Remote learning experiences of girls, boys and non-binary students

Oinas, Sanna; Hotulainen, Risto; Koivuhovi, Satu; Brunila, Kristiina; Vainikainen, Mari–Pauliina

doi:10.1016/j.compedu.2022.104499

Cited by 18 publications

(12 citation statements)

References 42 publications

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“…However, they pay attention to health protocols (Oinas et al, 2022). The results of this study are supported by Mali and Lim (2021), the Covid-19 social restriction period was enforced.…”

Section: Teacher Techniques For Students' Home Visitssupporting

confidence: 64%

“…The students can take lessons both directly and indirectly. In contrast, Neuenschwander et al (2021) cultural learning experience and an essential component of teachers' understanding of students and their families (Oinas et al, 2022). Then Martin et al (2022) said that teachers and parents could address their concerns and share their experiences through home visits.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions

Nugraha

Syarifudin

2022

al.ibtida.snj

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Due to the Covid-19 pandemic, the government implemented a large-scale social restriction policy that impacted online learning. There are obstacles where not all students have supporting learning facilities and have learning difficulties requiring teacher intervention in the learning process. The study aimed to determine teacher intervention in the learning process for students with learning difficulties. The research method used descriptive qualitative at Madrasah Ibtidaiyah (Islamic Elementary School) Ats-Tsauroh Serang City, Banten Province. Data collection was limited to interviews with eight informants, including teachers, madrasa heads, and deputy madrasa heads, during the social restrictions period in February-April 2021. The results showed that teacher intervention in overcoming student learning difficulties was carried out directly, namely by understanding student conditions, understanding the typology of student learning difficulties, communicating with students' parents, observing students' family environmental conditions, conducting study visits to students' homes, and assessing student motivation. Teacher creativity is essential in making decisions for the benefit of student learning so that teachers provide the best service under challenging conditions. The implication of this research is that teacher intervention is effective in overcoming students' learning difficulties in the Covid-19 social restrictions.

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“…However, they pay attention to health protocols (Oinas et al, 2022). The results of this study are supported by Mali and Lim (2021), the Covid-19 social restriction period was enforced.…”

Section: Teacher Techniques For Students' Home Visitssupporting

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions

Nugraha

Syarifudin

2022

al.ibtida.snj

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show abstract

“…It shows that in the learning process during Covid-19, students try to understand material not only from books or teaching materials used by teachers but also from various sources such as Google, YouTube, or online learning applications. Thus, students can gain experience and new knowledge in the learning process (Mustajab et al, 2020;Oinas et al, 2022). Then, on item 25, students readily agreed with the statement, "before studying, I arranged the study area so that it felt comfortable."…”

Section: Discussionmentioning

confidence: 99%

The Relation between Self-Regulated Learning and Mathematical Problem-Solving During Covid-19

Alyani

Ramadhina²

2022

JERE

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Changes in the learning process that often occur during the Covid-19 period indicate that students need to develop the ability to organize, direct, adjust and control themselves. Self-regulated learning is one of the aspects required in learning during the Covid-19 because Self-Regulated Learning influences mathematical problem-solving abilities. This study is a correlation study which aims to analyze the relation between Self-Regulated Learning and math problem-solving during Covid-19. The sample for this study was drawn from 350 students in grade XI from four public high schools, who were obtained by simple random sampling. Data were collected through Self-Regulated Learning questionnaires and problem-solving ability tests. The data were analyzed using Winsteps and SPSS. Pearson correlation and coefficient of determination tests were conducted to see the relation between the two variables. According to the research conducted, the Pearson correlation coefficient was 0.634, indicating a relation between Self-Regulated Learning and students' math problem-solving during Covid-19. Through the results, it can be seen that the level of students' mathematical problem-solving increases along with the increase in their Self-Regulated Learning. So, this research can encourage students to improve SRL to help them in solving math problems.

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“…Collaborative learning via facilitation of interactions in the learning community was also put into consideration in the choice of educational technology during the pandemic. There are benefits attached to online learning as confirmed by literature, such as increasing creativity of learners [41], self-regulation enhancement [42], building collaborative capacities [24], and improving the academic result of students [43].…”

Section: ) Educationmentioning

confidence: 89%

Technology Dependency and Impact During COVID-19: A Systematic Literature Review and Open Challenges

et al. 2023

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The COVID-19 pandemic is still a challenge in many countries, although life must proceed while ensuring the pandemic is managed critically. Due to the delay in producing permanent medical intervention, despite the availability of vaccines, there is still a need to depend on technology in performing several tasks. A systematic literature review that provides comprehensive evidence on technology dependence and the impact of technology on individuals during the pandemic is lacking. This study systematically reviewed scholarly works related to technology dependency from a broad view since the pandemic and mapped the research findings into a taxonomy, thus establishing the trend in technology type, major areas of technology dependency, and the impact of technology during the pandemic. The mapped taxonomy is used to expound on open challenges and recommendations. The final set from the systematic search was 76 articles. Technology might be an avenue for administering and enhancing health services, improving outreaches, and supporting curbing the spread of diseases. However, the impact of technology dependence is both positive and negative. A systematic mapping was conducted to explore the literature on the impacts of technology, where there is a need for further research. Notwithstanding the category, most of the reviewed articles emphasized the usage and impact of technology at such a time of the pandemic and provided insights on the manner of addressing them. Realistically, there has been an acceleration of digitalization trends in the present era of the COVID-19 pandemic and the possibility of rapid development of novel digital technologies.

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Remote learning experiences of girls, boys and non-binary students

Cited by 18 publications

References 42 publications

Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions

Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions

The Relation between Self-Regulated Learning and Mathematical Problem-Solving During Covid-19

Technology Dependency and Impact During COVID-19: A Systematic Literature Review and Open Challenges

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