Interdisciplinary Perspectives to Sustain Effective Post-COVID-19 Classrooms

Abstract

Since the outbreak of COVID-19, teaching and learning have experienced various challenges and shifts from normal classroom dimensions to what several scholars regard as the "new normal." This situation disrupted teaching and learning systems, with various institutions trying to find alternative ways to ensure effective curriculum implementation. In the event that COVID-19 seems to be a thing of the past, there is a need to understand how best education actors could navigate the new shift. Therefore, researchers need to continue to work on improving educators' understanding of how best to teach and learn and how students and educational institutions respond to the shift in the post-pandemic classrooms. Based on this, a special issue was initiated to galvanize findings, views, approaches, and strategies to enhance sustainable post-COVID-19 pedagogical needs. Therefore, this special issue plays an essential role in helping students, scholars, educators, policymakers and educational agencies understand the present pedagogical shift and prepare for the future. Keywords: Post COVID-19 Classrooms, teaching and learning, new normal, pedagogical needs.

Post COVID-19: New breakthroughs and the future of behavioural research data collection

“…Connectivism promotes learning that happens outside of an individual, such as through social media, online networks, blogs, or information databases. In line with this study, connectivism addresses the issue of challenges that may beset the traditional methods of doing things and appreciate the introduction of technology to overcome human and posthuman challenges (Omodan, 2022;Omodan, 2023). Siemens (2005) identified the principle of connectivism as learning and knowledge rest in diversity of opinion, learning is a process of connecting specialised nodes or information sources, and learning may reside in non-human appliances.…”