Introduction: The Disruptive Power of Online Education: Challenges, Opportunities, Responses

Abstract

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When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

“…It is encouraging to note that 98% of the world's population now live within reach of a mobile cellular network and almost half of the population is online (Save the Children, 2019). Furthermore, there are research studies that suggest the potential benefits of ICT learning modes (Altmann et al, 2018;Clarke, 2018;Duignan, 2020;Hass & Joseph, 2018). This gives a much-needed impetus to educational planners and teachers to deliver emergency education.…”

An investigation into pre-service teachers’ online learning climate perceptions

“…It is highly likely that online education will not be quitted in the period of so-called 'new normal' when Covid-19 pandemic is over (Wiranto et al, 2021). Thanks to the advantages it offers, online education will probably continue to be utilized either as a substitution or as a supplement to traditional face-to-face education (Altmann et al, 2019;Karasu & Sarı, 2019;Wieser & Seeler, 2019). Thus, as an educational implication, the findings of the study may prove useful for the development of future online courses and in the training of pre-service or in-service teachers for conducting online courses.…”

“…It would be justified to argue that none of the stakeholders were quite ready for such sudden shift to online education. In this respect, the adoption of online education has led to transformations in the roles and responsibilities of both teachers and learners (Altmann et al, 2019;Boz Yüksekdağ, 2016;Devran & Elitaş, 2016). More specifically, transition to online education has charged teachers with some extra new tasks in that teachers need to become guides, mentors and effective communicators, improve learners' social skills and assist learners in technical issues as well as fulfilling their conventional pedagogical roles (Boettcher & Conrad, 2016;Kavrat & Türel, 2013;Yuan, 2021).…”

Integrating technology into the learning process of higher education: A creative inquiry

“…However, there are some major differences between digitization in a customary market and in HE. While digitization research does not typically focus on the learning process, integrating technology into the learning process does indeed bear real disruptive power capable of overturning the whole HE industry with major transformations in demand, student profiles, educational offers, delivery, and learning (Altmann et al, 2019). At the same time, the author wondered why this phenomenon, which is globally evolving and growing so rapidly, continues to receive little attention in research.…”