The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation–Engagement of Students: A Psychological Analysis of Education Sector

Abstract

Upon the spread of the global pandemic of COVID-19, education was transformed online in an abrupt manner. Amid this change, the education sector did not have room for proper decision-making and understanding of psychological effects. This theoretical analysis aims to contribute to the proposed Frontiers Research Topic, through (a) in-depth analysis of the pandemic status and behavioral psychology and (b) examining educational psychology from the perspective of teachers regarding sudden changes. As a result, implications are suggested based on interviews, linking to extant literature. The current research recognizes the difference between online learning and emergency remote education. While the former comprises prepared means of teaching and assessment, the latter is unaccompanied by such preparedness. Thus, there are variations in the outcomes of learning, motivation, and engagement. Scholars, teachers, deans, and educational managers can benefit from current results.

E-Portfolio as an Evaluative Tool for Emergency Virtual Education: Analysis of the Case of the University Andres Bello (Chile) During the COVID-19 Pandemic

“…The study variable methodology and teaching support received the highest average scores, where the high assessment of the students about the proposed model stands out in the context of the COVID-19 pandemic, where the exhaustion and commitment of the students were strongly supported by teachers (Telyani et al, 2021). On this point, the authors Daumiller et al (2021) point out that the transition from face-to-face teaching to online teaching necessarily requires teachers to design high-quality teaching material, should know how to virtually communicate content to their students, and how to improve teacher-student and student-teacher interaction (Revilla-Cuesta et al, 2021).…”

“…For example, researchers Daumiller et al (2021) in a study on attitudes, exhaustion, and cognitive commitment among teachers and students showed that the teaching and learning approaches in the online transition were positive. In addition, other studies showed that in times of pandemic situations, communication has been ineffective in student-teacher and teacher-student interaction, which translates into challenges for effective learning (Telyani et al, 2021).…”

“…Before the arrival of the COVID-19 pandemic, higher education had to shift abruptly from a face-to-face workspace to a virtual workspace (Revilla-Cuesta et al, 2021;Telyani et al, 2021;Tang et al, 2021). And Chile was no exception, as the pandemic had affected the different educational levels, particularly the higher education sector.…”

Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages

“…Source: built by the authors based on (Kegan, 1982;Kozlovska et al, 2021;Telyani et al, 2021) At the third -interpersonal -stage, students are motivated by the desire to increase their authority among fellow members, and they also feel the need for recognition. The teacher at this stage can help to strengthen the management and increase the student's self-esteem.…”

“…Practical knowledge of a foreign language is an indisputable advantage of any specialist (Tkachenko et al, 2021;Turski et al, 2021). However, students do not consider it necessary to study, believing that they will not need a foreign language in their professional activities (Muradov et al, 2020;Riyanti, 2020;Telyani et al, 2021).…”