What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education

Abstract

COVID-19 is reshaping education. UNESCO estimates that at the peak in April 2020 COVID-19 disrupted the education of 1.5 billion enrolled learners in schools and universities in 190 countries. This period of unparalleled educational interruption has prompted a rapid reaction, a move to explore online distance learning solutions. Simultaneously, it has exposed the challenges and complexity of distance learning utilising Educational Technology (EdTech). Despite the many technological innovations, these challenges are not new to refugee learners, their educators and remote learning technology providers. In this article, the authors sought to explore frontline practitioners’ ‘lived experience’ of providing education utilising EdTech when education is disrupted by forced displacement. A small scale, explorative, qualitative study was conducted with educators in refugee camps and urban settings, in Greece, Jordan, Kenya and Rwanda, prior to the pandemic. Expert interviews revealed that EdTech programmes cannot be a stand-alone solution. Blended learning programmes that are context-specific, modular, optimised for mobile technology and delivered by trained and supported teachers are the most effective. The article ends with a reflection on how these findings can be applied globally when learning is disrupted by whatever means and lead to an equitable and sustainable recovery for all.

An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

“…People had to be psychologically prepared for the new education environment they found themselves in due to the lockdowns. The results of the present study are also in line with the study by Tobin and Hieker (2021). The respondents agreed or strongly agreed on the impact of the lockdown on their psychological status as in the present study.…”

“…The outbreak of novel Coronavirus disease has resulted in the closure of universities (Abdelhafiz et al, 2020), affecting the learning process of more than 1.59 billion learners all around the globe (Bazimaziki, 2020;Mukute et al, 2020Tobin & Hieker, 2021. The Saudi government imposed a temporary lockdown to avoid the COVID-19 transmission (Alrashed et al, 2020;Hassounah et al, 2020).…”

The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education

“…Certainly, we recognise and support calls for innovation and implementation of online education good practices in sport and physical education [19,25,45] and other contexts [46]. However, we will end by encouraging educational institutions to devise and invest in ways to increase the capacity and resilience of their face-to-face tertiary education in sport and physical education.…”

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

“…Käpplinger and Lichte (2020) report diminished face-to-face engagement, which especially strongly affected disadvantaged learners while at the same time their research findings indicate a rapid increase in digital forms of learning. Tobin and Hieker (2021) research the problems of shifting the face-to-face stage of BL to online when working with refugees. Several studies deal with teachers' professional competence, e.g.…”