Remote Learning Research Papers - Academia.edu (original) (raw)

The Covid-19 pandemic has resulted in school closings for the remainder of the year in 48 of 50 states and a sharp turn toward remote instruction in order to finish the year as best as possible. Issues and concerns previously in the background, such as inequitable access to technology including internet access for online learning at home, are now front and center. Districts and states have been exploring creative ways to bridge the digital divide, such as delivering Wi-Fi hotspots and devices to children without technology and internet access, using public television, creating printed packets, and making creative use of the mobile and smartphones that most families in the United States now have. While student access to remote instruction has clearly improved, at least in the short term, many educators report struggling with "pandemic teaching" and challenges with engaging students, as Peter DeWitt recently described in Education Week. What education will look like when school resumes in the fall is anyone's guess, but it's a safe bet at this point that many students will continue with remote learning in some form because of the need to restructure learning environments and schedules (e.g., staggered schedules, with some students attending in the morning and others in the afternoon, to reduce class size). Understanding best practice in remote instruction and learning will be key as schools look to the future. Remote Instruction at a Glance and Some Key Terms… Remote instruction can be synchronous (students and teachers interact together in a specific virtual space at the same time) or asynchronous (students access content and learning activities on their own time), and ideally instruction includes both forms. Synchronous instruction may include video conferencing (e.g., ZOOM) and group project work in real time, while asynchronous instruction may include self-guided lesson modules and teacher-posted lecture slides and assignments; this guide by several Wisconsin educators describes the use of both methods within remote instruction. As a contrast to fully remote instruction, many districts and schools have been experimenting with blended learning (BL), or hybrid, models, which combine remote learning and face-to-face instruction with a teacher in a brick-and-mortar building.

- by
- •
- Distance Education, Remote Learning

Siling labuyo (Capsicum frutescens) is a small, commonly
found chili pepper in the Philippines. This pepper is great to
add spice, without altering the flavor of the dish because of
its distinctive and complex taste. These plants are exposed to
different abiotic factors including drought, salinity, high temperature,
etc. which have adverse effects on plant growth and
productivity. The soil salinity has become a critical problem
worldwide among different environmental stresses due to
their significant impacts on the physiology and performance
of plants. Soil salinity is a significant factor that restricts Capsicum
f. germination by affecting the establishment of crop
plants. Germination is an important stage of planting and
thus plays an important role in crop production. In cultivation
of Capsicum f., low and slow seed germination and seedling
emergence result in economic losses.
Seed priming has been developed as an important method
for producing resistant plants against different stresses. It
is a method of pre-germination treatment that increases seed
quality and results in faster and more coordinated germination
of seed. Halopriming is a simple and cheap seed priming
method and is therefore considered suitable for farmers because
of better synchronization of emergence and crops under
different environmental conditions. In halopriming, the
seeds are immersed in various salt solutions (NaCl and KNO3
was used in this study) that facilitate the germination of seeds
and subsequent seedling even under adverse environmental
conditions.

- by Dave Arthur R . Robledo
- •
- Botany, Environmental Science, Science Education, Biology Education

In early 2020, due to the COVD-19 pandemic, Australian schools were closed and students began an unprecedented time of remote learning. The current study aimed to understand how teachers planned and implemented mathematics learning programs for their students, the challenges they encountered, as well as the degree to which their students were motivated or engaged when learning mathematics at home. Two teachers from two Australian primary schools who shared a similar contemporary teaching and learning philosophy emphasising inquiry-based learning were interviewed, and students were surveyed anonymously about their engagement (cognitive, emotional, social and behavioural) when learning mathematics from home. Findings indicated that both teachers were concerned about effectively catering for all students and assessing student progress and engagement with the tasks. Survey data revealed most students displayed positive engagement with remote learning experiences, except for the lack of opportunity to learn mathematics with and from their peers.

- by James A Russo and +1
- •
- Mathematics Education, Inquiry Based Learning, Primary Education, Remote Learning

- by Toby Russo
- •
- Mathematics Education, Inquiry Based Learning, Primary Education, Remote Learning

This resource paper explores the benefits of developing virtual fieldtrips to help future-proof geography teaching and learning in times of uncertainty and change. Drawing on a case study from a second-year biogeography module which saw cancellations to in-person fieldtrips in the first UK COVID-19 lockdown and the development of a virtual fieldtrip by the third UK COVID-19 lockdown, we offer some insights and lessons learnt to help other academics and practitioners adopt this approach.

