Education in the age of COVID-19: Understanding the consequences

Stanistreet, Paul; Elfert, Maren; Atchoarena, David

doi:10.1007/s11159-020-09880-9

Cited by 67 publications

(43 citation statements)

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“…The pandemic circumstances have hit harder mostly the middle-and lower-class communities, and many students belonging to this community are underprivileged to participate or cope with in accordance with distance learning or online classes. This sudden shift to distance teaching, however, has highlighted and the contemporary inequalities in education (Stanistreet et al, 2020). Most of the students reported that they have faced some technical problems, including compatibility issues, browser and apps-related issues, during attending the online classes, which also affected their online learning experiences.…”

Section: Access-related Problemsmentioning

confidence: 99%

The transformation of education during the corona pandemic: exploring the perspective of the private university students in Bangladesh

Shahriar¹,

Arafat

Sultana

et al. 2021

AAOUJ

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PurposeIn 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.Design/methodology/approachThis exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.FindingsThe findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.Social implicationsThe coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.Originality/valueThe significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

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Section: Access-related Problemsmentioning

confidence: 99%

The transformation of education during the corona pandemic: exploring the perspective of the private university students in Bangladesh

Shahriar¹,

Arafat

Sultana

et al. 2021

AAOUJ

View full text Add to dashboard Cite

show abstract

“…It came to an unprecedented closure of educational facilities, and particularly schools and higher education institutions were pushed to roll out digitalized distance learning. However, in spite of the European Digital Action Plan (European Commission, 2018), neither teachers nor students were consistently sufficiently equipped or skilled for digitalized distance education (Stanistreet et al, 2020: 628). Correspondingly, concerns were raised early on that the pandemic measures in education may further increase already existing social inequality (Economic Policy Institute, 2020; Hübener and Schmitz, 2020).…”

Section: Introduction: the Measures To Deal With The Covid-19 Pandemic In Education And Their Potential Implications For Trustmentioning

confidence: 99%

COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems

Bormann

Brøgger

Pol

et al. 2021

European Educational Research Journal

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This paper develops informed assumptions on the potential loss of trust as an unintended side-effect of the measures in education to contain the spread of the COVID-19 pandemic. Well-founded concerns according to which the pandemic-induced closure of educational facilities and the shift to digitalized distance education are contributing to increased social inequality in education serve as a starting point for the argumentation. The paper contends that together with the temporary changes in the style of educational governance, in the medium term an exacerbated social inequality in education can cause a potential trust problem for the central actors imposing the measures. To support this line of reasoning, the exploratory study describes the context conditions which are relevant for the implementation and participation in digitalized distance education (measures, access and competent use of digital devices in education, level of trust) and combines them with the findings of a qualitative analysis of relevant documents from three European countries (Czech Republic, Denmark, Germany). A neo-institutional view is applied to exploring the implications of the changes in education governance and their potential side-effects on trust.

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“…During the first wave of the COVID-19 pandemic in Europe, the strategic interventions of national governments in public education were visible in two key emergency measures: (a) the full or partial closure of schools and subsequent shift to remote education; and (b) the cancellation, postponement or reconfiguration of national large-scale assessments (NLSAs) (Stanistreet et al, 2020). Such actions were perhaps expected as, historically, the strong state has tended to emerge stronger in times of crisis (Boin et al, 2016; Lodge, 2013).…”

Section: Introductionmentioning

confidence: 99%

Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic

Milner

Mattei

Ydesen

2021

European Educational Research Journal

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Strategic government interventions in public education have shifted and blurred the boundaries between state, market and civil society modes of governance. Within this matrix of interdependent relations, schools operate under increasingly hybrid accountability arrangements in which public accountability can both complement and compete with market and social regimes and their associated institutional logics, goals, values and mechanisms. During the first wave of the COVID-19 pandemic, however, national governments implemented a wide range of emergency measures which had consequences for the mixes and layers of school accountabilities. This article examines the principal policy changes in Denmark, England and Italy. Drawing on state theories and the concept of ‘hybrid accountability’, semi-structured interviews with national and local policymakers and school practitioners were analysed thematically. While cultural nuances exist between the cases, our findings reveal that state interventions reinforce a public–professional accountability hybrid and hierarchies of control and command within and outside networks. Concomitantly, state non-interventions and the distinct underlying institutional logics associated with national large-scale assessments suggest policy inertia with implications for professional accountability and institutionalised change. Future research might investigate whether educators’ experiences influence the direction of national and local accountability policy reforms in a post-pandemic era.

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Education in the age of COVID-19: Understanding the consequences

Cited by 67 publications

References 0 publications

The transformation of education during the corona pandemic: exploring the perspective of the private university students in Bangladesh

The transformation of education during the corona pandemic: exploring the perspective of the private university students in Bangladesh

COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems

Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic

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