COVID-19 and teacher education: a literature review of online teaching and learning practices

Carrillo, Carmen; Flores, María Assunção

doi:10.1080/02619768.2020.1821184

Cited by 642 publications

(419 citation statements)

References 104 publications

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“…Finally, research on the pedagogical and psychological underpinnings of effective implementation of e-SL is still needed. These may include the social presence of respective stakeholders, affective responses to one another, respect, shared values, trust, feedback, cohesiveness, and self-efficacy [ 47 ].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context

Leung

Shek

Dou

2021

IJERPH

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Service-learning is a widely adopted educational pedagogy and philosophy. With the support from the Wharf (Holdings) Limited (Group), service-learning was conducted in the “Project WeCan” in Hong Kong. Prior to COVID-19, traditional service-learning was implemented with students learning in the classroom and applying their knowledge and skills to the community through providing direct face-to-face service. With the COVID-19 outbreak in the 2019–20 academic year, school lockdown measures appeared. Students had to learn online and to design and implement service offsite. As the impacts of this rapid shift in paradigm remain unknown, this study examined changes in university students using a pretest–posttest design (n = 124) and perceptions of service-learning experience via the subjective outcome evaluation design (n = 192) under COVID-19. The authors also investigated service recipients’ (n = 56) satisfaction with service activities they participated in during the pandemic. Both objective outcome evaluation and subjective outcome evaluation findings revealed that service providers (university students) and recipients (secondary school students) experienced benefits from the Project. Findings support the benefits of online service-learning in “Project WeCan” even during unprecedented times such as COVID-19.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context

Leung

Shek

Dou

2021

IJERPH

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“…Additionally, Carrillo & Flores (2020) conducted a review of the literature between January 2000 and April 2020 on online teaching and learning practices in teacher education to explore how and why online teaching and learning in teacher education occur, and also discussing its implications in the context of the pandemic. The review highlighted the complex nature of the model, discussing such factors as social, cognitive and teaching issues and the need for a comprehensive view of the pedagogy of online technology-based education used to support teaching and learning (Carrillo & Flores, 2020). Daoud et al (2020) conducted a systematic review focused on the issue of equity regarding home internet access by evaluating the educational value of having internet at home for school-aged children.…”

Section: Related Workmentioning

confidence: 99%

Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review

2021

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With the advent of COVID-19 arose the need for social distancing measures, including the imposition of far-reaching lockdowns in many countries. The lockdown has wreaked havoc on many aspects of daily life, but education has been particularly hard hit by this unprecedented situation. The closure of educational institutions brought along many changes, including the transition to more technology-based education. This is a systematic literature review that seeks to explore the transition, in the context of the pandemic, from traditional education that involves face-to-face interaction in physical classrooms to online distance education. It examines the ways in which this transition has impacted academia and students and looks at the potential long-term consequences it may have caused. It also presents some of the suggestions made by the studies included in the paper, which may help alleviate the negative impact of lockdown on education and promote a smoother transition to online learning. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-021-10507-1.

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“…Literature review shows a variety of terms used to describe what happened in the world of education with the closure of educational institutions following the announcement of the COVID-19 pandemic. Authors talk about mandated online schooling (Judd et al, 2020 ); emergency eLearning (Murphy, 2020 ), emergency remote teaching (Bozkurt & Sharma, 2020 ; Hodges et al, 2020 ), emergency online teaching (Kirschner & Neelen, 2020 ; Şener et al, 2020 ), emergency remote online teaching (Jeffery & Bauer, 2020 ), ‘forced’ transition to remote teaching (Carrillo & Flores, 2020 ), ‘sudden transformation of education to the new on-line distant technological teaching environment’ (Kitishat et al, 2020 ).…”

Section: Theoretical and Empirical Foundationsmentioning

confidence: 99%

The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland

2021

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The article presents selected aspects of the empirical qualitative research conducted by the authors at the end of the first wave of the COVID-19 pandemic in Poland, in July and August 2020. As in March 2020 SARS-CoV-2 virus started to spread, the Polish Ministry of Education decided to close nearly all educational institutions, and teachers were forced to carry out lessons using the means of distance education. The authors of this paper tried to establish how teachers of English as a second language (ESL) working with young learners in three different types of institutions (public and private (pre-primary and primary) schools, language schools) coped with the situation of teaching a foreign language under these unusual circumstances. One of the results showed that teachers in three types of settings received different support. This either helped them to cope with the new situation of remote teaching, e.g. by choosing a platform for online teaching or providing meetings with a methodologist (private settings and language schools) or caused more confusion by leaving the decisions to the teachers (public settings). The findings of the study may contribute to the knowledge of remote education development and implementation of new technologies in teaching English to young learners, which may result in better quality language education in the future.

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COVID-19 and teacher education: a literature review of online teaching and learning practices

Cited by 642 publications

References 104 publications

Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context

Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context

Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review

The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland

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