Learning in the age of SARS-COV-2: A quantitative study of learners’ performance in the age of emergency remote teaching

Bawa, Papia

doi:10.1016/j.caeo.2020.100016

Cited by 58 publications

(73 citation statements)

References 58 publications

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“…A related future research theme is how the so-called widening achievement gaps can be remedied (cf. Bawa, 2020). However, warnings were also formulated that thinking in such deficit terms can perpetuate inequality (cf.…”

Section: Equity Diversity and Inclusionmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

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Section: Equity Diversity and Inclusionmentioning

confidence: 99%

Future themes of mathematics education research: an international survey before and during the pandemic

2021

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“…On the contrary, other studies have suggested that some factors could be elicited by particular crisis and emergence conditions (such as this unprecedented pandemic time) and might lead people to a copying process by enhancing flow state and learning opportunities [ 22 , 23 ]. For example, in the recent study conducted by Bawa [ 24 ], which aimed at comparing the proficiency achieved by students who attended online courses during the COVID-19 outbreak and students who attended face-to-face classes before the pandemic emergency, the online classes achieved better academic results. Bawa [ 24 ] suggested that their better performance could have been associated with the enhancement of flow state.…”

Section: Online Learning’s Bedrocksmentioning

confidence: 99%

“…For example, in the recent study conducted by Bawa [ 24 ], which aimed at comparing the proficiency achieved by students who attended online courses during the COVID-19 outbreak and students who attended face-to-face classes before the pandemic emergency, the online classes achieved better academic results. Bawa [ 24 ] suggested that their better performance could have been associated with the enhancement of flow state.…”

Section: Online Learning’s Bedrocksmentioning

confidence: 99%

Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

Cesari

Galgani

Gemignani

et al. 2021

Behavioral Sciences

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Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

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“…Such rapid transformation has resulted in the unprepared ness of the teaching staff in preparing quality learning designs, so that the ongoing learning model is an unplanned alternative method for delivering course material over a long distance. This learning model is called emergency remote teaching (Bawa, 2020;Diningrat et al, 2020;Hussein et al, 2020). Almost all educational institutions throughout the country apply the emergency remote teaching model to carry out learning activities during this crisis period.…”

Section: Adaptive Learning Strategies In Emergency Remote Teachingmentioning

confidence: 99%

Moving Home Learning Program (MHLP) as an Adaptive Learning Strategy in Emergency Remote Teaching during the Covid-19 Pandemic

Ardiansyah

Setiawan

Budiya

2021

jpud

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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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Learning in the age of SARS-COV-2: A quantitative study of learners’ performance in the age of emergency remote teaching

Cited by 58 publications

References 58 publications

Future themes of mathematics education research: an international survey before and during the pandemic

Future themes of mathematics education research: an international survey before and during the pandemic

Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

Moving Home Learning Program (MHLP) as an Adaptive Learning Strategy in Emergency Remote Teaching during the Covid-19 Pandemic

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