Shadow pandemic: domestic violence and child abuse during the covid-19 lockdown in India

Ravichandran, Prabhadevi; Shah, Anuradha Kunal; Ravichandran, P.

doi:10.18203/2320-6012.ijrms20203477

Cited by 16 publications

(18 citation statements)

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“…The phrase is typically used to ensure that our students are safe and have their basic needs met before online learning commences. Domestic violence and child abuse are on the rise as the perpetrators are many a time at home or in the neighbourhood, which is a mental distraction and threat to the learners (Ravichandran & Shah, 2020). With students now experiencing homeschooling during this COVID-19 pandemic, conducive environment at home for all standards and socio-economic conditions is not uniform.…”

Section: Discussionmentioning

confidence: 99%

A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning

Pokhrel¹,

Chhetri

2021

Higher Education for the Future

1,670

1,065

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The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place. Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.

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Section: Discussionmentioning

confidence: 99%

A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning

Pokhrel¹,

Chhetri

2021

Higher Education for the Future

1,670

1,065

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show abstract

“…School closures and strict containment measures mean more families have been relying on technology and digital solutions to stay engaged in learning, be entertained, and remain connected to the outside world. Substantial increases of time spent on virtual platforms is reported to impact on domestic violence and child abuse as the perpetrators are often at home or in the neighborhood, which is a mental distraction and threat to the learners (Ravichandran and Shah, 2020).…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers

Godber

Atkins

2021

Front. Educ.

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The phenomenon of the Covid-19 lockdown in New Zealand during 2020 enabled two Higher Education (HE) lecturers to reflect on grappling with new technologies, changes in lifestyle and livelihoods, and the impact that social isolation had on Bachelor of Sport and Recreation (BSR) students as they shifted to emergency “remote” teaching and learning. This paper presents personal narratives, authored collaboratively by lecturers Anna and Hana (pseudonyms), engaging with a socio-ecological systems framework. The systems framework presents a layered, multi-faceted approach to reveal the complexity of the impacts of Covid-19 on HE teaching and learning. In-depth analysis of the microsystems, mesosystems, and macrosystems making up their systems framework, serve to highlight specifically how Anna and Hana interpreted their own and their university students’ responses to the unprecedented measures imposed on their lifestyle (home), livelihood (employment), and HE experience (online learning). By applying an autoethnographic methodology, this paper acknowledges and celebrates the lecturers’ subjectivity, emotionality, and influence on the presented research. As educators, their critical self-reflections are authentic and timely, expressing key concerns and considerations, while searching for optimal solutions to deliver equal and equitable learning opportunities for all students. A unique characteristic of this phenomenon was the inability (due to COVID-19 restrictions) of students who learn through practical contexts, to enact kinesthetically in a meaningful manner, and the subsequent implications on their learning. This paper presents a snippet of the lecturers’ reflective practice, co-constructed from recollections, memories, and anecdotal evidence, against a backdrop of current Covid-19 research on the effects of the pandemic, on teaching and learning globally. Whilst this paper sheds light on the experiences of two HE lecturers during the COVID-19 lockdown, a collection and analysis of “student” voice, is recommended. This paper concludes that a collaborative autoethnographic approach during exceptional circumstances, such as natural disasters, pandemics, and other disruptive situations, provides an opportunity for professional self-observation and self-reflective practice that is mutually beneficial, and empowering. These insights provide shared critical knowledge to sustain achievement while averting negative impacts, for students and lecturers alike.

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“…During the COVID-19 pandemic, various studies have focused on the issues related to education settings. For example, the impact on education [15][16][17], innovative learning technology issues [18][19][20], and even the impact on international higher education and student mobility [10] have been explored. Studies on international students have not sufficiently explored the effects of situational factors on students' satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Detecting the Institutional Mediation of Push–Pull Factors on International Students’ Satisfaction during the COVID-19 Pandemic

Chang¹,

Chou²

2021

Preprint

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In this study, we designed a structural model to determine the relationships among push–pull factors, institutional situations, and satisfaction during the COVID-19 pandemic. The 17 selected indicators fell under five domains, namely push factors, pull factors, institutional leadership, international strategies, and satisfaction. Structural equation modeling (SEM) was used to verify the assumptions of the model. Based on 1005 degree-seeking international students' views, this study found that push and pull factors may coincidentally exist, and their functions can be modified by institutional situations. The findings suggest pull factors will, through institutional leadership, impact students' satisfaction, while push factors will not. Moreover, the detection of institutional mediation can provide useful information for specific institutes to develop their future recruiting or retaining strategies. These findings enriched our knowledge of the field during the pandemic. For future studies, this design may be useful to interpret the phenomena of global student mobility in higher education settings.

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Shadow pandemic: domestic violence and child abuse during the covid-19 lockdown in India

Cited by 16 publications

References 0 publications

A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning

A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning

COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers

Detecting the Institutional Mediation of Push–Pull Factors on International Students’ Satisfaction during the COVID-19 Pandemic

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