A five-part education response to the COVID-19 pandemic

Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris

doi:10.53832/edtechhub.0005

Cited by 11 publications

(9 citation statements)

References 4 publications

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“…Research results are in full agreement with scientific literature and demonstrated the choice of direct and compulsory ERT during the Covid-19 period as the most appropriate solution, on the one hand to protect public health (Aliyyah et al, 2020;Habler et al, 2020;Özer, 2020) and on the other hand to maintain contact with the school process (Courtenay & Perera, 2020;Frankova, 2020;Tomaino et al, 2022). That is why they recognized in ERT the comparative result it offered as long as schools remained compulsorily closed (Baytiyeh, 2019), as a complementary tool that must always be on hand.…”

Section: Discussionsupporting

confidence: 77%

“…ERT being hastily implemented around the world during the Covid-19 pandemic had a significant impact to the students (Aliyyah et al, 2020;Habler et al, 2020;Mailizar et al, 2020;Misirli & Ergulec, 2021;Özer, 2020;Schuck & Lambert, 2020;WHO, 2020). ERT, along with its educational and pedagogical implications, had serious psychological consequences and led to social isolation, even in countries, where the appropriate infrastructure existed and the system was properly prepared (Liu et al, 2020;Schwartz et al, 2020).…”

Section: Emergency Remote Teaching and Students With Functional Diver...mentioning

confidence: 99%

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Post-pandemic pedagogy: Emergency remote teaching impact on students with functional diversity

2023

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The Covid-19 outbreak caused transition from face-to-face teaching to Emergency Remote Teaching (ERT). Due to the hastily and disorganized implementation of ERT considerable difficulties were caused for all the students. Aim of the present study was to investigate (i) parents’ views of students with functional diversity regarding ERT during the Covid-19 pandemic and (ii) how their children’s functional diversity affected participation in ERT. ERT proved to be an even greater challenge for those students, who faced various learning, psychological and technical problems that further hindered the learning process. In the current research, the views of 12 parents of students with functional diversity were collected with semi-structured interviews. A Modern Greek dataset of qualitative humanistic-linguistic data was created. A novel type of data analysis, combining qualitative descriptive analysis by hand and Artificial Intelligence (AI)-based linguistic analysis was performed on the interview text. Results revealed (i) how those students responded to ERT, (ii) the way that their functional diversity affected their attendance on the online courses and (iii) how their parents evaluate the educational dimension of ERT along with any changes noticed in their children’s psychological and emotional state. Parents’ evaluations disclosed the overall negative impact of ERT on their children and presented their suggestions for meeting their children’s special needs in case of ERT appliance in the future. The current research is considered significant as it investigates ERT impact on K-12 students with functional diversity during the Covid-19 pandemic, based on authentic humanistic data. Our research contributes on (i) the creation of this kind of dataset, as this particular group of students is hard to come by and their collection constitutes a significant contribution and (ii) the two-fold way data analysis methodology, which is novel, combining linguistic and qualitative processes (semantic and sentiment analysis), providing important findings.

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Section: Discussionsupporting

confidence: 77%

Section: Emergency Remote Teaching and Students With Functional Diver...mentioning

confidence: 99%

Post-pandemic pedagogy: Emergency remote teaching impact on students with functional diversity

2023

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“…In 2015, an estimated 1.6 million additional primary-level teachers were needed in sub-Saharan Africa alone (UNESCO, 2014). Teachers working in low-income contexts are often underpaid and undervalued in society, which leads to a lack of motivation and escalated teacher absenteeism (Haßler, Khalayleh, & McBurnie, 2020). At the policy level, there is often a lack of longterm vision for education (Andrews et al, 2017).…”

Section: Constraintsmentioning

confidence: 99%

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

2022

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The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

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“…(2020) as "emergency remote teaching", and Jandrić (2020) as the "forced digitalization of teaching and learning". The latter authors, along with Haßler et al (2020), suggest that the pandemic has shown the need for flexible education models. Such models need to be ready to respond to future unforeseen challenges.…”

Section: Closing Remarksmentioning

confidence: 99%

Paradigms lost and gained: Stakeholder experiences of crisis distance learning during the Covid-19 pandemic

Epps¹,

Brown

Nijjar³

et al. 2021

Journal of Digital Learning in Teacher Education

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A five-part education response to the COVID-19 pandemic

Cited by 11 publications

References 4 publications

Post-pandemic pedagogy: Emergency remote teaching impact on students with functional diversity

Post-pandemic pedagogy: Emergency remote teaching impact on students with functional diversity

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

Paradigms lost and gained: Stakeholder experiences of crisis distance learning during the Covid-19 pandemic

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