Learning during the COVID-19 pandemic: It is not who you teach, but how you teach

Orlov, George; McKee, Douglas; Berry, James; Boyle, Austin; DiCiccio, Thomas J.; Ransom, Tyler; Rees-Jones, Alex; Stoye, Joerg

doi:10.1016/j.econlet.2021.109812

Cited by 97 publications

(75 citation statements)

References 11 publications

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“…There is a move towards a more holistic paradigm, where learning is more integrative and organized around problems, instead of specific discipline content. This learning approach is aligned with the most recent research, which has found that such pedagogies are more effective at fostering better learning outcomes (Nathan & Sawyer, 2014).…”

Section: Constructivism/learner-centered Educationsupporting

confidence: 66%

‘Virtually’ the same learning outcomes. A case study of a virtual client briefed communication project across borders

Duarte¹,

Riedl²

2021

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As the world becomes increasingly more turbulent, complex and competitive, there has been an increased interest in creativity as the major force to prepare students for these demands. At the same time, digital native students today are used to working in an environment rich with instantly accessible information and knowledge, yet paradoxically students are less satisfied with their courses in the online environment. Educators are thus challenged to use innovative methods to nurture creativity online as they would do in the face-to-face classroom. In 2010, six European universities created an international project, named Cross Border Brand Communication (CBBC) that has taken place every year since but in 2020 took place online due to the Covid-19 pandemic. This article describes and analyzes the best practices resulting from this case and addresses the research questions as to whether the creative learning outcomes and teaching practices online are the same as face-to-face and to what extent are students satisfied with this learning environment. Reflection on the project and case indicates that although learning outcomes online are “virtually” the same, the student experience is inferior to such face-to-face projects.

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Section: Constructivism/learner-centered Educationsupporting

confidence: 66%

‘Virtually’ the same learning outcomes. A case study of a virtual client briefed communication project across borders

Duarte¹,

Riedl²

2021

icono14

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“…The question is whether the disproportions in problems experienced by students with and without reading difficulties will be observable even after the COVID-19 pandemic, when the on-site classes will be returned (even to some extent) or when the COVID-19 threat will be lowered (e.g., after vaccinating the population of students). It is also interesting whether now disadvantaged groups like students with dyslexia (or more broadly saying-with specific learning difficulties) would be further disadvantaged due the remote learning as the pandemic continue or will they accumulate some experience in remote learning which may facilitate the learning process and increase learning outcome as suggested by Orlov and colleagues (Orlov et al, 2021). To find this out, in the future, it would be advisable to continue similar research, as well as include standardized measurements of distress related to the COVID-19 pandemic.…”

Section: Future Research Directionsmentioning

confidence: 99%

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

et al. 2021

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This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).

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“…Developing these issues, in our research we proposed an approach to the assessment of knowledge improvement on the example of a small group of students. The results of the observations indicate that conducting classes in small groups of students encourages them to be actively involved and at the same time plays an important role in mitigating the effects of Covid-19 on student learning [82]. At the same time, the question is not only of who you teach but how you teach [82] taking into account elements of educational technology and high and low achieving students [83].…”

Section: Discussionmentioning

confidence: 96%

The Topic of the Ideal Dairy Farm Can Inspire How to Assess Knowledge about Dairy Production Processes: A Case Study with Students and Their Contributions

et al. 2021

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The dairy farm and on-farm production processes are the subject of numerous evaluations. These are not only evaluations of the economic efficiency of milk production. Opinions expressed by various social groups are also an important contribution to improving the approach to milk production on the farm. As a result of such opinions, a vision of an ideal dairy farm may be formed. The aim of the study was to develop the thematic area of an ideal dairy farm in the opinion of two groups of students who were learning remotely (in the distance learning system) due to the Covid-19 pandemic. The first group consisted of six Erasmus+ students. The second group consisted of 70 full-time Polish students. As part of their homework, the students answered three questions about the ideal dairy farm. Students had 4 weeks to do their homework. Erasmus+ students’ homework was used to propose a ranking method for assessing the answers to three questions by the students themselves. Homework of Polish students was used to analyze the frequency of using certain keywords. Polish students, in their homework on the ideal dairy farm, mainly used the basic concepts related to dairy production. Unfortunately, a very small number of students used terms that represent a responsible approach to dairy production, including ethical aspects, freedom, sustainability, animal pain, antibiotics, and organic milk production. In conclusion, it was indicated that the curriculum should be structured in such a way as to raise students’ awareness of dairy production and its current challenges.

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Learning during the COVID-19 pandemic: It is not who you teach, but how you teach

Cited by 97 publications

References 11 publications

‘Virtually’ the same learning outcomes. A case study of a virtual client briefed communication project across borders

‘Virtually’ the same learning outcomes. A case study of a virtual client briefed communication project across borders

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

The Topic of the Ideal Dairy Farm Can Inspire How to Assess Knowledge about Dairy Production Processes: A Case Study with Students and Their Contributions

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