Learning before and during the COVID-19 outbreak: a comparative analysis of crisis learning in South Korea and the US

Lee, Seulki; Yeo, Jungwon; Na, Chongmin

doi:10.1080/12294659.2020.1852715

Cited by 17 publications

(17 citation statements)

References 50 publications

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“…The Coronavirus (COVID-19) pandemic outbreak has forced educational institutions to reorganize academic dynamics as a result of the physical distancing measures adopted by most governments worldwide [62]. More specifically, it compelled the academic community to adapt to emergency remote teaching (ERT) environments [63][64][65], thus, posing an unusual challenge to both learners and educators [66]. Notwithstanding the COVID-19 outbreak, previous research on online learning during emergencies is not new [67].…”

Section: Learning Environment Before and During Covid-19mentioning

confidence: 99%

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Steinberger¹,

Eshet

Grinautsky

2021

Sustainability

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Scholarly studies have revealed that exposure to statistics courses affect students’ anxiety levels and that this has been associated with unethical misconduct. Thus, the present research’s main objective is to comprehend the mediating role Statistics Anxiety plays on the relationship comprising students’ personality traits and academic dishonesty as manifesting before and during the COVID-19 pandemic. Its aim is to understand this phenomenon and provide theoretical tools for fostering sustainably personalized distance learning and instruction. Data were collected from students studying for a bachelor’s degree in the social sciences at three different Israeli colleges. The sample comprises 316 participants and data were analyzed using Structural Equation Modelling (SEM). The results show a significant mediation manifested by an indirect effect between personality traits and academic dishonesty via statistics anxiety only in emergency remote teaching, although no parallel significant mediation was observed in the face-to-face course. These results could be explained by differences in delivery methods. Thus, we recommend that in the emergency remote teaching environment instructors’ presence include: (1) supportive, emphatic interaction to reduce virtual distance and (2) Social Emotional Learning (SEL) strategies, which foster students’ learning challenges and prevent anxiety and academic dishonesty.

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Section: Learning Environment Before and During Covid-19mentioning

confidence: 99%

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

Steinberger¹,

Eshet

Grinautsky

2021

Sustainability

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“…Articles on the lessons learned from the COVID-19 pandemic are examples of reflexive thinking. In a recent article comparing US and South Korean pandemic strategies, researchers demonstrated that single- and double-loop learning were essential to cope successfully with the COVID-19 pandemic ( 91 ).…”

Section: Results: Three Lessons Learnedmentioning

confidence: 99%

The Organic Turn: Coping With Pandemic and Non-pandemic Challenges by Integrating Evidence-, Theory-, Experience-, and Context-Based Knowledge in Advising Health Policy

Pfaff

Schmitt

2021

Front. Public Health

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The COVID-19 pandemic has posed an extraordinary challenge for public health and health policy. Questions have arisen concerning the main strategies to cope with this situation and the lessons to be learned from the pandemic. This conceptual paper aims to clarify these questions via sociological concepts. Regarding coping strategies used during the pandemic, there is a strong tendency for health policymakers to rely on expert knowledge rather than on evidence-based knowledge. This has caused the evidence-based healthcare community to respond to urgent demands for advice by rapidly processing new knowledge. Nonetheless, health policymakers still mainly rely on experts in making policy decisions. Our sociological analysis of this situation identified three lessons for coping with pandemic and non-pandemic health challenges: (1) the phenomenon of accelerating knowledge processing could be interpreted from the organizational innovation perspective as a shift from traditional mechanistic knowledge processing to more organic forms of knowledge processing. This can be described as an “organic turn.” (2) The return of experts is part of this organic turn and shows that experts provide both evidence-based knowledge as well as theoretical, experiential, and contextual knowledge. (3) Experts can use theory to expeditiously provide advice at times when there is limited evidence available and to provide complexity-reducing orientation for decisionmakers at times where knowledge production leads to an overload of knowledge; thus, evidence-based knowledge should be complemented by theory-based knowledge in a structured two-way interaction to obtain the most comprehensive and valid recommendations for health policy.

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“…Allerdings ist Lernen in der Krise oftmals schwieriger als in Routinesituationen (Lee et al. 2020 ) aufgrund der hohen Tragweite und der defensiven Haltung angesichts der Unsicherheit und Bedrohung (Moynihan 2008 ; Boin et al., 2013 ). Aus der Paradox-Perspektive betrachtet, ähnelt der Prozess des Lernens einer positiven Aufwärtsspirale, welche durch den paradoxen „sowohl-als auch“ Sinnfindungs-Sinnstiftungs-Prozess angetrieben werden kann (vgl.…”

Section: Schrittweises Lernenunclassified

“…Letztendlich kann die gemeinsame, kreative Auseinandersetzung mit Paradoxen nicht nur in der bestehenden Krise zu hilfreichen "sowohl-als auch" Ansätzen führen, sondern auch dazu beitragen, gemeinsam zu lernen um zukünftige Krisen zu verhindern oder abzumildern -ein wichtiger Aspekt und Erfolgsindikator von gelungenem Krisenmanagement. Allerdings ist Lernen in der Krise oftmals schwieriger als in Routinesituationen (Lee et al 2020) aufgrund der hohen Tragweite und der defensiven Haltung angesichts der Unsicherheit und Bedrohung (Moynihan 2008;Boin et al, 2013). Aus der Paradox-Perspektive betrachtet, ähnelt der Prozess des Lernens einer positiven Aufwärtsspirale, welche durch den paradoxen "sowohl-als auch" Sinnfindungs-Sinnstiftungs-Prozess angetrieben werden kann (vgl.…”

Section: Schrittweises Lernenunclassified

Vom Paradox zur Resilienz in der Krise: Ein Modell für erfolgreiches Krisenmanagement

Sparr¹

2021

Gr Interakt Org

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ZusammenfassungIn diesem konzeptuellen Beitrag für die Zeitschrift Gruppe. Interaktion. Organisation. wird erfolgreiches Krisenmanagement als Weg von paradoxen Spannungen in der Krise zur Resilienz der Organisation beschrieben. Widersprüchliche und doch miteinander verbundene Interessen, Bedürfnisse und Anforderungen in der aktuellen COVID-19 Pandemie dienen als Beispiele. Das Modell betont die Rolle eines paradoxen Mindsets, welches Führungskräften, Entscheidern und Betroffenen ermöglicht, paradoxe Spannungen als solche zu erkennen, anzunehmen und die Chancen im „sowohl-als auch“ (im Gegensatz zu „entweder-oder“) zu finden. Das paradoxe Mindset fördert die Auseinandersetzung mit den Spannungen in einem wiederkehrenden Prozess des Sinnfindens und Sinnstiftens. Dieser Prozess stößt im Austausch mit den unterschiedlichen Stakeholdern die Entwicklung gemeinsamer „sowohl-als auch“ Denkmodelle, kreativer Herangehensweisen und schrittweisen Lernens an. Somit stärkt die paradoxe Sichtweise die Fähigkeit von Organisationen konstruktiv mit Herausforderungen umzugehen und diese in Chancen zu verwandeln – es macht sie resilienter. Der Beitrag schließt mit drei zusammenfassenden Empfehlungen für das Krisenmanagement.

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Learning before and during the COVID-19 outbreak: a comparative analysis of crisis learning in South Korea and the US

Cited by 17 publications

References 50 publications

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19

The Organic Turn: Coping With Pandemic and Non-pandemic Challenges by Integrating Evidence-, Theory-, Experience-, and Context-Based Knowledge in Advising Health Policy

Vom Paradox zur Resilienz in der Krise: Ein Modell für erfolgreiches Krisenmanagement

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