- by Theresa Mercer
- •
- Teaching and Learning, Remote Learning, Virtual Fieldtrips

The transition from face-to-face to distance (home and online) schooling is likely to generate educational loss. Using data from Understanding Society, the UK Household Longitudinal Study, we estimate that loss to be more pronounced for children from disadvantaged socio-economic backgrounds than for other children.
In April 2020, one month into the lockdown:
• Children in primary schools spent on average 2.4 hours per day doing schoolwork (compromising on average 2.2 offline lessons - a mix of worksheets, assignments and watching videos – and 0.6 online lessons) plus 2 hours per day of support from adults.
• Children in secondary schools spent on average 3 hours per day doing schoolwork (compromising on average 2.3 offline lessons and 1 online lesson) plus 0.9 hours per day of support from adults.
• Focusing on combinations of circumstances which are both common and policy relevant (see graphs), we found that children in the most advantaged families, where both parents work regularly from home, the main parent is in a ‘service class’ occupation (large employers, managers of professionals) and the children have their own computer spent on average 2.9 hours per day on school work for primary and 3.8 per day for secondary pupils. More disadvantaged children in families where the main parent is not in a service class occupation, where the child has to share a computer with other family members and either parent does not work regularly from home, the hours spent per day on school work are 2.3 for primary and 2.6 for secondary education.
Socio-economic differences in the estimated education loss are marked.
• For children in primary education, those from the most advantaged families will have lost on average 24% of a standard deviation across subjects by the time schools reopen in autumn, while children from the most disadvantaged families will have lost 31% of a standard deviation.
• For children in secondary education, children from the most advantaged group will have lost on average 14% of a standard deviation across subjects, while children from the most disadvantaged group will have lost twice as much, 28% of a standard deviation.

- by Anthony Kelly and +1
- •
- Home Schooling, Educational Inequalities (class; race; gender etc), Remote Learning

The Covid-19 pandemic is the new buzzword in the world, which has forced the whole planet to stay home. As a result, students were obliged to change their learning habits due to school closures radically. This article aims to analyze the factors and challenges faced by students who change their learning habits to maintain remote learning. First, a correlation was calculated on the dataset to select the most influencing factors on the students’ learning habits during the lockdown period. Then, the Generalized Nonlinear Model was used to predict and measure the influence of these variables on the learning hours spent to maintain students’ learning. Finally, the results show that four factors most affect student learning habits and increase their learning time, which are digital technologies used awareness of self-learning progress, and knowledge needed to maintain environmental development and the format of digital resources provided. Keywords: Remote learning, Covid-19, Learning habi...

Kansas was the first state to close P-12 schools and move to a continuous learning model in response to the COVID-19 pandemic. A multidisciplinary group of K-State College of Education faculty researchers conducted a survey in May, 2020 to capture the voices and experiences of Kansas teachers, school counselors, and administrators during that time related to technology and broadband access, engagement and educator resiliency and self-care. Survey links were posted on the Remote Learning P-12 platform (https://remote-learning-p-12.mn.co/feed) and on the Kansas Educators Facebook group. These open links provided a sample of convenience, with 829 educators from across the state responding to the survey. The findings have implications for school districts, administrators, school counselors, teachers, and students in the coming school year.
As schools begin to make decisions about what the current and critical needs are, three tenets must be addressed for optimal school re-entry: (1) Educator and student well-being, (2) Delivery models and high-quality instruction that are conducive and responsive to varied learning environments, and (3) School operations: Precautionary measures and logistics around COVID infection and contagion. This white paper provides data, insight, and recommendations in the areas of educator and student well being and delivery models.

- by Jessica Lane and +1
- •
- Education, Teacher Education, Resilience, Community Engagement & Participation

This study discusses the problem of plagiarism in art learning in online classes. The art class was conducted using the Learning Management System (LMS) and attended by 31 Pendidikan Anak Usia Dini (PAUD) students, and arts department. This research method uses a survey derived from two types of data. The first data was obtained from a questionnaire distributed to 211 art students. Factors that determine copy-paste occur because of the tendency to postpone tasks, so they work at the end of time. The following data comes from the discussion assignment report done by the student. Tasks are scanned online using the application. The results of the analysis of plagiarism showed an average of 49.09%, with a word similarity level of 80.77%. Based on online scan reports, the source of plagiarism comes from the university repository. Students use Open Educational Resource (OER) in the form of dictates as material for doing art lecture assignments. In conclusion, students mistakenly understood the use of OER and digital literacy. Digital-based arts learning does not have a significant impact and requires the provision of academic writing.Keywords: Art Learning, LMS, OER, Digital Literacy, Plagiarism

