Communion, Care, and Leadership in Computer-Mediated Learning during the Early Stage of COVID-19

Abstract

This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in the education system—university teachers, general education teachers, students, and children’s parents—coped with the encountered challenge and what was important to them under the changed conditions. This paper uses a communication management objective to describe how participants in the education system responded to the emerging distance learning situation and its challenges. The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers, and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows for concluding that, after a successful transition to distance learning, the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis emerged. The research showed that the adaptation period was necessary at the beginning of these new activities. Competent leadership was expected from the teacher. Additionally, the preparation of all the actors in the education process was needed. The data offer a window into the dynamics of online teaching in crisis and experiences with a new activity that are key to success. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice.

‘Should I Turn on My Video Camera?’ The Students’ Perceptions of the use of Video Cameras in Synchronous Distant Learning

“…It was a challenge and provided many advantages: various computermediated platforms were tested, teachers mastered new technologies, and they adapted methodologies for distance communication. The sudden transition to distanced education mobilized by the educational community raised the need for supportive collaboration, selfcontrol and discipline, and professional leadership [1]. The virtual environment allowed us to maintain education and at least partially maintain social relations.…”

Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

“…However, lecturers had to harness the best of flipped teaching and adapt it to a completely virtual context [44,[49][50][51][52]. Other studies addressed the social impact of the pandemic crisis on the professional careers [53] and the lecturer's role [54], as well as the relationship between lecturers and learners [55]. Nevertheless, these are currently open fields for debate [56].…”