Parents’ Perspectives on Remote Learning in the Pandemic Context

Daniela, Linda; Rubene, Zanda; Rūdolfa, Arta

doi:10.3390/su13073640

Cited by 55 publications

(72 citation statements)

References 28 publications

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“…The COVID-19 crisis overshadowed all of this with an unprecedented and unavoidable need for long-term mass remote learning. This need could not be fully met by any other means than using technologies, thereby considerably accelerating the digital transformation of education through the requirement to invest a large number of resources-not only by buying the technologies and technological solutions needed to carry out remote learning but also by organizing learning events for educators, students and their parents and by searching for new approaches to enhance students' remote learning experience [8].…”

Section: Introductionmentioning

confidence: 99%

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Slišāne

Rubene

2021

Sustainability

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Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.

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Section: Introductionmentioning

confidence: 99%

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Slišāne

Rubene

2021

Sustainability

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“…Create a New Model of "Digital + Entrepreneurship Education of Medical Students" Against the Background of the Digital Economy Era Big data, artificial intelligence, Internet technology have promoted the continuous transformation of the entrepreneurial mode, which produces great entrepreneurial opportunities and entrepreneurship education reform (Zhao et al, 2015;Srinivasan and Venkatraman, 2018). Especially since COVID-19, the rapid development of online education has accelerated the digital transformation of education, in which digital technology plays an important role (Daniela et al, 2021;Slišāne et al, 2021). In the digital age, knowledge is rich and fast updating, which requires entrepreneurship course to meet the diversified needs of learners (Wu et al, 2019).…”

Section: Implications For Practicementioning

confidence: 99%

Research on the Drivers of Entrepreneurship Education Performance of Medical Students in the Digital Age

et al. 2021

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COVID-19 has made the entire society pay more attention to medical students training. Medicine development is inseparable from the spirit of innovation, focusing on cultivating medical students' innovative awareness and improving entrepreneurship education performance, which has an irreplaceable effect on both the students themselves and the society. This study is based on the ridge regression model to study the driving factors of the entrepreneurship education performance of medical students. Compared with traditional multiple regression, it can improve the consistency of parameter estimation and obtain more realistic results. Based on a large sample of empirical survey data of 24,677 medical students in China, this study analyzed the driving factors of the entrepreneurship education performance of medical students and found that medical students of different genders have differences in entrepreneurship education performance; the digital economy impacts entrepreneurship education performance of medical students; entrepreneurship course, entrepreneurship faculty, entrepreneurship competition, entrepreneurship practice, and entrepreneurship policy have a driving effect on the entrepreneurship education performance of medical students. Meanwhile, the impact of entrepreneurship policy is the most obvious, followed by entrepreneurship practice and entrepreneurship competition, followed by entrepreneurship course and entrepreneurship faculty.

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“…The COVID-19-caused crisis will pass, and it is clear that long-term remote learning has risks, especially for younger students, students lacking the motivation or skills to direct their own learning, students with learning difficulties, and students from socially disadvantaged families (Bundell et al 2020, Reimer, Schleiche 2020, Dhawan 2020, Daniela, Rubene, Rudolfa 2021. But there are also benefits that will not be so easily forgotten -the chance of the individualization of learning experiences, the opportunity to develop self-directed learning and digital skills, access to learning when it would not otherwise be possible, and the fact that technologies and technological solutions that are widely used by students and are often convenient solutions for other activities have now been introduced as effective ways of learning as well (Bonde et al 2020, Dhawan 2020, Nolen, Koretsky 2018.…”

Section: Digital Transformation Of Education In the Context Of The Covid-19 Crisismentioning

confidence: 99%

Digital Transformation of Education: Envisioning Post-Covid Education in Latvia

Rubene¹,

Daniela²,

Sarva³

et al. 2021

Human, Technologies and Quality of Education, 2021

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The project “Life with COVID-19: Evaluation of overcoming the coronavirus crisis in Latvia and recommendations for societal resilience in the future” (CoLife) was launched in Latvia in the summer of 2020. In this project, researchers representing different fields of social sciences were involved; researchers of education sciences were aiming to find out how the COVID-19 crisis contributed to the digital transformation of education and which changes in education caused by the COVID-19 crisis situation should be maintained in the future. The results of the project are a scientific prognosis on future action scenarios related to the digital transformation of education in Latvia, scientifically backed recommendations for related competency transformation, and tools for evaluating proposed solutions from the perspective of education to conceptualize recommendations for policy-makers on the digital transformation of education in relation to the digitalization and use of digital solutions at all levels of education (preschool, general education, higher education), thus laying the foundation for establishing and implementing a flexible and student-focused education. This article is dedicated to conceptualizing the recommendations for policy-makers on the digital transformation of education using the Delphi method.

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Parents’ Perspectives on Remote Learning in the Pandemic Context

Cited by 55 publications

References 28 publications

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Research on the Drivers of Entrepreneurship Education Performance of Medical Students in the Digital Age

Digital Transformation of Education: Envisioning Post-Covid Education in Latvia

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