Pandemic Learning: Paving the Way for a New Lifelong Learning Direction (original) (raw)
Related papers
Lifelong Learning in the Age of COVID-19
American Society on Aging, 2020
https://generations.asaging.org/lifelong-learning-age-covid-19 Excerpt: Resources have been stretched thin during the COVID-19 pandemic. To save lives, the global community has been forced to make extreme short-term sacrifices: widespread closures, unprecedented unemployment, profound financial loss and physical distancing. What might be the psychological, emotional and physical toll as the population has grappled with living in isolation? Time will tell, but social isolation is an obvious outcome. Prolonged loneliness brought on by social isolation is nothing new to a huge percentage of the population. Even before the pandemic, one in three Americans and 60 percent of older adults had already experienced the detrimental impact of loneliness. Clinical psychologist Onyedikachi Ekwerike expressed it most succinctly, stating bluntly, “We already had a pandemic before COVID-19.” Now more than ever it is critical to provide pathways for our most marginalized and vulnerable population members to remain socially engaged. Lifelong Learning Reimagined—An Opportunity and Challenge Lifelong learning is an important component to a physically, cognitively and socially healthy lifestyle. ...
2021
As the pandemic persists over a year after the initial outbreak, it is imperative to keep an open mind on the innovations schools have adopted to continue teaching as it may benefit schools when permanently implemented in the correct manner. This study was conducted to open up discussion for the possible adaptation of a blended learning model permanently with a higher ratio of in-person learning or suggest alternative implementations of remote tools to in-person learning. Data was collected through surveying high school students and their opinions on such systems with the idea that experiments with different learning models would be dangerous in the midst of the pandemic and that students should be included in this discussion as they are the ones impacted by this potential change the most. Results indicate that students are in favor of this blended learning model of four days of in-person instruction and one day of remote instruction as the drawbacks of the blended and e-learning mo...
Online Education during the COVID-19 Pandemic: Issues, Benefits, Challenges, and Strategies
International Society for Technology, Education and Science (ISTES), 2021
The COVID-19 Pandemic impacted world society in many ways. The virus rode our interconnected transit systems and exploited a globally connected world where a person can traverse the planet within a day; far shorter a time than the incubation period. The virus challenged our assumptions on communicability of disease and transmission vectors. It challenged our medical systems; in the treatment of the infected, and an evolving understanding of the protocols needed for preserving the health of the vulnerable, and defining who is most vulnerable. COVID-19 challenged our social behaviors, our trust of one another, and the belief we had in our scientific systems to combat such a pandemic. Further, it stalled our educational systems. Unable to hold in-person classes, all levels of education were forced to utilize online platforms. Educators worldwide in disparate disciplines from elementary education through post-graduate study, in every field imaginable were forced to redefine their approaches and learn to adapt the technology we possess to the demands of maintaining progress in education. This pandemic has been no easy challenge. There is an old Chinese saying, “In the midst of adversity is opportunity.” So it has been in this pandemic. Scientists and medical providers around the globe have fought the virus and in record time produced protocols and vaccinations against it. Governments have shared information and pooled resources. Educators have developed new and impressive methods to not only maintain the education of students, but to ignite potentials and inspire the minds of learners despite having a “new normal.” This volume is a collection from educators around the planet who adapted to the changed landscape of education during COVID-19. Each of the contributors refused to accept that education would be stalled, that students would flounder, and that the virus’ impact would dim the lamp of learning. Rather each chapter brings a new and powerful adaption, which was implemented during the pandemic. The authors bring lessons, pitfalls, success, and failure to inform the reader of what worked, what did not, and what holds promise for online education long after the COVID-19 Pandemic is resigned to the history books. The range of topics in the chapters is vast, but groups around four major themes. First, the broad dynamics of the change under COVID-19 and the impact this has had on education. Diane Boothe provides a global overview in the first chapter, contextualizing the fundamental shift, which all the authors engaged. Then in the second chapter Fernando Almeida and Pedro Carneiro address the issue of privacy in the online environment as education redefined its standards. These two chapters help the reader get a sense of some of the issues, which defined this moment in history. The second theme is one of educational demands that presented granular and specific difficulties in online education during the pandemic. In the third chapter, Ömer Bilen examines ubiquitous learning and the need for learning management systems. This type of examination is paralleled in the fourth chapter wherein Abdullatif Kaban explores specifics in learning management systems. Then Zaenal Mustakim, Siti Fatimah, and Umi Mahmudah in the fifth chapter examine student perceptions and motivations as they were transitioned to e-learning. The sixth chapter sees Amjad Almusaed, Asaad Almssad, and Marisol Rico Cortez tackle the issue of student engagement as the difference of virtual education and