- by Riyan Hidayatullah
- •
- Academic Writing, Open University, Plagiarism, Copy and paste

The present study explored student perceptions of instructor support in remote learning environments during the COVID-19 pandemic to better understand inequities in their learning experiences. Participants self-reported perceptions of instructor support, online learning experiences, mental health symptoms, and wellbeing. Bivariate correlation testing and linear regression modeling were used to analyze the data. Results indicate that students' student-instructor rapport is associated with higher perception of instructor support. Further, higher perceptions of instructor support were associated with significantly lower symptoms of depression, anxiety, and academic-related stress. Higher degrees of students' self-regulated learning behaviors were associated with lower perceived instructor support. There were no gender differences or differences based on first-generation student status in comfort asking instructors for academic support. These findings highlight the importance of developing teaching practices that promote comfort in course engagement, especially in those who report being not feeling comfortable enough to seek instructor support. While the COVID-19 pandemic is unlikely to continue disrupting our classrooms for much longer, we can use this time to better understand student experiences in remote learning environments to better suit their needs as this mode of teaching continues to be utilized in the future.

- by Christopher Sellas
- •
- Distance Learning, Students' perceptions, Remote Learning

Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.

- by Mark Camilleri
- •
- Information Technology, Education, Educational Technology, Distance Education

Online education becomes a viable and stimulating method for instructional and service delivery by providing students with great flexibility in the current situation. Learning issues, personal issues, quality of learning, instructor, technology, and social interactions are the dimensions used for students' online learning experiences and significantly affect students' service satisfaction. This research study utilizes a descriptive correlational design to evaluate students' online learning experiences and service satisfaction. Data were collected through online surveys utilizing Google form and were analyzed using multiple regression. Results revealed that quality of learning, technology, and learning issues strongly impact students' customer satisfaction. Students are more concerned about the services they receive than the materials and facilities. Thus, assisting students directly impact student satisfaction. So, the schools may use technology and automation to address their concerns during online learning to meet students' changing needs and quality learning, too.

- by IOER International Multidisciplinary Research Journal ( IIMRJ) and +1
- •
- Technology, Satisfaction, Online Learning, Remote Learning

Keywords: 3.b class, distance learning, digital tools, virtual classroom, virtual diary, digital skills, digital platforms, synergy, pedagogically appropriate practice based on new technologies Presentation of distance learning in 3.b class of Sveta Nedelja, Croatia, Elementary school; from 16.3.2020. to 25.5.2020, during which students monitored, created and participated in the design of digital teaching content through digital platforms.

- by Sandra Vuk
- •
- Distance Education, Open Distance Learning, Remote Learning

This is a pre-publication version Purpose: This contribution presents a systematic review on service quality in higher education. It discusses about the latest opportunities and challenges facing higher educational institutions (HEIs) following the outbreak of the Coronavirus (COVID-19) pandemic. Design / methodology: The research relied on the grounded theory's inductive reasoning to capture, analyze and synthesize the findings from academic and non-academic sources. The methodology involved a systematic review from Scopus-indexed journals, from intergovernmental and non-governmental policy documents as well as from university ranking sites and league tables. Findings: The comprehensive review suggests that HEIs can use different performance indicators and metrics to evaluate their service quality in terms of their resources, student-centered education, high impact research and stakeholder engagement. Moreover, this paper sheds light about the impact of an unprecedented COVID-19 on higher education services. Practical implications: During the first wave of COVID-19, the delivery of higher educational services migrated from traditional and blended learning approaches to fully virtual and remote course delivery. In the second wave, policy makers imposed a number of preventative measures, including social distancing and hygienic practices, among others, on HEIs. Originality / value: This timely contribution has synthesized the findings on service quality and performance management in the higher education context. Furthermore, it investigated the effect of COVID-19 on higher education services. It implies that HEI leaders ought to embrace online teaching models and virtual systems, as they are here to stay in a post-COVID-19 era. In conclusion, it deliberates on the challenges and responses in the short/medium term and provides a discussion on the way forward.

Central to discussions about NBN-enabled applications and services is the concept of online collaboration. This paper positions the software tool Adobe Connect, one of a suite of web services provided by the Adobe technology company, within the NBN-enabled services paradigm, and reports on the way it is being used to extend classroom learning in a NSW high school.
Keywords: NBN, collaboration, remote learning, tele-working, Zoo Connect, Adobe Connect.

