Reconceptualising digital pedagogy during the COVID-19 pandemic: A qualitative inquiry into distance teaching in China

Zhang, Jie; Yu, Sunze

doi:10.1080/14703297.2021.2000473

Cited by 18 publications

(15 citation statements)

References 34 publications

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“…The development of digital pedagogy became the contingency plan to achieve teaching and learning during the COVID-19 crisis. The advantage is that even after the crisis, digital pedagogy has continued to operate in educational institutions (Zhang and Yu, 2021). It is crucial to note that the education sector worldwide is undergoing a technological reform using hybrid teaching and learning featuring productivity, flexibility, and connectivity guided by different technological applications (Ng et al, 2017;Zhang and Yu, 2021).…”

Section: Technology-based Outcomesmentioning

confidence: 99%

“…The advantage is that even after the crisis, digital pedagogy has continued to operate in educational institutions (Zhang and Yu, 2021). It is crucial to note that the education sector worldwide is undergoing a technological reform using hybrid teaching and learning featuring productivity, flexibility, and connectivity guided by different technological applications (Ng et al, 2017;Zhang and Yu, 2021). Researchers (Anderson, 2020;Zhang and Yu, 2021) are in agreement that the increased adoption of technology in education is a strong ingredient in augmenting teaching and learning.…”

Section: Technology-based Outcomesmentioning

confidence: 99%

“…It is crucial to note that the education sector worldwide is undergoing a technological reform using hybrid teaching and learning featuring productivity, flexibility, and connectivity guided by different technological applications (Ng et al, 2017;Zhang and Yu, 2021). Researchers (Anderson, 2020;Zhang and Yu, 2021) are in agreement that the increased adoption of technology in education is a strong ingredient in augmenting teaching and learning. A pedagogy using technology has the potential to build resilience to future educational challenges (Anderson, 2020;Zhang and Yu, 2021).…”

Section: Technology-based Outcomesmentioning

confidence: 99%

“…Researchers (Anderson, 2020;Zhang and Yu, 2021) are in agreement that the increased adoption of technology in education is a strong ingredient in augmenting teaching and learning. A pedagogy using technology has the potential to build resilience to future educational challenges (Anderson, 2020;Zhang and Yu, 2021). Digital and educational philosophy changed with emerging technologies.…”

Section: Technology-based Outcomesmentioning

confidence: 99%

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Adaptive behaviors in education institutions before and after COVID-19: A systematic literature review

Walugembe

Ntayi²,

Olupot³

et al. 2022

Front. Psychol.

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BackgroundThe final third of the year 2019 was marked by the outbreak of the deadly coronavirus (COVID-19) pandemic. This virus paralyzed almost all economic sectors, including governments, forcing educational institutions to close. School closures resulted in significant learning losses and increased inequality in the education sector across the world. Despite these disruptions, however, available evidence reveals that some countries quickly developed adaptive mechanisms of emergency remote learning systems and other alternative methods to recover from learning losses, such as televisions, telephones, Zoom, social media, Google Classrooms, email, and even the post office. These learning recovery programs are instrumental in preparing world economies for future shocks. Various studies are being conducted to assess the impact of this pandemic from different sectors and perspectives. However, systematic literature reviews documenting the adaptive behaviors in educational institutions before and after COVID-19 are either sparse or nonexistent. Additionally, systematic reviews provide a synthesis of the available evidence, indicate directions for further research, and inform decision-making. This systematic literature review focuses on documenting the adaptation strategies and subsequent positive outcomes emerging from the COVID-19 pandemic.PurposeThe purpose of this study was to review published articles on adaptive behavior in educational institutions, and, in particular, review the outcomes of adaptive behavior and coping strategies/mechanisms over time.MethodologyThe study used a systematic literature review approach as a core methodology for defining answerable research questions, searching the literature for the best available evidence, appraising the quality of the evidence, and collecting and aggregating available data for answering the identified questions. The material was collected using the Science Direct and Emerald databases, which are highly regarded as comprehensive and authoritative. Other documents, especially the reports, were collected from the Google Scholar search engine. Search strings used include “COVID-19 adaptive behavior in educational institutions”, “COVID-19 coping strategies in educational institutions”, “COVID-19 adaptation mechanisms in the education sector”, “adaptive work behavior and COVID-19”, “COVID-19 positive outcomes”, “adaptive work behavior in educational institutions”, and “adaptation strategies in educational institutions”.Findings and conclusionAlthough the outbreak of the COVID-19 pandemic wreaked havoc on many aspects of life, the education sector was hit more than most other enterprises, and most, if not all, educational institutions were closed as all students were sent home. Educational institutions transitioned to remote teaching and learning strategies. Several studies report a number of positive outcomes ranging from personal (individuals) and institutional (organizations) to technology-based. Among the key technology-based positive outcomes frequently reported in the literature are increased innovations and increased digital resilience in educational institutions, among others.

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Section: Technology-based Outcomesmentioning

confidence: 99%

Section: Technology-based Outcomesmentioning

confidence: 99%

Section: Technology-based Outcomesmentioning

confidence: 99%

Section: Technology-based Outcomesmentioning

confidence: 99%

See 2 more Smart Citations

Adaptive behaviors in education institutions before and after COVID-19: A systematic literature review

Walugembe

Ntayi²,

Olupot³

et al. 2022

Front. Psychol.

