A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning

Czerniewicz, Laura; Agherdien, Najma; Badenhorst, Johan; Belluigi, Dina Zoë; Chambers, Tracey; Chili, Muntuwenkosi; Villiers, Marietjie de; Felix, Alan; Gachago, Daniela; Gokhale, Craig; Ivala, Eunice; Kramm, Neil; Madiba, Matete; Mistri, Gitanjali; Mgqwashu, Emmanuel Mfanafuthi; Pallitt, Nicola; Prinsloo, Paul; Solomon, Kelly; Strydom, Sonja; Swanepoel, Mike; Waghid, Faiq; Wissing, Gerrit

doi:10.1007/s42438-020-00187-4

Cited by 196 publications

(185 citation statements)

References 21 publications

Supporting

Mentioning

172

Contrasting

Unclassified

Order By: Relevance

“…This study has limitations of a small data set and used early reports. However, as the pandemic continues and people become more experienced in using online learning in various innovative and unimagined ways, more critical and negative news may appear, as already being highlighted by Czerniewicz et al [56]. Such deliberations would help improvements in the systems deployed and help mainstreaming of online learning.…”

Section: Limitations and Recommendationsmentioning

confidence: 99%

“…Another study indicated that the more negative the media coverage and the more local this coverage, the greater the impact of discipling corporate pollutions [55]. Recently, a group of scholars from South Africa have highlighted the issues of equity and inequality in the "pivot" to remote teaching and learning [56]. Online media (both newspapers and blogs) will play a critical role in not only identifying the challenges but also influencing positive changes to assist the adoption of online learning worldwide, particularly in low-and middle-income countries.…”

Section: Research Questionmentioning

confidence: 99%

See 1 more Smart Citation

Public Opinions about Online Learning during COVID-19: A Sentiment Analysis Approach

Bhagat

Mishra²,

Dixit

et al. 2021

Sustainability

View full text Add to dashboard Cite

The aim of this study was to analyze public opinion about online learning during the COVID-19 (Coronavirus Disease 2019) pandemic. A total of 154 articles from online news and blogging websites related to online learning were extracted from Google and DuckDuckGo. The articles were extracted for 45 days, starting from the day the World Health Organization (WHO) declared COVID-19 a worldwide pandemic, 11 March 2020. For this research, we applied the dictionary-based approach of the lexicon-based method to perform sentiment analysis on the articles extracted through web scraping. We calculated the polarity and subjectivity scores of the extracted article using the TextBlob library. The results showed that over 90% of the articles are positive, and the remaining were mildly negative. In general, the blogs were more positive than the newspaper articles; however, the blogs were more opinionated compared to the news articles.

show abstract

Section: Limitations and Recommendationsmentioning

confidence: 99%

Section: Research Questionmentioning

confidence: 99%

Public Opinions about Online Learning during COVID-19: A Sentiment Analysis Approach

Bhagat

Mishra²,

Dixit

et al. 2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…COVID-19 is construed as a "wake-up call" that has reshaped the intersections of equity, inclusion, teaching and learning online and ultimately how school principals will respond to the influence of this pandemic on education (Czerniewicz, 2020). Whilst some teaching and learning activities continued through digital technology (Zhang et al, 2020), some schools were challenged with poor internet access, lack of ICT knowledge, a reduced system structure and faintness of content expansion (Almaiah, Al-Khasawneh & Althunibat, 2020).…”

Section: The Impact Of Covid-19 In Fostering Equitable Learning Oppormentioning

confidence: 99%

“…In terms of achieving inclusion and equity in rural schools, the addition of alternative distant teaching, buttressed by the provisioning of digital access, did not ensure that many individuals would immediately be digitally fluent. The supposition of digital confidence, for teachers and learners, in the absence of familiar use, became a supplementary obstacle to inclusion (Czerniewicz et al, 2020). This was documented as the largest intimidation in terms of online learning and teaching.…”

Section: Introductionmentioning

confidence: 99%

Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

Klerk

Palmer

2021

pie

View full text Add to dashboard Cite

Worldwide, COVID-19 has affected the most deprived communities the hardest and exposed many systemic inequalities, leaving nations vulnerable and destitute. The need for quality education, while heeding to international mandates, including enacting the sustainable development goals (SDG), has become more apparent in promoting equitable and inclusive education for all, which remains a challenge in South Africa with its inherited inequalities. The purpose of this study was to understand how the COVID-19 challenge refocused the commitment of five principals from rural schools in two education districts of the Northern Cape province of South Africa to address resurfaced historic inequalities, including digital access and fluency to attain an equitable learning environment. Semi-structured emailed interviews were conducted with the participants. A thematic analysis of their experiences of the pandemic through the lens of flexible learning theory, revealed that teachers and learners often experienced discrimination-related stress, especially with virtual learning approaches, as schools often cannot offer remote services to advance learning. Furthermore, the participants voiced their uncompromising commitment to inclusion while engaging teachers and learners in identifying possible problems and proposing solutions post-COVID-19. Though the current crisis seems to have perpetuated and deepened existing inequalities in disadvantaged rural South African schools, some school principals are hopeful that as the reality has now been laid bare, it may prompt more urgent action. The paper recommends that school principals and teachers will have to refocus teaching practices towards flexible, inclusively delivered teaching through working collaboratively across disciplines so that they build their personal resilience and advance their technological skills to meet the demands of remote and online learning during a pandemic and beyond.

show abstract

“…Students had nary any time to prepare for this exceptional situation and as a result, may have embarked on the online learning term with different preconditions (Beaunoyer et al, 2020;Czerniewicz et al, 2020;Händel, Stephan, et al, 2020). In order to optimally participate in online education, students needed a quiet workspace and appropriate IT equipment, such as computer hard-and software (e.g., notebook, internet access).…”

Section: Demands Of Online Learningmentioning

confidence: 99%

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

Naujoks¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2021

Preprint

View full text Add to dashboard Cite

In the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses. To study successfully, students not only needed to be prepared in terms of digital readiness, they also faced challenges that pertained to the self-regulated management of external resources. In the current study, we investigated students’ digital readiness for the sudden switch to online learning (workspace, equipment, previous experiences, and information sharing behavior); differences between their intended and actual use of external resource management strategies (environment structuring, time management, and help-seeking); and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Results indicate that students seemed to be ready to study online but were not able to manage their resources during the term as frequently as intended. Finally, different indicators of students’ digital readiness revealed connections to different types of resource management strategies. Based on the current results, we discuss implications for the promotion of student self-regulated learning in online emergency remote teaching based on both external resources and digital readiness.

show abstract

A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning

Cited by 196 publications

References 21 publications

Public Opinions about Online Learning during COVID-19: A Sentiment Analysis Approach

Public Opinions about Online Learning during COVID-19: A Sentiment Analysis Approach

Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

Contact Info

Product

Resources

About