- by Mandy Salomon
- •
- Collaboration, Tele working, Adobe Connect, NBN

The situation with a coronavirus challenged the education system and forced educators to shift to a fully E-learning. Many academic institutions were not ready for such a rapid change. The remote learning of foreign languages during the COVID-19 lockdown caused modern teaching technologies to expand the scope of the educational process, broaden its practical orientation, contribute to the intensification of students' independent work, increasing their cognitive activity. The goals of the article include: to define types and specifics of modern edTech for the educational process on the way of transition from no E-Learning to fully E-Learning; to eliminate the role of the Internet as means of information and communication edTech in teaching foreign languages at higher education establishments; to find out the ways of improving students' learning at higher educational establishments, the importance of using distance edTechs and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of E-learning techniques during the pandemic lockdown. This article also provides the examples of usage of different edTechs in Ukrainian higher education establismens in general. Drohobych Ivan Franko State Pedagogical University, Lviv State University of Life Safety, Odesa National Maritime University in particular.
Keywords: distance edTech, E-Learning, foreign language teaching, remote learning, SWOC analysis, the COVID-19 lockdown, Ukraine

- by Arab World English Journal (AWEJ)
- •
- E-learning, Ukraine, Foreign Language Teaching, Remote Learning

To support teachers designing and enacting online learning who lack experience, we offer the following framework for determining what strategies might help students.
1. Establish/Restore Competence
2. Adapt the Context
3. Alter the Task
4. Prevent Future Difficulties
Each element of the framework invites teachers to consider how context and tasks or activities can be considered together to design better learning opportunities for students. After explaining each element, we present various accommodations aligned to addressing students’ functional needs (e.g., acquiring meaning from printed material, providing oral responses, seeing visually presented materials, completing tasks on time, managing a schedule, or social interaction) rather than disability. By presenting this framework teachers and parents can adjust to considering students’ functional needs over disability designation in ways that lead to better accommodations for all students.

- by Mary F Rice
- •
- Education, Educational Technology, Disability Studies, Online Learning

While the use of distance and online learning had been used for over a century in the K-12 setting (including in isolated ways during previous pandemics and natural disasters), the complete worldwide closure of schools focused attention on the use of distance and online tools and content to provide continuity of learning in a remote context. The way in which both practitioners and scholars make sense of what has occurred over the past 18 months, and what is likely to continue into the future, will impact both regular schooling and how we prepare for future crisis. This article explores this pandemic pedagogy, with a goal of situating the events since March 2020 within the broader field and providing guidance on a path forward.

- by Michael Barbour
- •
- K-12 Distance Learning, Virtual Schooling, Cyber Schooling, K-12 Online Learning

During the outbreak of the Coronavirus (COVID-19) pandemic, higher education institutions (HEIs) have shifted from traditional and blended learning approaches to a fully virtual course delivery. This research investigates the students' perceptions on remote learning through asynchronous learning management systems (LMS) and via synchronous video conferencing technologies like Google Meet, Microsoft Teams or Zoom, among others. The data was gathered from a sample of 501 higher education students in a Southern European context. A survey questionnaire included measures that investigated the participants' acceptance of interactive technologies to better understand their utilitarian motivations to use them. The findings suggest that the research participants accessed asynchronous content and interacted with online users, including with their course instructor, in real time. While there are a number of theoretical or opinion papers on the impact of COVID-19 on higher education services, currently, there are still a few empirical papers that shed light on the factors that are having an effect on the students' attitudes and intentions to utilize remote learning technologies. This contribution underlines the importance of maintaining ongoing, interactive engagement with students, and of providing them with appropriate facilitating conditions, to continue improving their learning journey.

- by Mark Camilleri and +1
- •
- Education, Educational Technology, Learning Management Systems, Video Conferencing

Education and the teaching and learning process has greatly and widely evolved throughout the years. Distance education, a stream of this evolution, is implemented with the use of various automation derived from many advancements in computer and information technology. This research paper reviewed studies encompassing software and applications which have been proven to be highly effective and valuable in mediating synchronous and asynchronous instruction during remote learning. This paper reviewed the use of 2010s educational technologies such as audioconference, multimedia, online, print, telecast/datacast, videoconference, webcast and webconference technologies. The paper also discussed emerging distance education software including Moodle, Google classrooms, Schoology, Edmodo, Canvas, D2L, Showbie and Blackboard with description and instructional procedures. General findings suggest that although instructional and learning procedures vary depending on context and educational factors, it is an undeniable fact that utilization of these technologies and learning management software, has been proven effective in providing a virtual venue of instructional delivery and successful learning.

