Psychological and Operational Challenges in Educational Field amidst Pandemic

Gokuladas, V. K.; Sam, Saamuel Kutty Baby

doi:10.18662/rrem/12.2sup1/300

Cited by 5 publications

(6 citation statements)

References 11 publications

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“…According to Gokuladas & Baby Sam (2020), in the educational field, all challenges amidst а pandemic could be categorized into psychological challenges (loss of continuity; attitude towards e-learning option; lack of community feeling and/or isolation) and operational challenges (technology adaptation within a short span of time; communication challenges; difficulty in ensuring parity while delivering remote teaching; infrastructural facilities to host e-learning classes; hindrances for inclusive education) that educators are likely to face as a result of the outbreak of pandemic (p. 145-148). Certainly, mental health and well-being during the COVID-19 pandemic in higher education also belong to psychological challenges.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Staff Adaptation to the Challenges of the Covid-19 Pandemic: A Case of Pavlo Tychyna Uman State Pedagogical University

Bezliudnyi

Komar

Kolisnichenko

et al. 2022

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Currently, higher education system is characterized by the growing role of personal ability to adapt to the challenges of COVID-19 and finding opportunities for further development considering the global changes in all spheres of life. It puts pressure on the institutions in general and academic staff in particular. This paper aims at studying the challenges academic staff of the English Language and Methods of Teaching Department of Pavlo Tychyna Uman State Pedagogical University has faced during the COVID-19 pandemic and staff’s preparedness and consequent adaptation amid new conditions that are constantly appearing because of the pandemic. The article presents a case study research to answer the following questions: What is the level of academic staff readiness to teach under conditions of the COVID-19 pandemic from a diachronic perspective? In what ways has academic staff adapted to the challenges of the COVID-19 pandemic? The study uses predominantly quantitative and occasionally qualitative analysis to gain insights into our researched issues. The research has shown a steady increase in the number of department lecturers who feel ready for the challenges of online and blended teaching caused by the pandemic and comfortable with their professional competence due to sustainable adaptation to the current situation. The research prospects are clearly seen in the further process of adaptation and professional activities paradigm re-evaluation under the constantly changing global and local conditions as well as researching the issue in a broader context of similar or corresponding cases.

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Section: Literature Reviewmentioning

confidence: 99%

Academic Staff Adaptation to the Challenges of the Covid-19 Pandemic: A Case of Pavlo Tychyna Uman State Pedagogical University

Bezliudnyi

Komar

Kolisnichenko

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Educators insist on developing students' feeling of connectedness and psychological proximity for their successful acquiring higher order thinking skills and knowledge from online academic resources and digital learning platforms. They noted that cognitive styles of students need also to be adapted for the peculiarities of online learning, as well as digital diagnostic skills of lectures, so that they can get assured if transferred knowledge has been comprehensively gained by students (Gokuladas & Baby Sam, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Dual Nature of Students’ Knowledge Formation in the Pandemic Period: Pedagogical and Psychological Aspects

Bilotserkovets

Fomenko

Kobzhev

et al. 2021

RREM

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The paper focuses on pedagogical and psychological facets of students’ knowledge formation impacted by the coronavirus pandemic situation worldwide. It was found out that the emergent transition to online education was mostly fruitfull for the development of new learning technologies, but at same time many students experienced frustration and uncertainty, studying independently; some lecturers were not ready to refuse from traditional frontal teaching methods. Theoretical analysis was applied to study classic and modern scientific works on the nature of the phenomenon of knowledge and its formation. Comparative analysis of the latest publications on this topic revealed that actual pedagogical approaches stated the importance of learners’ active participation in the interactions and interrelations within the system of the learning process and the relevance of the socio-cultural context of new knowledge presentation. Pedagogical observation and expert evaluation enabled authors’ exploring Generation Z students’ cognitive modes and psychological background, featured by practically oriented motivation, clip thinking, ability for multitasking, prevailing unvoluntary attention and weak memorization, preference for visual presentation of information. Theoretical synthesis and compilation implementation enabled working out practical recommendations for intensifying the process of knowledge formation of Generation Z students. The outcomes of the study were used to modernize an e-course “Methods of Teaching in Higher Education Institutions”, so that it met contemporary demands.

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“…Suspending schools and starting distance education suddenly and mandatorily without any previous preparation have led to difficulties in the educational system both in psychological terms and educational activities (Gokuladas & Baby Sam, 2020 ). The problems faced during the online education period include learning loss experienced by those students who lack the necessary technological infrastructure, teachers’ lack of online education skills and the failure to carry out necessary teacher trainings for that purpose, the ambiguity concerning the evaluation and assessment processes (Chang & Satako, 2020 ), the increasing inequality in the educational system, loss of access to healthy food for children and teenagers attending boarding schools (Giannini & Lewis, 2020 ), and most importantly, the negative effects on the lives of students in poor and underdeveloped countries having a low level of school attendance and graduation and at refugee camps (Giannini & Albrectsen, 2020 ).…”

Section: Introductionmentioning

confidence: 99%