Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review

Abstract

It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.

Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic

“…In order to understand disparities in e-learners' self-efficacy, satisfaction, motivation, attitude, and performance globally, an annotated bibliography on related studies that looks at these variables is necessary. Many educational institutions have been forced to close due to the sudden COVID-19 outbreak, and many students have been forced to stay at home and take online courses [8][9][10][11][12][13][14]. With the COVID-19 epidemic underway, there were challenges with STEM (Science Technology Engineering and Mathematics) modules due to practical laboratory sessions and workshops required [15][16][17][18][19][20].…”

Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19

“…This study will look at these characteristics to better understand student engagements, diversity, and cultural differences in e-learners' selfefficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the unexpected COVID-19 outbreak, many educational institutions were compelled to close, 2 of 44 forcing many students to stay at home and attend online courses [11][12][13][14]. STEM (Science, Technology, Engineering, and Mathematics) curricula had difficulties due to the recent COVID-19 pandemic because they require practical laboratory sessions and workshops; hence, the educators have to be trained [15][16][17][18][19][20].…”