In this study, the opinions of teachers working at education application schools are collected in order to evaluate the educational program of Education Application school which has been in progress since 2002. The study is a qualitative one in which the constructed interview technique has been used. Frequency has been used to analyze the data. The target population of the study is teachers working at education application schools in Bolu and Düzce. The working group of the study is 15 teachers from these cities. The data gathered at the end of the study are; an Evaluation study has never been carried out about the program of education application schools by asking teachers’ opinions since the beginning. According to opinions of teachers, they cannot apply the program completely and have some problems during the application process. Teachers agree that the educational program of education application schools is not functional. Teachers expressed that the operation, evaluation and teaching methods of the program are not suitable. Moreover, they stated that the expressions of objectives are not compatible with the students, and they indicated that there are objectives that are not stated in a behavioristic way. It is found that that the properties of students are ignored in the preparation process and the number of classes in the program is excessive., It can be alleged that it is suitable for the programme of the education application schools to be revised or to be developed again.

- by Open Access Publishing Group
- •
- Teaching and Learning, Education, E-learning, Higher Education

Learning management systems (LMS) are becoming an essential part of the educational process. The adoption of LMS is addressing multiple flows of the traditional education system. LMS became a crucial part of any educational process during the 2020 Coronavirus pandemic, as the circumstances made it unsafe to continue with the traditional face-to-face educational process. LMS made it possible for many students to carry on with their studies being far away from a university. At the same time, the introduction of LMS can also pose additional challenges for students from various backgrounds. There are wide masses of people without access to modern technologies, who will be excluded from the educational process without the right approach to the LMS adoption. Another concerning issue is that users of a system must pose necessary computer skills and knowledge to be comfortable using LMS. Thus, this paper attempts to highlight the challenges of adoption, usage and integration of LMS at South African learning institutions. It is important to understand these challenges as unadvised adoption of such systems can lead to exclusion of groups of students from the educational process. The present paper reveals and analyses such challenges. To address these questions, the research has put forth the following objectives: • To review users' opinion on the current state of LMS at their educational institution • To identify LMS features users use and require • To determine a range of factors impacting students' ability to successfully adopt LMS in their learning The research is based on a quantitative and deductive approach. In order to achieve the goal of this paper a questionnaire in digital format was distributed among the LMS stakeholders. The target population of the research consists of students at Cape Peninsula University of Technology. As a sampling technique, accidental sampling is used. Everybody completed the survey voluntarily. The sample size was 85 students as the saturation point was reached. To analyse data collected, a statistical analysis was used. The research showed that many students experience several issues with LMS. Even though, majority of the students, participated in the research, possessed necessary computer skills to successfully utilise LMS in their studies, they faced the South African reality of the lack of internet access and access to technology. Besides that, many students believe that existing LMS are too complicated and not user-friendly. They struggle to find necessary information about their course, as well as inability to participate in the collaborative learning. Another aspect the students pointed out was the infrastructural problems of LMS. It is not unheard that an LMS is down at the crucial time.

- by olena koliasa and +2
- •
- Remote Learning

Mathematical games can be a useful tool for building connections between the learning that happens in the classroom, and the home environment (Russo, Russo & Bragg, 2018). Clearly, the events of 2020 have only amplified the potential power of mathematical games to be used for this purpose, as teachers have sort out highly engaging learning experiences that children of all ages could share with a parent or sibling, or undertake with their peers in a virtual environment whilst learning remotely. Games played virtually in a remote learning environment work best when they are simple to explain, involve minimal materials and where the same information is available to all players. With this in mind, we set out to develop a series of mathematical games that could be played ‘open-handed’ over zoom using only a virtual deck of cards (deck.of.cards). This article briefly describes three games we have developed that we think other teachers might find valuable, whether for use in a remote learning environment or back in the classroom. For each game, we outline an associated mathematical investigation, based on the notion that games provide a rich context for developing open-ended and open-middled problem solving tasks, and a compelling hook for engaging students in such tasks (Russo & Russo, 2020). All three games are focussed on deepening student understanding of probability, and exposing students to dependent probability, although at times have an additional learning focus (e.g., The King’s Tax and mental computation). Specifically, as all cards played remain ‘face up’ as each of the games unfold, it becomes possible for players to work out the likelihood of a particular card coming up next. We hope you find these activities valuable, whether you use them in the classroom, in a remote learning setting, or to support students engage with mathematics at home.

