Education After COVID-19

Mazzara, Manuel; Zhdanov, Petr; Bahrami, Maryam; Aslam, Hamna; Kotorov, Iouri; Imam, Muwaffaq; Salem, Hamza; Brown, Joseph Alexander; Pletnev, Ruslan

doi:10.1007/978-981-16-9101-0_14

Cited by 18 publications

(6 citation statements)

References 19 publications

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“…Administrators, teachers, and counsellors alike all utilized technology for educational aims (Pollock, 2020;Supriyanto, Hartini, Irdasari, Miftahul, Oktapiana, & Mumpuni, 2020;Yates, Starkey, Egerton, & Flueggen, 2021). From the use of online learning platforms, social media applications, and conferencing software, technology use became a staple of education; consequently, some researchers postulate that the use of communication technology will become permanent, the new normal (Afshan & Ahmed, 2020;Mazzara, Zhdanov, Bahrami et al, 2021;Ray, 2021). Crossan et al' s (1999) organizational learning framework highlighted deficiencies in learning when it came to school counsellors' work-life balance.…”

Section: Communication Technologymentioning

confidence: 99%

“…Consequently, the school organizations certainly could not integrate and institutionalize legal virtual counselling. However, with the new normal, virtual services may become a part of the fabric of society (Afshan & Ahmed, 2020;Mazzara et al, 2021;Ray, 2021), and these policies and policy considerations will have to be addressed for true organizational learning to occur (Afshan & Ahmed, 2020;Mazzara et al, 2021;Ray, 2021). School counsellors provided services as best they could, but legal concerns remain an issue.…”

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confidence: 99%

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Virtual School Counseling and Covid-19 as Seen Through an Organizational Learning Lens

Hornor

Westberry

2023

IJEPL

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This article examines the shift to virtual school counselling through an organizational learning framework developed by Mary Crossan. This framework links the individual, group, and organization levels of an institution through the social and psychological processes of organizational learning, including intuiting, interpreting, integrating, and institutionalizing. The findings highlight four major challenges of virtual learning—technology, work-life balance, legal ramifications, and virtual counselling skills and abilities—that were partially or fully overcome with solutions that became institutionalized. RésuméCet article recourt à un cadre d’apprentissage organisationnel développé par MaryCrossan pour examiner la transition récente vers l’orientation scolaire virtuelle. Ce cadre relie les niveaux de l’individu, du groupe et de l’organisation d’une institution par le biais des processus sociaux et psychologiques de l’apprentissage organisationnel, y compris l’intuition, l’interprétation, l’intégration et l’institutionnalisation. Les résultats mettent en évidence quatre défis majeurs de l’apprentissage virtuel—la technologie, l’équilibre entre vie professionnelle et vie privée, les ramifications juridiques et les compétences et aptitudes en matière de conseil virtuel—qui ont été partiellement ou totalement surmontés grâce à des solutions qui par la suite ont pu être institutionnalisées. Keywords / Mots clés: virtual school counselling, organizational learning, virtual learning/ orientation scolaire virtuelle, apprentissage organisationnel, apprentissage virtuel

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Section: Communication Technologymentioning

confidence: 99%

mentioning

confidence: 99%

Virtual School Counseling and Covid-19 as Seen Through an Organizational Learning Lens

Hornor

Westberry

2023

IJEPL

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“…En este sentido, no parece que hayan aparecido voces con ideas muy radicales respecto a una tendencia a eliminar las clases presenciales dado que estas tienen una tradición milenaria que se hace muy complicada de sustituir (Mazzara, 2022). Pero a la vez, está muy claro el aumento de la introducción de las tecnologías en cualquier ciclo educativo.…”

Section: La Universidad Post-pandémicaunclassified

universidad de la postpandemia

Martínez-Rivera

2022

revHUMAN

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La crisis del Covid-19 ha tenido un impacto en la docencia y costará mucho tiempo poder comprender y describir el alcance de este. La presencialidad en cualquier actividad humana se ha visto afectada desde muchos puntos de vista. Pero, sin duda, la educación ha sido una de las áreas sobre las que más se ha publicado dada la trascendencia que tiene sobre el ser humano. El objetivo del artículo es describir qué ha sucedido en materia de educación universitaria durante los primeros momentos de la pandemia y como se ha desarrollado posteriormente, así como los aspectos esperables a largo plazo.

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“…Disruptions, becoming commonplace in these times, compel higher education managers to find non-trivial solutions (García-Morales et al, 2021;Kotorov et al, 2021). For example, COVID-19 wreaked havoc on the operations of HEIs worldwide (Krasylnykova et al, 2023;Mazzara et al, 2022), forcing their leaders to adopt digital technologies on an emergency basis (Chick et al, 2020;Kotorov et al, 2023) and make a string of other decisions. However, many disruptions, from political to financial to environmental, can affect HEIs in similar ways.…”

Section: Introductionmentioning

confidence: 99%

Supporting Decision-Making for Promoting Teaching and Learning Innovation

Kotorov,

Krasylnykova,

Pérez-Sanagustín

et al. 2024

Learning Analytics

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The quality of the data and the amount of correct information available is key to informed decision-making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision-making to promote innovation in teaching and learning. In this study, we evaluate an analytic tool called PROF-XXI that supports strategic decision-making of teaching and learning centres (TLCs) by identifying their competencies in teaching and learning innovation. Through a multiple case study conducted with three Latin American universities and supported by quantitative and qualitative data, we observed how this tool is used and how it facilitates strategic decision-making. Our findings indicate that the tool is accessible, user-friendly, and effective in 1) initiating identification and systematic reflection of institutional competency levels in teaching and learning innovation, 2) enhancing understanding of strengths and weaknesses as well as identifying opportunities for innovation, 3) supporting TLCs with short- and long-term decision-making, and 4) continuously evaluating their strategies, programs, and initiatives. This research can benefit policymakers in higher education who are involved in measuring institutional competencies to improve teaching quality or in making strategic decisions related to teaching and learning innovation.

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Education After COVID-19

Cited by 18 publications

References 19 publications

Virtual School Counseling and Covid-19 as Seen Through an Organizational Learning Lens

Virtual School Counseling and Covid-19 as Seen Through an Organizational Learning Lens

universidad de la postpandemia

Supporting Decision-Making for Promoting Teaching and Learning Innovation

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