live education become apparent. Then in the seventh chapter, Derar Serhan examines student learning perceptions when classes are synchronous versus asynchronous. The eighth chapter by Halil İbrahim Akyüz and Güler Tuluk focuses specifically on preservice mathematics students and looks at their perceptions and motivations. The ninth chapter by Sanaa Shehayeb, Eman Shaaban, and Nina Haifa explores the construction of assessment instruments for better typifying both teacher and student perceptions of online learning. Next, Ibrahim Benek and Behiye Akcay report the effects of the COVID-19 pandemic on metacognitions, emotions and individual characteristics of candidate teachers preparing for national exam in Turkey. Finally, this second theme is rounded out in the eleventh chapter by Yasmeen Saeed Alzhrani, Atheer Mutlaq Alotaibi, Marwa Yousef Al-Huwail, and Abeer Toson Ahmed Nasr who explore the satisfaction of teachers of students with learning disabilities about virtual class during the COVID-19 pandemic in Saudi Arabia. The third theme in the volume is one of specific issues within national context. Chapter twelve by Nassima Kaid explores the dynamics at play in Algeria in pandemic online education. Basil C.E Oguguo, Christopher A. Ocheni, and Evangelista C. Oguguo in chapter thirteen focus on the structural demands in Nigeria for online education and the long ranging impact. Chapter fourteen then has Poonam Sharma, Sufang Zhang, and Hirsh Diamant examine cross-cultural exchange among three different countries when the pandemic stalled study abroad programs. Finally, David Akombo in chapter fifteen examines musical education in Barbados, addressing both national issues as well as issues specific to music education online. The fourth theme in the volume is that of subject specific challenges in online education during the pandemic. Steve Jackowicz in chapter sixteen addresses unique demands of clinical education in an online format where physical assessment and skills were reformatted for virtual education. Then in chapter seventeen, Emilio Williams, Julie Boldt, Arthur Kolat, and Renee Wehrle examine the complexities in literary education for complex works, focusing on a reading group for Finnegans Wake. Then in chapter eighteen, Awadhesh Kumar Shirotriya explores the interesting dynamic of physical education in a virtual format and the intrinsic value of physical activities to the student especially in a pandemic. Finally, in chapter nineteen, Maria Papadopoulou, Panagiota Argyri, and Zacharoula Smyrnaiou look at mathematical and historical modelling of epidemics as a unique way to both teach and contextualize the COVID-19 Pandemic to the benefit of those living through its challenges. Each of the chapters provides a different angle from which to view education during the pandemic. However, their value goes further. They all point to larger educational issues and approaches, which can be implemented in a world, which is increasingly more connected through technology. This volume should serve as a snapshot of the educational community as it addressed COVID-19, as well as a template of techniques and approaches for implementation in varied contexts to come. The editors would like to thank all the contributors for their excellent chapters. It is our hope that the reader finds value in this volume as well as inspiration for future adaption and development of new and progressive online educational methods.
Online Education During Pandemic Times: Advantages and Disadvantages
European Journal of Sustainable Development
The latest Pandemic has changed not only our lifestyle behavior, but at the same the manner how we work, study, and evolve. We witnessed work from home, or remote working, as well as learning from home changes. The shift from the physical classroom to the online classroom came with advantages, but also with some, disadvantages. In this article, we conducted a research to discover undergraduate and graduate students’ perceptions towards online education. Students and professors are detached for the time being from their universities into online education platforms and video conference rooms, but not without other difficulties and challenges for the academic community. Some universities already had some practice and knew how to manage and use online platforms for different cycle types like: part-time or distance learning programs. Other universities appealed to platforms offered by international organizations like Microsoft or Google. The novelty was that not only the courses and semi...
Benefits and Challenges of Online Learning during and After COVID-19
Second International Conference on Interdisciplinary Studies in Health Sciences, Psychology, Management and Educational Sciences, Montreal, Canada, 2021
The virus COVID-19 has influentially changed the mode of teaching and learning from only face to face to online and virtual in the entire world which is new experiences for many of the teachers and learners. The wide nature of the Internet and the availability of technology have produced a flow in the demand for web based teaching and learning. Online learning is quickly infiltrating into school regions and colleges across the world. This article discovers whether students could benefit from online courses and studies the possible challenges and disadvantages of online coursework. Technology based teaching especially online education has become the most proper alternative to keep educational activities useful in many parts of the world during the pandemic period. Online teaching and learning has become an effective means to run educational activities useful and avoid the possible loss of academic session produced due to lock down in the most parts of world. However, the research on online education shows that learners displayed a wide range of reactions, with most stating anxiety toward online learning, dissatisfaction concerning graduation ceremony, and online learning being different than standard in-class learning(Marpa, 2021; Unger & Meiran, 2020).
Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic
MedEdPublish
This article was migrated. The article was marked as recommended. The COVID-19 pandemic has resulted in a massive adaptation in health professions education, with a shift from in-person learning activities to a sudden heavy reliance on internet-mediated education. Some health professions schools will have already had considerable educational technology and cultural infrastructure in place, making such a shift more of a different emphasis in provision. For others, this shift will have been a considerable dislocation for both educators and learners in the provision of education.To aid educators make this shift effectively, this 12 Tips article presents a compendium of key principles and practical recommendations that apply to the modalities that make up online learning. The emphasis is on design features that can be rapidly implemented and optimised for the current pandemic. Where applicable, we have pointed out how these short-term shifts can also be beneficial for the long-term inte...
The Researchers’, 2020
Whether it is a school or a higher education institution or a world class university, the whole world is dealing with online education during the lock-down state of the pandemic COVID-19. This study focuses on Online Education which used to be on the better free of higher education and primary education for the longest time it has been building up, but this global lockdown has really seen a dearth education technology explode in a manner that no one could even imagine. Suddenly what was fashionable and desirable is now mainstream. How does this change in learning, what are the trends that are emerging out of this global lockdown? How does this impact our students, the executives who undergo these online programs? In this article, we will discuss also about the user side of this entire perspective experience.
Challenges and Opportunities Implementation of Online Learning in the Pandemic Era
Journal of Education, Humaniora and Social Sciences (JEHSS)
The World Health Organization (WHO) stated that COVID-19 was a pandemic that has spread worldwide. It has been on limited interaction activities and social group meetings. The policy of limiting community physical interaction directly affects the education sector so that the learning process is fully transformed into the form of online learning. The purpose of this research is to find out the challenges and opportunities in the online learning process that has been implemented during the covid-19 pandemic. This study uses a descriptive qualitative research method by describing the online learning process that has been implemented. The subjects in the study were students and teachers of Junior High School 01 Plantungan Kendal. Analysis of the data used in this study is to triangulate data consisting of data from observations, interviews, and field observations. The study's results showed that the online learning process had challenges regarding the availability of qualified techn...
Impact of Online Learning During the Covid-19 Pandemic on the 'Paket C' Learning Program
Al-Hayat: Journal of Islamic Education
Every citizen has the right to education. One of the educational pathways in Indonesia is Non-Formal Education, such as Study Groups, courses, Learning Activity Studios, tutoring, training centres, and the like. Non-formal education students are usually called Learning Citizens, teachers for learning residents are called teaching tutors. Non-formal education has a flexible implementation, regulations, and a curriculum that focuses on one or a few lessons. Non-formal education emphasizes one or several studies to gain knowledge and skills in specific fields relatively quickly compared to formal education. The Covid-19 pandemic has not only hit Indonesia but the whole world. The order of education has changed, which was initially face-to-face, now it has to be online. Residents of learning and tutors are forced to operate online media for continuous learning. This study aims to analyze the positive and negative impacts of online or distance learning during the Covid-19 pandemic. The m...
Communication Education, 2020
Although a third of college students take at least one course online today (Lederman, 2018), surveys report that as many as 29% of college instructors do not accept online learning as an effective course-delivery mode (Online Learning Consortium, 2015). The spring 2020 COVID-19 pandemic triggered a crisis in education as all instructors were suddenly required to modify face-to-face courses for remote delivery (i.e., synchronous and/or asynchronous) within a matter of days. Many instructors accomplished this transition using video-conferencing software platforms that would essentially replicate face-to-face pedagogy in virtual online classrooms (Lang, 2020). Research suggests benefits of synchronous online "virtual classrooms" to, for example, reduce the perception of "distance" via increased social presence and to facilitate student engagement, but this delivery format represents a departure from the asynchronous delivery of most online courses to date (e.g., McBrien et al., 2009; Richardson et al., 2017). In response to the need to move suddenly online, reliable video-conferencing software that had been unavailable in the past was made available to both faculty and students. What is not clear, however, is how effective the teaching and learning experience was in this "trial by fire" synchronous online course delivery mode compared with in-person or even asynchronous online formats (Lu et al., 2013). Moreover, as the world awaits (as of this writing) the development of a COVID-19 vaccine, universities were faced with the challenge of determining how to deliver classes in the upcoming fall semester. New formats were proposed to address the dilemma about whether to bring students back to campus full time or to continue to deliver instruction remotely. One such format is HyFlex (hybrid + flexible) in which instruction consists of blending online student attendance and face-to-face student attendance in a single course. Beatty (2019) clarifies key principles of HyFlex courses as: (a) providing students a choice regarding how they will attend a given session, (b) offering equivalent learning activities in all modes, (c) using the same learning objects for all students, (d) ensuring that students are equipped with the technologies and skills to participate in all modes, and (e) employing authentic assessments. According to its proponents, the HyFlex model is more learner-centered and flexible than standard mixed mode classes, because students can make their own choices about fitting their learning needs to their course experience (Liu & Rodriguez, 2019). Another format-BlendFlex (blended + flexible)-differs slightly in that instructors preassign student