The present paper investigates attitude and problem of school students of rural and urban area towards remote learning during Covid-19 pandemic. The study design was descriptive in nature which was focused to school students aged between 12 to 16 years and the primary quantitative data was obtained by self-administered questionnaire through online and offline survey method. During the lockdown period of COVID-19 the whole education system from elementary to higher level has been collapsed not only in India but across the globe. Various stakeholders such as government and private organizations are trying their best to promote remote learning and educational institutions have shifted their base to virtual platforms to conduct classes online. Promoting remote learning is an essential need of hour for the society to cope with inevitable socio-economic changes and to enable more learner-centric ‘constructivist’ learning models as well. This paper highlights how absolute attainment of this medium of learning is largely depends on its easy accessibility by everyone belong to different socio-economic background and receives positive outcome. Both the positive and negative attitude and problems of rural and urban area school students in using remote learning are studied and compared.

- by IERJ Journal
- •
- School Students, Remote Learning, Urban and rural areas

This essay examines the interaction of children and adolescents on digital platforms, focusing on the datafication process and data protection strategies. The discussion relies on the literature review of articles published since 2016 and the analyses of data from secondary sources referring to similar issues in school education. The results indicate the need to create teacher and student training spaces to ensure a critical look at the datafication process and the proposition of data protection strategies.

- by Lynn Alves
- •
- Digital Games, Digital Platforms, Remote Learning
- by Arul Lawrence A S
- •
- Psychology, Artificial Intelligence, Information Technology, Education

The article highlights the impact of the COVID-19 pandemic on Iranian schools. Education in Iran has relied heavily on traditional teaching methods. In a country such as Iran, affected by economic sanctions and wars, in addition to experiencing one of the world’s largest outbreaks of the coronavirus, the impact of the pandemic Covid-19 on its education system has been significant. Because of this, the education system has reorganized the popular traditional teaching and didactics methods by favoring distance learning work. The article is based on the comprehensive analysis of distance learning educational methods during the COVID-19 pandemic period using the online available documents, articles, and reports posted on the Internet and telephone interviews with Iranian teachers from March 2020 to August 2021.

- by Beata Pietkiewicz-Pareek
- •
- Distance Education, Remote Learning

The second week of March 2020 marked the beginning of an unforgettable experience for students and lecturers in a pre-university college in Malta. For the next four months, the college adopted an emergency remote learning programme, which allowed immediate access to education. The authors of this paper, intrigued by the new challenges, sought to understand the novel issues faced by the students, listen to their voices and comprehend their lived experiences through the use of a questionnaire, which afforded the collection of both quantitative and rich qualitative data. The students' responses provided a lens on the infrastructural, technological and learning-related issues which affected learning. A variation in student experiences involving self-management, management of the environment, technological and learner-related issues and need for support was observed. The Covid-19 pandemic disrupted the normal education programme, but this research indicates that this chaos has presented the college community with valuable opportunities for evolving and transforming with a lens focussing on the development of new communication, teaching and learning skills and on innovative infrastructural and learning strategies.

- by Sharon Role
- •
- E-learning, Educational management and leadership, Challenges, Remote Learning

The topic of this research centers on prompt feedback’s effect on adult student success in online coursework. The question that inspired this study was, “What is the effect of prompt feedback on adult learner success in an asynchronous, online resume optimization course, as measured by self-assessment Likert-scale questionnaires”? Ten research participants were chosen, all of whom are independent adults who are, or were previously, online students. The eight-hour course was taken on BrightBel.com, a website owned by the researcher, who was also the instructor in this action research study. Students were given prompt, effective, and personalized feedback throughout the course. Data was collected using three identical questionnaires containing close-ended and Likert-style questions following each of the course’s three modules. Average increases in success scores upon course completion were 75%, a significant increase. This demonstrates that the use of prompt feedback is highly effective and positively influences adult student success in online courses.

- by Bela R . Gaytán
- •
- Communication, Education, Educational Technology, Adult Education

- by Adriana Camilleri
- •
- Sociology, Information Technology, Education, Educational Technology

The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.

The present study compared socio-educational policies and argumentation in Sweden and Finland during Covid-19 pandemic in March-May 2020. Countries were selected, first, due to similar tuition-free basic education, which performed high in global surveys. Second, no pandemic socio-educational research existed from Nordic countries. National responses were different. Sweden kept the society open, while Finland declared emergency and partially closed the schools. Research method was hermeneutic and phenomenological. The data discussion triangulated 1) statements/information of central administration, 2) instructive releases, 3) related educational, pandemic, and other research, and 4) responses by stakeholders. The findings were surprising. The policy and argumentation strategies failed. Central administration was observed to underestimate the guardians, let alone their needs for argumentation. Swedish policy obscured mandates and restricted information, while declining trust and, finally, causing the data failure. Finnish policies faced similar challenges. However, no break in schoolwork took place, but remote learning was successful in epidemiologic and curricular senses. Moreover, Finland revealed that most school closure studies were contextually outdated. Success occurred in operational level collaboration of homes and schools. More multidisciplinary studies are needed for improved pandemic responses.

