Learning in the time of Covid-19: Some preliminary findings

Engelhardt, Bryan; Johnson, Marianne; Meder, Martin E.

doi:10.1016/j.iree.2021.100215

Cited by 34 publications

(35 citation statements)

References 34 publications

(49 reference statements)

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“…Conversely, keeping in mind that this paper is not an empirical study but rather a detailed description of pedagogical approaches for sustainable development, in order to quantitatively determine the students' ability to incorporate sustainability principles into their work, an exhaustive analysis of the results through in-depth educational research approaches remains open for future phases. Thus, the EIG's multidisciplinary team working on the EDS plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program [85], as well as with professionals in the field of educational research, offer a broader and more concrete vision of the determining aspects that most influence the educational phase of students from approaches related to sustainability.…”

Section: Discussionmentioning

confidence: 99%

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Pedagogical Approaches for Sustainable Development in Building in Higher Education

et al. 2021

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Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acquire a sustainable approach to work “soft-skills” competencies into sustainability. For example, research-based tools have helped to revalorize waste both outside and inside the university; they have contributed to more sustainable industrial processes, collaborative research projects, and participation in conferences and scientific publications. Based on academic results, the designed tools are appropriate for teaching in Technical Architecture and Civil Engineering degrees; however, to demonstrate their potential in terms of sustainable education, holistic rubrics based on in-depth quantitative educational research are required. Thus, to analyze the ability of the students to incorporate sustainability principles in their work, the multidisciplinary team presenting this paper plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program of the UPV/EHU.

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Section: Discussionmentioning

confidence: 99%

“…However, due to the special conditions of last year during online classes in the pandemic, the tool requires further research and practice in order to assure that the improvement of students' scores is due to the beam diagram calculator [85].…”

Section: Computational Thinking Experiential Learning Theorymentioning

confidence: 99%

Pedagogical Approaches for Sustainable Development in Building in Higher Education

et al. 2021

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“…Concerns have emphasized an unwavering commitment to quality education and the need for quality control. Evidence, albeit scant, from action research suggests that regardless of the hasty temporal adoption of the online mode, teaching quality has remained a priority during the pandemic, leading to fruitful cooperations of administrators and faculty members to create viable, and hopefully, sustainable means of delivering quality education [20][21][22][23]. Not surprisingly, the experience of online teaching has been perceived by many as an opportunity to acquire digital knowledge and skills to develop a well-balanced integration of physical and digital devices and instructional methods, with the ultimate goal of creating a sustainable ecosystem for active and meaningful learning [24].…”

Section: Concerns Regarding Students' Learningmentioning

confidence: 99%

“…Evidence concerning comparisons of students' academic success (as measured by grades) between face-to-face (pre-pandemic) and online (during the pandemic) have yielded mixed results [20,21,23,34,35], thereby suggesting the need for individual higher education institutions and, most importantly, individual educators, to assess the status of students' learning in the courses they have offered. Yet, the extant evidence has shown that institutional support, through training in the use of technology and instructional methods as well as modeling, is key to students' academic success [20,34]. In the present study, we focus on an institution that has mandated the adoption of the synchronous online mode to all educators and ensured preparation through modeling as well as IT and instructional training.…”

Section: Institutional Responsesmentioning

confidence: 99%

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

2022

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A sustainable education amid a disruptive event (e.g., a pandemic) requires the objective assessment of learning before and during the event and, if necessary, evidence-driven solutions in response to deficiencies. The present action research study illustrates an evidence-based response of educators to the widespread concerns that learning in college students, accustomed to face-to-face courses, might have been damaged during the pandemic by the switch to the online mode. It focuses on general education (GE) courses as they usually enroll students at the beginning of their journey in higher education, and thus, a population that is likely to be particularly sensitive to unforeseen changes. Pass/fail grades in courses taught face-to-face and online synchronously by the same instructors were examined. It was hypothesized that if the switch from face-to-face to online instruction changed the students’ approaches to learning, course performance would differ between the instructional modes. Differences in female and male students’ adaptation responses were expected to be reflected in their course performance. The study found that female students performed better online than face-to-face in Arabic Culture, Natural Science, Math, and Wellness courses. Male students also performed better online in Math and Natural Science courses, whereas they exhibited better performance face-to-face in Arabic Culture, Wellness, and Professional Competency courses. It was concluded that basic indices of uneven performance can guide further analyses into the sources of female and male students’ approaches to instructional modes.

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“…The education sector has suffered the worst decline due to the Covid-19 pandemic (Angrist et al, 2021;Baber, 2021;Sabates et al, 2021). As a result of the Covid-19 pandemic, face-to-face learning has completely changed to online learning in mid-2020 (Becker et al, 2020;Clark et al, 2021;Engelhardt et al, 2021). Online learning seems suddenly cause obstacles to the readiness of educational institutions to carry out online learning.…”

Section: Introductionmentioning

confidence: 99%

Learning Videos to Improving Students’ Reading Comprehension in Elementary School

Lestari

Wibawa

2021

IJEE

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Learning to read during learning activities from home is less effective because reading learning media are difficult to find. This study aims to create a reading learning video development for first-grade elementary school students and develop a reading learning video for first-grade elementary school students whose validity is tested using the ADDIE model. However, due to limited time and resources, the implementation and evaluation stages were not carried out. Thus, only the analysis, design, and development stages are carried out. The data collection of this study used a questionnaire method by providing assessment sheets to two media expert lecturers, two Indonesian language material experts, and two first-grade elementary school teachers. The data from the validation results from the experts were then analysed using the mean formula to determine the average score of the validity of the reading learning videos. The analysis results showed that the average score of the validation of the reading learning video was 4.73, and the validation of the material was 4.81. Based on the results of this analysis, the reading learning video for first-grade students of elementary school was declared valid and had very good criteria. The trial was not carried out on students due to the Covid-19 pandemic. Therefore, it is suggested that other researchers carry out further research to analyze the effectiveness of the instructional videos.

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Learning in the time of Covid-19: Some preliminary findings

Cited by 34 publications

References 34 publications

Pedagogical Approaches for Sustainable Development in Building in Higher Education

Pedagogical Approaches for Sustainable Development in Building in Higher Education

Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education

Learning Videos to Improving Students’ Reading Comprehension in Elementary School

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