(35 citation statements)

References 8 publications

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“…Some students highlighted that the fundamental relational dimension of the learning experience could be enriched by the new possibilities, suggesting that meaningful interactions can, and do occur online and they may help to develop resilience (Fawn et al, 2019). Our study participants, although possessing several levels of digital literacy highlighted a surprising adaptation to the new setting, showing little difference with digital natives' perceptions (Mladenova et al, 2020). In addition to this, online tutors, who can help students navigating throughout the journey into the new setting, can facilitate the new socialization process (Jowsey et al, 2020).…”

Section: Discussionmentioning

confidence: 73%

Nurses’ Perceived Quality of Educational Life during the Covid-19 Induced Rapid Transition to Online Learning in Post-Graduate Courses: A Qualitative Study

Sarli¹,

Artioli²,

Luca³

et al. 2021

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This study aimed to investigate healthcare post-graduate students' perceptions of the quality of educational life and learning experience during the forced online transition due to the Covid-19 pandemic. The study design was inspired by a qualitative inductive approach. Participants (N = 24) were nurses who attended healthcare postgraduate courses. In-depth video-recorded interviews were carried out. Thematic analysis was chosen to infer data from the transcripts. Four critical themes emerged from data analysis: 1) the "emotional" change in the quality of life; 2) learning environment and quality of educational life; 3) the socio-relational dimension; 4) strategies to improve the educational life. Although initial struggles related to the unfulfilled different learning styles and socio-relational needs, students showed mostly a proactive attitude. They discovered, with the help of online learning, that a learning program could be adapted to their lifestyle. Lastly, study participants highlighted the crucial importance of online tutors to improve their engagement and the quality of educational life.

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Section: Discussionmentioning

confidence: 73%

Nurses’ Perceived Quality of Educational Life during the Covid-19 Induced Rapid Transition to Online Learning in Post-Graduate Courses: A Qualitative Study

Sarli¹,

Artioli²,

Luca³

et al. 2021

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“…The findings from this research highlight the benefits and challenges of synchronous and asynchronous teaching delivery models in early primary contexts. This work adds to the emerging literature on the benefits and challenges of using synchronous and asynchronous methods of teaching and learning (Mladenova et al, 2020;Ross & DiSalvo, 2020 In discussing the transition to remote learning for children in kindergarten, grade 1, and grade 2, teachers and families voiced similar concerns for the negative social and emotional impact for students. Teachers and parents described the degree to which their students/children missed their peers and that this was particularly concerning given the focus on social skills in the early primary grades (2014b; Ontario Ministry of Education, 2014aEducation, , 2016.…”

Section: Discussionmentioning

confidence: 99%

“…The delivery of remote teaching and learning most often includes both synchronous and asynchronous aspects of learning (Mladenova et al, 2020;Moorhouse & Beaumont, 2020;Ross & DiSalvo, 2020;Schwartz, 2020;Yi & Yang, 2020). Sometimes mandated by individual schoolboards, the form of delivery varies accordingly, however, it is also dependent on the teachers' capacity to deliver either synchronous or asynchronous programming (Miruna, 2020).…”

Section: Setting the Context: Implementation Of Remote Teaching And Learningmentioning

confidence: 99%

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

Timmons

Cooper

Bozek

et al. 2021

Early Childhood Educ J

119

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Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has becoming increasingly clear that physical distancing will need to be prolonged in the 2020/2021 school year and possibly resumed in the future. In response, education ministries shifted teaching and learning online. Research is urgently needed to mitigate the effects of COVID-19 on teaching and learning, particularly in the foundational early primary years. This research directly responds to this concern by examining the unique challenges associated with remote teaching and learning in early primary contexts. Given that learning in kindergarten and early primary grades is largely play-and inquiry-based, there is a particular need to investigate the impacts of this move for teachers, parents, and children in K-2. As such, the purpose of this research is twofold: (1) to capture the unique challenges and unanticipated successes associated with remote teaching and learning, and (2) to utilize findings to provide recommendations for remote learning as well as strategies for supporting in-person learning in the COVID-19 era (and post COVID-19 era). Data collection included 45-min semi-structured interviews with K-2 teachers (n = 25) and parents (n =11). All participants were from Ontario Canada. Data were collected from April-June 2020. The sample size was chosen to ensure saturation while uncovering a variety of perspectives. Data were analyzed in NVivo using an emergent thematic approach (Patton, 2016). The emergent thematic approach to analysis revealed five themes: equity considerations, synchronous versus asynchronous teaching and learning, social and emotional effects on students, academic impacts, and effects on parents/families.

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“…"Before the coronavirus pandemic, eLearning has been more or less an area of science, rather than a widespread practice" (Mladenova, Kalmukov, & Valova, 2020, p. 1163. However, nowadays it is a must-to-do activity.…”

Section: Discussionmentioning

confidence: 99%

The Online Teaching Vis-À-Vis the Classroom Teaching (On the Background of Covid-19)

Tvaltvadze

Gvelesiani

2021

SIE

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The history of mankind will depict 2020 as the beginning of the new era – the era of the pandemic, which has invaded the world countries. The life on the earth has changed drastically. A partial or complete lockdown, numerous infected citizens, an increasing economic crisis, devaluation of a national currency, paralyzed cultural and social lives – this is a partial list of the challenges faced by the majority of the world countries that have made efforts to survive. The paper depicts the challenges of Georgia’s educational space in the environment of the pandemic. The major emphasis is put on the transition from a classroom teaching to an online lecturing as well as on the (dis)advantages of a face-to-face interaction and a virtual communication. Moreover, the paper presents some strategies of the “peaceful” transition (creation of a student-oriented virtual-classroom atmosphere, timely informativeness, usage of appropriate technological means, replacement of written-type exams with hybrid-type examinations, flexible site-oriented means of an extracurricular communication, updated criteria of assessment, etc.) elaborated at the Faculty of Humanities of Ivane Javakhishvili Tbilisi State University. The methodology of research includes observation, analysis and evaluation of the recent processes.

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Covid 19 – A Major Cause of Digital Transformation in Education or Just an Evaluation Test

Cited by 44 publications

References 8 publications

Nurses’ Perceived Quality of Educational Life during the Covid-19 Induced Rapid Transition to Online Learning in Post-Graduate Courses: A Qualitative Study

Nurses’ Perceived Quality of Educational Life during the Covid-19 Induced Rapid Transition to Online Learning in Post-Graduate Courses: A Qualitative Study

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

The Online Teaching Vis-À-Vis the Classroom Teaching (On the Background of Covid-19)

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