- by IJELS AIAC and +1
- •
- School Closure, Remote Learning

The evidence suggests that a strong relationship between school leaders and
education stakeholders is critically important for securing better outcomes for
all students, particularly but not exclusively during times of crisis, like
COVID-19. The international evidence about the impact of COVID-19
highlights the centrality of stakeholder engagement in maintaining and
sustaining positive learning for all students. The evidences unequivocally show
that stakeholder engagement in students’ learning can have a profound and
positive impact on students’ attainment and achievement.

The Covid-19 pandemic is the new buzzword in the world,
which has forced the whole planet to stay home. As a result,
students were obliged to change their learning habits due to school
closures radically. This article aims to analyze the factors and
challenges faced by students who change their learning habits to
maintain remote learning. First, a correlation was calculated on the
dataset to select the most influencing factors on the students’
learning habits during the lockdown period. Then, the Generalized
Nonlinear Model was used to predict and measure the influence of
these variables on the learning hours spent to maintain students’
learning. Finally, the results show that four factors most affect
student learning habits and increase their learning time, which are
digital technologies used awareness of self-learning progress, and
knowledge needed to maintain environmental development and the
format of digital resources provided.

"Throughout the current lockdown situation, professors at Tec de Monterrey have developed different techniques to engage with the students in virtual classes. The Massive Flexible Digital Masterclass Model (MFDM) was born with this... more

- by Ricardo A . Ramirez-Mendoza and +5
- •
- Engineering Education, Higher Education, Remote Learning

The article analyses the impact of remote learning during the Covid-19 lockdown on Roma pupils in Slovenia. Roma are one of the most marginalised and vulnerable groups in Slovenia. Most of them record poor inclusion and performance in education, which is why the suspension of regular school activities is likely to have much broader negative consequences for these pupils. Based on the outcomes of the study that included surveys among Roma assistants and teachers, the article analyses the technical conditions available to Roma pupils for remote learning during lockdown, the establishment of contact between teachers and Roma pupils in such period, and the collaboration of Roma pupils and their parents with schools. The article also provides a comparative perspective of the position of Roma and other pupils and draws attention to the possible long-term consequences of remote learning for Roma pupils.

- by Treatises and Documents, Journal for Ethnic Studies and +1
- •
- Education, Distance Education, Minority Studies, Romani Studies

This paper explores the adaptations to teaching interpreting subjects for Interpreting and Translation degree courses and the students’ preferences, as well as the advantages and disadvantages of in-person, blended and remote teaching perceived by students. The study is based on a sample
of 122 individuals who were studying interpreting subjects from the time lockdown was declared in March 2020 until the end of the first term of 2021. Questionnaires with closed, open questions and multiple-choice responses were administered, thereby complying with the characteristics of descriptive studies. The data revealed a preference for direct interaction with lecturers and fellow students, even in the context of a pandemic. While hybrid and remote options were generally rejected because of technical difficulties and connectivity issues, the advantages of not having to travel and resulting greater flexibility were foregrounded.

The authors discuss the applicability of common assessment types used in online instruction to the context of emergency remote education. Written assignments, online discussions, fieldwork, tests and quizzes, presentations, and e-portfolios are specifically addressed. The discussion includes the concepts of synchronous versus asynchronous assessments and issues related to academic integrity. The authors conclude by noting that empathy and radical flexibility are integral to assessment in emergency remote education.

- by Michael Barbour
- •
- Online Learning, Remote Learning, Remote Teaching, Emergency Remote Teaching

Undoubtedly the pandemic of COVID-19 had a great impact globally on our daily activities. Whereas to face this unprecedented situation all the educational institutions were compelled to keep the lessons conducted over the internet. Under the current circumstances this quantitative research detects, describes, and measures attitudes of 807 students of 5 Greek universities towards the distance learning process. The data that was collected by using a 5-point Likert scale reflects the strong agreement of the students that face-to-face teaching cannot be replaced by distance learning, especially when it comes to laboratory training. The consensus is also that remote learning has abased pedagogical relationships between professors and classmates and among the latter as well. Findings indicate that students come to a meeting of minds about the educational inequalities which are worsened by the lack of digital equipment and undeveloped technological infrastructure. Furthermore, this study reveals a correlation between the responses of the sample and their demographic and social characteristics, something that offers possibilities for additional research.

