Teaching in Times of Crisis: Covid-19 and Classroom Pedagogy (original) (raw)

Teaching and Learning During the COVID-19 Pandemic

Current Issues in Comparative Education

On March 11, 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Different countries adopted measures to stop the virus's spread and support the various sectors impacted by the emergency, including public and private schooling. Whereas the pandemic presented a significant disruption to teaching and learning, the government's strategies directly affected school system structures, highlighting various inequalities in education provision across the globe. The pandemic has also impacted students, teachers, and families differently. From experiencing the virus or the illness of a loved one and feeling anxiety or fear, to abrupt school shutdowns and food insecurity, school communities felt dire consequences in the new context marked by COVID-19. Moreover, the emergency introduced further educational challenges, such as the abrupt movement of school practices to virtual platforms and unequal access to Information and Communications Technologies (ICTs) for learning purposes. Unexpected times called for creative problem-solving: educators, caregivers, and policymakers started developing solutions to tackle the inequalities faced by students, schools, teachers, and families and alleviate the hurdles associated with the pandemic. Considering a world of disruption and possibilities, Current Issues in Comparative Education welcomed submissions on the challenges and opportunities faced by the school community during the COVID-19 and amidst educational inequalities. The 2022 Special Issue assesses how the pandemic has affected schooling and how different individuals, governments, and organizations have responded to the crisis since 2020. The Special Issue is organized into three major sections. In the first one, authors present articles that discuss various perspectives on how the pandemic has affected learning and working from home, graduate students' mental health, and distance and inclusive learning. The discussions also highlight that the disruption resulting from COVID-19 evinced weaknesses already existing in schooling systems and, at the same time, signified an opportunity to reimagine teaching and learning practices. Offering an analysis based on quantitative and qualitative approaches, Frank O. Ely,

Teaching during the COVID-19 Pandemic

2020

The coronavirus pandemic has had a profound impact on teaching. As a result of the crisis, instructors world-wide had to quickly adapt and shift to remote teaching. This paper describes three useful methods of instruction used in Northern New York State Colleges (United States) and KOSEN’s National Institute of Technology at Suzuka College (Japan), during the crisis. It also provides suggestions to enhance one’s teaching experiences as well as students’ learning during the pandemic. General information about the coronavirus is included too.

Covid-19 and (re)learning teaching: Never let a crisis go to waste

Högre utbildning

For universities around the world, the Covid-19 pandemic necessitated a rapid transition to online (remote, distance) education as authorities implemented measures to reduce infection rates. In Sweden, universities witnessed roughly 18 months of continuous online education, followed by a period of mixed and campus-based learning environments in the autumn of 2021, and a return to online education in early 2022 as infection rates increased. The Swedish government’s removal of restrictions and plans to remove Covid-19’s classification as a disease dangerous to society (samhällsfarlig sjukdom), however, suggest that universities will no longer be required to offer online instruction. In response to this shift, and in the spirit of Winston Churchill’s call to “never let a good crisis go to waste,” we investigate some changes in teaching and learning caused by the Covid transition. Findings in international studies about university adaptations to Covid and quantitative and qualitative da...

Teaching Concerns in Higher Education: Impact of Covid-19 in Pedagogy

Journal of Education Culture and Society

Thesis. The present study aims to explore the impact of Covid-19 on higher education and identify the different problems faced by pedagogues around the globe. It compares the outcomes and comments from both established and developing countries to understand the change in pedagogical procedures. Concept. The desire for social isolation that was unheard of until the 20th and 21st centuries became a catchall word during the pandemic. For educational institutions, the governments’ emergency measures to switch from traditional classroom settings to virtual alternatives generated important opportunities and problematic obstacles. Results and conclusion. The study was conducted thorough research of Covid-19's broad effects on pedagogical practices in higher education, from the viewpoints of both instructors and learners. An analysis of diverse secondary materials was carried out and conclusions were derived accordingly. The findings show that the pandemic caused distinct problems for d...

Education in the Time of Covid-19: How Teacher and Students are Coping

The novel corona virus disease 2019 (COVID-19), originated in Wuhan city of China, has spread rapidly around the world, sending billions of people into lockdown. The World Health Organization (WHO) declared the coronavirus epidemic a pandemic. In light of rising concern about the current COVID-19 pandemic, a growing number of universities across the world have either postponed or canceled all campus events such as workshops, conferences, sports and other activities. Universities are taking intensive measures to prevent and protect all students and teachers and other staffs from highly infectious disease. Faculty members are already in the process of transitioning to online teaching platforms.

Preparing Students for Post-COVID-19: Looking at the Bright Side

Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020), 2020

As this paper is written in September 2020, the zoonotic-induced COVID-19 pandemic continues to cause major problems around the world, including in Education. The purpose of this paper is to suggest ways that students can prepare to turn the challenges caused by COVID-19 into positive changes for themselves, their teachers, and all the rest of the Earth's inhabitants. After explaining and exemplifying the concept of pushed change, the paper delves into three pushed changes connected with COVID-19 and how these pushes can lead to changes which produce a brighter future for Education and all its stakeholders. These three pushed changes for the better are: (1) the rise and spread of online learning; (2) actions to address climate weirding; and the use of cooperative learning to promote social cohesion.

TEACHING AND LEARNING IN COVID-19 PANDEMIC: CHALLENGES AND OPPORTUNITIES

Research and Reflections on Education, 2022

COVID-19 Pandemic has significantly reformed the educational system nationwide. Significant changes have been enhanced by the COVID-19 crisis in the teaching and Learning process. The conventional methods of teaching and learning have completely changed to entirely online. One of the first areas where these limitations had a big effect was the way teaching and learning were organized, especially how teaching and evaluation approaches were used. Some educational institutions have been able to implement online teaching-learning techniques and the rest of the institutions have failed. Besides this lack of online learning options has forced low-income private and public schools to shut down entirely. Due to the unexploited possibilities for learning, students faced subjected to social and economic hardships. During this time, they no longer have access to nourishing meals. Therefore, the main motive of the paper is to examine the "challenges and opportunities" that the teaching community faced during the Covid-19 pandemic.