Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Starkey, Louise; Shonfeld, Miri; Prestridge, Sarah; Cervera, Mercè Gisbert

doi:10.1080/1475939x.2021.1866838

Cited by 52 publications

(33 citation statements)

References 12 publications

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“…To ensure efficient teaching and learning, ‘Engineering Education’ as a specific discipline of the higher education is particularly described as unique in its teaching and learning; using practical exercises, experiments and laboratory methods (Ożadowicz, 2020 ). Teachers/academic adopted both synchronous and asynchronous approaches to delivering teaching and learning that provides interactive and collaborative activities in response to the COVID-19 pandemic to support students’ learning (Starkey et al, 2021 ). As the World Bank describes the COVID-19 pandemic is a stress test for the global education system, as educational institutions are moving teaching and learning online on a scale never seen before due to the COVID-19 pandemic.…”

Section: Pedagogy and Technology In Engineering Educationmentioning

confidence: 99%

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Ahmed

Opoku²

2021

Educ Inf Technol

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Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

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Section: Pedagogy and Technology In Engineering Educationmentioning

confidence: 99%

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Ahmed

Opoku²

2021

Educ Inf Technol

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“…On the other hand, some scholars mention that the complex process of adopting technology in the assessment process raises other problems. This complexity is influenced by the teacher's individual and technical factors that vary among them (Atmojo & Nugroho, 2020;Starkey et al, 2021). According to Mimirinis (2019), the teacher's belief in how technology is utilized in assessment practices is also regarded as the crucial factor affecting the teacher's decision in using technology-based assessment.…”

Section: Introductionmentioning

confidence: 99%

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Prastikawati

2021

ELTF

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The spread of the pandemic COVID-19 has made many changes in educational policy such as the assessment in English teaching and learning process. The process and procedures in the assessment need to be adjusted from face-to-face assessment into blended and online assessments. Not only English teachers, pre-service EFL teachers are also required to be ready and adapt to the changes quickly. To adapt it, the integration of technology in the assessment process has been examined. However, the involvement of technology in the area of formative assessment remains underexplored, particularly in the teaching practicum conducted by pre service EFL teachers. The present study is trying to fill the gaps by investigating pre-service EFL teachers’ perception on technology-based formative assessment which is implemented in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likertscale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL teachers who agreed and volunteered to be in a semi-structured interview. The findings show that the involvement of technology in formative assessment is perceived positively by pre-service EFL teachers in their teaching practicum during the pandemic COVID-19. They confess that technology has played its practical role in helping them assess their students. Further, the implementation of technology-based formative assessments promotes the students’ performance.

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“…[1][2][3] Covid-19 has forced educational institutions to shift from in-person to online learning. [4][5][6][7] Developing e-learning contents and providing el-learning opportunities is one of the areas advancing rapidly. [4,8] E-learning, known as electronic learning, unites two areas, learning and technology.…”

Section: Introductionmentioning

confidence: 99%

E-learning in nursing education in Rwanda: A middle-range theory

Harerimana

Mtshali²

2021

JNEP

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Background: The rapid development of technology has compelled tertiary institutions to devise innovative teaching strategies to meet the students’ needs and market’s demands. Recently, the Covid-19 pandemic is forcing educational instructions to shift from in-person to online learning. E-learning is one of the areas advancing rapidly and which provide promises in nursing education. The aim of this study was to develop a middle-range theory to guide the utilisation of an e-learning platform in nursing education in the context of Rwanda.Methods: A grounded theory approach, following Strauss and Corbin, was used. The study population included nurse educators, nursing students, Information and Communication Technologies (ICT) managers, and experts in e-learning and nursing education. The sample size consisted of 40 participants. Data were collected using in-depth interviews, focus group discussion and document analysis. Data analysis was guided by Strauss and Corbin’s grounded theory framework, which facilitated the middle-range theory development.Results: Implementation of e-learning in nursing education emerged as the central concept in this model. E-learning was viewed as a mechanism to advance the country’s political agenda to integrate technology in higher education, a tool to widen access to nursing education, a student-centred approach, and blended learning. The implementation of e-learning was facilitated by catalyst agents such as institutional support, e-readiness, partnerships and collaboration, policies and regulations, effective working learning management system, and bridging the digital divide. Integration of e-learning in nursing education was expected to improve nursing education quality and increase competent nurses and midwives graduates.Conclusions: This study highlights the importance of e-learning in nursing education. The adoption of the innovative, technology-enabled nursing education models would augment capacity to scale up nursing and midwifery education, enhance the quality and relevance of training, and adopt equity-focused policies. This model is a tool to facilitate the establishment of a supported network learning space in nursing education in a fluid and dynamically changing nursing practice context.

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Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Cited by 52 publications

References 12 publications

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

E-learning in nursing education in Rwanda: A middle-range theory

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