Response of educational institutions to COVID-19 pandemic: An inter-country comparison

Babbar, Mansi; Gupta, Tushita

doi:10.1177/14782103211021937

Cited by 79 publications

(68 citation statements)

References 62 publications

(137 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Anecdotally, just providing online resources and hoping that students will engage with them is not enough -without direction of their online activities, students are not engaging with the materials, resulting in a low level of academic understanding and limited active learning. Online teaching content and activities should therefore be more carefully considered since they require a completely different pedagogic approach to face-to-face teaching (Babbar & Gupta, 2021;Orlov et al, 2021;Pandya et al, 2021). In addition, the motivations, wellbeing and online engagement patterns of students need to be much better understood, and mechanisms put in place to support student learning more effectively.…”

Section: Discussionmentioning

confidence: 99%

“…The COVID-19 pandemic has, since societal impacts started being felt around March 2020, necessitated significant and very rapid shifts in the nature, style and mode of engagement in teaching practices globally, at all levels and in all contexts (Ferri et al, 2020;Babbar & Gupta, 2021). The nature of transmission of the COVID-19 virus meant that face-toface teaching and in environments such as classrooms where social distancing could not be observed could no longer take place.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessment practices in Geography under COVID-19: Limitations and opportunities

Knight

2021

JoGEA

View full text Add to dashboard Cite

The COVID-19 pandemic led in 2019 to a very rapid change in the mode of teaching activities globally, from dominantly face-to-face to almost entirely online. Although the initial emphasis in this rapid transition was on technical issues related to e-learning systems, software and internet access, it was also clear that online teaching requires different pedagogic approaches, as demonstrated through the use of online videos, discussion forums, social media as well as other ways of communication and learning engagement between teachers and students. In this process, consideration of the implications of online teaching for discipline-specific learning outcomes and modes of assessment has been very much an afterthought but is critical to address if a generation of informed and articulate global citizens is not to be lost. This paper reviews a range of different assessment types and styles, both individual and group, formative and summative, that can be employed under remote (online) teaching and learning environments, in the discipline of Geography and with a particular focus on the specific needs and challenges found in South Africa. The paper presents and discusses different types of assessment styles and considers their advantages and disadvantages from both teachers’ and students’ perspectives. With respect to the discipline of Geography, the COVID-19 pandemic and its necessitated change in teaching and learning mode may provide an opportunity for different and more innovative styles of assessment than have been previously considered.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessment practices in Geography under COVID-19: Limitations and opportunities

Knight

2021

JoGEA

View full text Add to dashboard Cite

show abstract

“…In this context, virtual laboratories, where available, provided a salutary, even though not complete, replacement of physical laboratories. The rapid implementation in the current teaching process was marked by several challenges [11,12,14] (need for urgent curricula re-design, insufficient infrastructure, and training for the use of online tools, both for teachers and students, cyber security issues, harmful effects of prolonged exposure to electronic devices, etc. ), but also revealed numerous opportunities that were overlooked before.…”

Section: Introductionmentioning

confidence: 99%

“…They allow collaboration in groups to conduct experiments [75], while avoiding, at the same time, the health risks. The COVID-19 pandemic not only increased substantially the degree of implementation and use of VLs in educational institutions but also significantly improved the perception of the teaching staff about their utility [11,12,14,32,67]. Several authors consider that virtual laboratories will continue to be a constant presence in the post-COVID educational landscape, coexisting with physical laboratories [12,67,76].…”

Section: Introductionmentioning

confidence: 99%

A co‐creation experiment for virtual laboratories of mechanics in engineering education

Craifaleanu

2022

Comp Applic In Engineering

View full text Add to dashboard Cite

Based on the background and expertise gained during almost two decades of development and implementation of virtual laboratory applications for teaching mechanics in engineering faculties, the authors propose a novel approach for this field, in which students themselves become developers of educational computer simulations. The method, called DYOVL ("Do Your Own Virtual Laboratory"), was applied, first experimentally and then on a regular basis, with gradual optimization during consecutive years, within the practical sessions of the mechanics course taught to students in automatic control and computers. An educational website, containing application examples and several downloadable resources, was recently developed, to assist teaching by the new method. The co-creative character of this process is manifold, as students work together with the teaching staff and with their team colleagues to program virtual laboratory applications or to suggest improvements for the existing ones. The method demonstrated favorable outcomes in terms of engagement, motivation, and inclusiveness, as well as a positive attitude of the students, shown both by pre-and during-COVID satisfaction surveys. To assist potentially interested academic staff in implementing this approach in their universities, detailed methodological guidance is provided.

show abstract

“… 5 , 8 Challenges as poor internet access, laptop shortages, difficulty in understanding digital admission processes, lack of self-motivation to study were observed across countries. 9 In this context, screen-time activities increased due to online schooling, online socializing and limited non-screen-based activities, physical exercise and social interactions were very abundant. 8 Data from the Health Behavior in School-aged Children study, in Czech Republic, showed that about one third of the students reported economic and psychosocial disruptions to their family life during lockdown, but that 79% also indicated that they had positive opportunities for family interactions or learning new contents.…”

Section: Introductionmentioning

confidence: 99%

Distress symptoms during the COVID-19 lockdown: A study with the general population of the United Arab Emirates

Abduelkarem¹,

Samorinha²,

Sharif³

et al. 2022

PharmPract

View full text Add to dashboard Cite

Background: Since the declaration of the COVID-19 pandemic, the United Arab Emirates (UAE) government has taken a series of preventive measures to control the spread of the Coronavirus. Dealing with the unforeseen challenges caused by the pandemic has had a profound impact on people all around the world. Pharmacists played an important public health role during the COVID-19 pandemic, and they were the first point of contact with the public and the first source of information, providing accurate and reliable management and preventive measures. The aim of this study was to analyse the distress symptoms and the associated factors among a sample of the UAE population. Materials and Methods: This was an observational cross-sectional study conducted over the period of September to October 2020. A bilingual online self-administered questionnaire was distributed among individuals aged 15 years and above. Data was analyzed using Statistical Package for Social Sciences (SPSS). Results: Most of the students in the sample found online learning less effective than in-class learning. Among these, 49.9% and 62.8 % reported that they had normal sleep and eating habits, respectively. In all the sample, most of the participants (96%) were adherent to preventive measures. Higher levels of distress during the COVID-19 lockdown were found among females, individuals younger than 35 years old, those who neglected personal hygiene and who had worse quality of family gatherings and relationships. Conclusion: This study identified factors associated with distress symptoms experienced by people during the lockdown and perceived attitudes regarding online learning, preventive measures and changes in people’s behaviours and family environment. Knowledge about how lockdown has affected the lives of the populations can be used to design public health interventions aimed at promoting the health and well-being of the communities.

show abstract

Response of educational institutions to COVID-19 pandemic: An inter-country comparison

Cited by 79 publications

References 62 publications

Assessment practices in Geography under COVID-19: Limitations and opportunities

Assessment practices in Geography under COVID-19: Limitations and opportunities

A co‐creation experiment for virtual laboratories of mechanics in engineering education

Distress symptoms during the COVID-19 lockdown: A study with the general population of the United Arab Emirates

Contact Info

Product

Resources

About