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“…COVID-19 Pandemisi süreciyle birlikte dünyada sanal öğrenme ortamlarına duyulan ihtiyaç, eğitim-öğretim süreci ve uygulamalarını da etkilemiĢ, dijital öğrenme ortamlarına eriĢimin sağlanması gereği nedeniyle bu değiĢimlerden öğrenciler, veliler, eğitim yöneticileri ve öğretmenler de etkilenmiĢtir (Kırmızıgül, 2020;Williamson, Eynon ve Potter, 2020). Dijital pedagoji olarak tanımlanan öğrenme ve öğretme yaklaĢımlarında dijitalleĢme sonucu (Zhang ve Yu, 2021) yaĢanan eğitim sorunlarının giderilmesi ve öğrencilerin eğitim ihtiyaçlarının karĢılanmasında eğitim teknolojileri önemli bir yer teĢkil etmektedir (Yurdakul, 2015;Grek ve Landri, 2021). Eğitim teknolojileri alanlarından biri olan uzaktan eğitim de çağımızın yeni teknolojileri ve davranıĢ bilimlerinin bulgularını bir araya getirerek bireysel eğitim ihtiyaçlarına yönelik öğrenmeye destek olmayı hedeflemektedir (Yurdakul, 2015;Zhang ve Yu, 2021).…”

Section: Covid-19 Pandemisi Ve Eğitimunclassified

Emergency Remote Teaching (ERT) Process of Covid-19 Pandemic from the Perspective of Students' Parents: A Phenomenological Inquiry

KORUKLUOĞLU

Bavlı

2022

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi

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Covid-19 Pandemisi nedeniyle hayatın düzeninde değişmeler yaşanmış, alınan tedbirler kapsamında okullarda uzaktan eğitime geçilmesi sonucu olarak da ebeveynlerin üzerine yeni sorumluklar yüklenmiştir. Ebeveynlerin bu süreci nasıl deneyimlediklerini ortaya çıkarmak amacıyla yapılan bu araştırmada nitel araştırma yöntemlerinden fenomenoloji kullanılmıştır. Çalışma grubu belirlemek için amaçlı örneklem türlerinden erişim kolaylığı nedeniyle kolay örneklem tercih edilmiştir. Veri toplamak amacıyla yarı yapılandırılmış görüşme tekniği kullanılmıştır. İçerik analizi yapılarak ortaya çıkan tema, kategori ve kodların arasındaki bağlantılar incelenerek yorumlanmıştır. Ebeveynlerle görüşmelerde elde edilen verilerin analizi sonucunda ebeveynlerin bu süreçte psikolojik , fiziksel, sosyal açıdan zorluklar yaşadığı ayrıca teknolojik yaşama bilgi ve cihaz donanımı açısından hızlı geçiş sonucunda teknoloji okuryazarlığında da zorlandıkları görülmüştür. Ebeveynler, uzun süre evde kalmak durumunda olan çocuklarında ekran bağımlılığı ve uyku düzensizliği gibi istenmeyen davranışlarında artış olduğunu belirtmiştir. Uzaktan eğitim nedeniyle üstlendikleri öğreten rolü ve ebeveynlik rolleri arasında dengeyi kuramadıklarını ifade eden ebeveynler bu süreçte öğrenme motivasyonunu kaybeden çocuklarının eğitimine destek olabilmek için evde uygun öğrenme ortamı sağlamaya çalıştıklarını, ancak çocuklarının öğrenme eksikleri olduğunu, akademik başarılarının düşmesi nedeniyle kaygılandıklarını ifade etmişlerdir. Ayrıca birlikte vakit geçirme fırsatı bulan ebeveynlerle çocuklar arası iletişim ve işbirliğinde artış olduğunu ifade edilmiştir. Ebeveynlerin okul yönetimi ile iletişim ve işbirliği zayıflamakla birlikte öğretmenlerle iletişim ve işbirliğinde olumlu gelişmeler yaşandığı görülmüştür.

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Assessing the Impact of COVID-19 on the Institutional Fabric of Higher Education

Pinheiro

Balbachevsky

Pillay

et al. 2023

The Impact of Covid-19 on the Institutional Fabric of Higher Education

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COVID-19 has provided a historical opportunity to test the resilient nature of higher education (HE) systems and institutions (HEIs) around the world. This at a time when the sector experiences profound structural changes, resulting from major societal transformations such as urbanization, digitalization, de-globalization, political polarization and democratic decline; growing social and economic inequality; demographic decline and, chief amongst all the ‘grand challenges’, climate change and the quest for a more sustainable, equitable and inclusive world economy and society. This chapter provides a conceptual and empirical backdrop for mapping out the types of responses around the globe to the challenges and strategic opportunities brought by the COVID-19 pandemic, so as to help unpack the effects such responses are likely to have on the institutional fabric of HE. In so doing, it is critical to understand how local actors/stakeholders at different levels of analysis (from policy makers to university managers to academics) make sense of (or enact upon) the changing external environment.

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Reconceptualising digital pedagogy during the COVID-19 pandemic: A qualitative inquiry into distance teaching in China

Cited by 18 publications

References 34 publications

Adaptive behaviors in education institutions before and after COVID-19: A systematic literature review

Adaptive behaviors in education institutions before and after COVID-19: A systematic literature review

Emergency Remote Teaching (ERT) Process of Covid-19 Pandemic from the Perspective of Students' Parents: A Phenomenological Inquiry

Assessing the Impact of COVID-19 on the Institutional Fabric of Higher Education

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