Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

Laganovska, Egija

doi:10.22364/htqe.2021.38

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…Collaboration skills, marked below average by Croatian, Latvian and Polish learners turned out to be the stumbling block. This coincides with findings of other studies (Puljak et al , 2020; Laganovska, 2021; Ružić-Baf et al , 2021; Zajdel et al , 2021), which conclude that the lack of social interaction, students’ personal contact with each other and with teachers prevents the development of team working skills.…”

Section: Research Findingssupporting

confidence: 91%

Implementation of a blended learning course for adult learners during the COVID-19 pandemic

Luka

2022

QAE

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Purpose This study aims to evaluate a culture-based blended learning multilingual course created for adult learners in ten languages and the development of learners’ 21st-century skills during its implementation in six European countries – Croatia, Latvia, Slovenia, Romania, Poland and Czechia in the COVID-19 period. Design/methodology/approach A cross-sectional survey of 638 participants was conducted using a paper-based questionnaire. Data analysis was carried out applying Bereday’s four-step model comprising description, interpretation, juxtaposition and comparison to find out similarities and differences among various groups of learners. Findings Overall, learners have developed their 21st-century skills, but the improvement has not been the same for all target audiences. Learners with economic, social and cultural barriers were more positive in their evaluation than those with geographic and learning obstacles. Research limitations/implications The research was conducted during the COVID-19 pandemic, and the face-to-face stage was replaced with online learning on virtual platforms, which impacted the research results. The results cannot be generalized to all adult learners as significant differences were discovered among various target groups of learners. Practical implications The course may be implemented for formal and non-formal adult education when face-to-face teaching/learning is restricted. Social implications The findings indicate that the course is especially suitable for learners with economic, social and cultural obstacles to learning. Originality/value The article focuses on the use of blended learning in non-formal/informal adult education, which is a less widely researched area. The target course implemented during the COVID-19 pandemic shows a novel way of engaging adult learners in lifelong learning, including those with certain barriers to learning.

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Section: Research Findingssupporting

confidence: 91%

Implementation of a blended learning course for adult learners during the COVID-19 pandemic

Luka

2022

QAE

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“…This also meant that the teachers had to learn new pedagogical concepts and teaching methods, the use of which they were not specially trained for before (Schleicher, 2020). The COVID-19 pandemic rapidly transformed learning by moving it online in many schools around the world (Hodges et al, 2020;Laganovska, 2021).…”

Section: Introductionmentioning

confidence: 99%

Informal Learning for Creating Professional Support Groups for Teachers and School Leadership Teams: A Case Study

Kaulēns¹,

Sarva²

2023

To Be or Not to Be a Great Educator

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From the school year 2020/2021 the implementation of a competence-based curriculum has started in Latvia which determines new learning outcomes for students and at the same time defines new professional development needs for teachers. There are changes in the content that teachers need to learn and the learning approach that teachers need to use for their professional development to ensure that they meet the new quality requirements of teaching. In order to successfully implement new teaching and learning approaches and to promote the development of a wider learning community, teachers’ formal professional development, such as attendance at lectures, seminars etc., has to be supplemented with informal professional development through sharing experiences, participation in learning groups, etc. The remote work experience of the COVID-19 pandemic has provided additional opportunities for a variety of online in-service teacher education activities based on principles of informal learning. The goal of the research conducted by the authors is to find out what is the interest of teachers to get involved in the teacher cooperation events “Emergency Methodological Assistance” organised by the Friendly Appeal Cesis State Gymnasium and what are the professional benefits of teachers’ participation in such informal learning activities. Within the framework of the research, a qualitative content analysis of the teachers’ reflection bulletins has been performed, which teachers have submitted at the end of events, evaluating their professional benefits from participation in the events. The data of the research show that teachers appreciate the opportunity to get acquainted with professionally tested and practical teaching methods and techniques for the implementation of new curriculum, to receive encouragement from other colleagues in the conditions of constant change and uncertainty, and to find professional partners among teachers for long-term planning and cooperation activities.

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“…This also meant that the teachers had to learn new pedagogical concepts and teaching methods, the use of which they were not specially trained for before . The COVID-19 pandemic rapidly transformed learning by moving it online in many schools around the world Laganovska, 2021).…”

Section: Introductionmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers' learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers' learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers' experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers' experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.

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Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

Cited by 3 publications

References 7 publications

Implementation of a blended learning course for adult learners during the COVID-19 pandemic

Implementation of a blended learning course for adult learners during the COVID-19 pandemic

Informal Learning for Creating Professional Support Groups for Teachers and School Leadership Teams: A Case Study

To Be or Not to Be a Great Educator

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