Exploring online readiness in the context of the COVID 19 pandemic

Badiozaman, Ida Fatimawati Adi

doi:10.1080/13562517.2021.1943654

Cited by 35 publications

(33 citation statements)

References 44 publications

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“…Universities across the globe shifted from face-to-face learning to online learning during the COVID-19 lockdown [1][2][3]. This shift increased social isolation, resulting in several psychological problems among higher education students, such as anxiety, stress, and depression [4].…”

Section: Introductionmentioning

confidence: 99%

Support through Social Media and Online Class Participation to Enhance Psychological Resilience

Asghar

Arif

Gregori

et al. 2021

IJERPH

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Social support was an important factor in minimizing the effect of social isolation during the COVID-19 pandemic lockdown. This research aimed to study the role of online class participation and social media usage to link the social support available from family and friends to psychological resilience among pre-service special education teachers against the negative psychological effects of the COVID-19 pandemic lockdown. A survey was conducted with 377 pre-service special needs education (SNE) teachers enrolled at universities in Pakistan. Partial least square structural equation modeling (PLS-SEM) was applied using Smart-PLS 3.2.8. Results revealed that social media and online class participation played a mediating role between social support and psychological resilience in the pre-service special needs education (SNE) teachers studied. Teacher education institutions can devise strategies to develop social media platforms for student socialization during an emergency to help build resilience against the negative psychological effects of social isolation. Future studies could be conducted to adapt instructions and curricula to social media environments for education in an emergency.

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Section: Introductionmentioning

confidence: 99%

Support through Social Media and Online Class Participation to Enhance Psychological Resilience

Asghar

Arif

Gregori

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

“…New technologies, digitalization and remote teaching have been major features of the scholarly work on change and innovation in higher education since the Internet became widely available to higher education institutions (Bennett et al, 2011), foregrounded recently by rapid deployment during the global pandemic (Badiozaman, 2021; García‐Morales et al, 2021; Pelletier et al, 2021; Torda, 2020). However, the focus on new technologies should not be at the expense of the emphasis on person‐centeredness and service user participation in policy and practice (Australian Commission on Safety & Quality in Health Care, 2017; Commonwealth of Australia, 2017; Health Science Executive, 2018; Lammers & Happell, 2004; Mental Health Commission, 2012).…”

Section: Introductionmentioning

confidence: 99%

Creating or taking opportunity: Strategies for implementing expert by experience positions in mental health academia

Happell

Donovan

Warner

et al. 2022

Psychiatric Ment Health Nurs

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Accessible summary What is known on the subject? Experts by experience involvement in the education of health professionals demonstrate positive attitudinal change. Meaningful positions for Experts by Experience are limited and ad hoc, due to attitudinal and other barriers to innovation within the higher education sector. Experiences of allies who have supported the implementation of Expert by Experience positions have not been researched. This is important knowledge that could be utilized by potential allies. What the paper adds to existing knowledge? Academic allies to experts by experience have a crucial role to play in identifying opportunities to establish, implement and sustain expert by experience positions. Allies who have successfully implemented positions for experts by experience have identified influential factors including: right person, right role, collaboration and coproduction, support, and career pathways. Understanding these factors can provide an important basis for other academics to support a widespread increase in academic roles for experts by experience in mental health education. What are the implications for practice? Establishing and maintaining genuine relationships with service users require significant attitudinal change on the part of mental health professionals. Involving experts by experience in mental health education provides an innovative approach to the challenging of attitudes and the enhancement of more collegial relationships with service users as colleagues in the workplace. This paper demonstrates the importance of allyship to the establishment, implementation and sustainability of expert by experience roles, and highlights critical factors allies have utilized in support of such roles. Nurses and other mental health professional academics have the potential to become allies and support change and innovation. Abstract IntroductionExperts by experience in academia have demonstrated more positive student attitudes towards relationships with service users. Notwithstanding this supportive evidence, academic positions for EBE have not grown substantially. Enhanced understanding of positions that have been implemented is important knowledge for others with similar aspirations. AimTo enrich understanding of the role of allies in identifying and pursuing opportunities to support academic positions for experts by experience. MethodsQualitative exploratory approach, involving In‐depth interviews with allies with expertise in supporting academic positions for experts by experience. ResultsParticipants were enthusiastic about creating or taking opportunities to secure expert by experience involvement within their programs. Factors facilitating success included right person, right role, collaboration and coproduction, support and career pathways. ConclusionsSignificant barriers have prevented proliferation of academic roles for experts by experience. Despite barriers, allies have been successful in supporting the implementation and sustaining of positions, and gained consid...

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“…With COVID-19 outbreak causing severe disruption to the education supply on the global scale, the discussion of resilience in the context of education in emergencies was brought on the agenda again [19]. A number of studies put a particular focus on the role of teacher readiness to move to remote learning, accentuating the aspects of instructional resilience in delivering education [20,21].…”

Section: Introductionmentioning

confidence: 99%

UNICEF remote learning readiness index: A composite indicator to assess resilience of education sector against crises and emergencies

Avanesian

Mizunoya

Delamónica

2022

SJI

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The paper presents the methodological work behind production of the UNICEF Remote Learning Readiness Index, a composite indicator to assess the resilience of education sector against crises and emergencies. The index is composed of demand-side factors, such as readiness for remote learning observed at the household level, supply-side factors that are approximated by the education policy response of the governments to the COVID-19 outbreak, and systemic factors that refer to the overall preparedness of education sector to crises and emergencies. The major novelty of the adopted methodological approach to measure how national education systems can ensure every child learns refers to the emphasis put by the index on the weakest parts of the system. The adopted “weakest link” approach allows the index to guide policy-making and be sensitive to a country improvement in time. The work also accentuates the importance of the index application beyond the COVID-19 pandemic, as disruptions to education supply are not unique to the current health crisis and can happen due to the conflicts, natural or men-made disasters, or other factors.

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Exploring online readiness in the context of the COVID 19 pandemic

Cited by 35 publications

References 44 publications

Support through Social Media and Online Class Participation to Enhance Psychological Resilience

Support through Social Media and Online Class Participation to Enhance Psychological Resilience

Creating or taking opportunity: Strategies for implementing expert by experience positions in mental health academia

UNICEF remote learning readiness index: A composite indicator to assess resilience of education sector against crises and emergencies

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