- by Evie Kouroumichaki and +1
- •
- Education, Higher Education, Quantity Surveying, Remote Learning

The widening of education equity gap and generation of novel social differences through learning incompetency will be one of the significant social impacts of the COVID-19 virus outbreak in India. Where education empowers people and improves their ability to communicate, argue, and choose in informed ways (Sen, 1999), it is now selectively available mostly to the economically privileged group under the locked-in situation. Globally, the need for physical distancing has pushed over 1.2 billion children out of the classroom (Li and Lalani, 2020) and confines the learning process to home. The disenabling of economically marginalized learners raised the concerns for the inheritance of incapabilities in an already education-deprived and unjust society.
Changing role of an earlier space of domesticity to now a robustly appropriated space for various work-learn engagements makes a house more than a shelter. Lack of adequate learning space, electronic devices and internet infrastructure and, competence to guide the learner are the new unexpected challenges which are faced in both urban and more acutely in rural India. In villages and small towns, where the majority of Indian population lives, not only encounters disconnect from education but also basic amenity distribution by government schools such as mid-day meals and sanitary pads. The permanent school dropouts will be many more as the need for earning livelihood has increased manifolds due to the reverse-migration induced unemployment leading to uneducated and unskilled child-labour force and many more child marriages. The unexpected circumstances raise many questions about the achievement differences among the students; economic capacity induced social strains and; the prevalence of sense of inferiority. To achieve education equity for an equitable society, this paper strongly recommends learning strategies during a locked-in situation.

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

- by Education Sciences and +3
- •
- Mathematics Education, Primary Education, Online Teaching, Teacher Attitudes
- by Renata Mourão Macedo
- •
- Digital Divide, Education, E-learning, Brazilian Studies

This study examined the student experience (n=507) during emergency remote learning at a medium-sized private southeastern university during the COVID-19 pandemic, leveraging the Social Presence Model (SPM) as a guiding framework. Tensions were high at this critical time as students were stressed with financial burdens, supply shortages, overlapping work and educational schedules, and shared technological resources and physical spaces. Therefore, this study helps educators better understand students' emotional needs and experiences during the March 2020 lockdown transition to remote learning. Specifically, examining the student experience in a time of crisis offers critical lessons about the importance of connectedness, online readiness, cultivating relationships, adaptability during transitions, and class interaction. The data revealed the depth of anxiety felt by students and suggests the need for increased empathy, communication, interaction, and flexibility from their instructor and course community to proceed with academic coursework, particularly for first-year college students. The findings elevate the importance of social presence as a literacy for learning in any modality, underscore the need to support the mental health of our students, and stress the urgency for online and remote learning readiness for current and future public emergencies.

- by Suzanne Ensmann and +1
- •
- Online Learning, Social Presence, Connectedness, Online Readiness

The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pandemic, with a specific focus on English language teaching at Saudi universities, to analyze the challenges faced by Saudi EFL teachers and learners since the shift to e-learning. One of the biggest challenges observed was students’ lack of motivation, which upon further review was found to be linked to other contributing factors, such as technological issues, inapt learning environments, and students’ mental health. This paper also examines the unforeseen positive outcomes resulting from the digital transformation, including the benefits of the flexibility of place and time and promotion of particular language skills. The current research synthesis will help contribute to the knowledge of online English teaching in the Saudi context.

La pandemia descolocó al sistema educa-tivo, primero se suspendieron las clases "presenciales" en el nivel inicial, primaria y secundaria y posteriormente en la uni-versidad. Las instituciones educativas fue-ron interpeladas a resolver rápidamente la educación sin presencia física, los docentes fueron movilizados a "mutar" sus prácticas habituales, los estudiantes también. Sobre estas cuestiones conversamos con Mariana Ferrarelli, experta en tecnologías en la enseñanza, referente de proyectos transmedia en educación, integrante del equipo de multiplicadores del enfoque de la enseñanza en Aulas Heterogéneas y do-cente del Taller de Estrategias de Enseñanza en ISALUD.-llevamos varias semanas transcurridas de aislamiento ¿qué etapas o momentos se pueden distinguir en la formación de los estudioantes? ¿En qué momento nos encontramos ahora?-Si bien es muy difícil definir un fenóme-no en el mismo momento en que está ocu-Experta en tecnologías en la enseñanza y docente del Taller de Estrategias de Enseñanza en ISALUD, repasa en esta entrevista cómo las nuevas herramientas tecnológicas permitieron al sistema dar respuesta a la situación de aislamiento preventivo

- by Mariana Ferrarelli
- •
- Education, Educational Technology, Educación, Tecnologia