Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia

Basilaia, Giorgi; Kvavadze, D. K.

doi:10.29333/pr/7937

Cited by 1,104 publications

(1,016 citation statements)

References 15 publications

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“…Many other Zambian universities such as Mulungushi, Eden, Copperbelt, Mukuba university… have also migrated to digital-learning platforms to ensure that students do not miss out on learning or remain behind on the coverage of the course outlines since they are still expected to write their final exams towards the end of the academic year. This is not surprising as (e.g., Basilaia & Kvavadze, 2020) also investigated the capacities of the country and its population to continue the education process at the schools in the online form of distance learning with different digital platforms. Thus, due to the COVID-19 outbreak, teachers and lecturers have been forced to learn digital methods of teaching and delivering content to students.…”

Section: Covid-19 and Digital-learning Platforms In Zambiamentioning

confidence: 96%

Is COVID-19 the Gateway for Digital Learning in Mathematics Education?

Mulenga

Prieto

2020

CONTEMP EDUC TECHNOL

261

154

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Digital learning has reshaped education in many ways. The purpose of this study is to respond to the question of whether COVID-19 is the gateway for digital-learning in mathematics education. To this end, this study explores some uptakes of social media platforms by prospective secondary school teachers. Data was collected from 102 prospective mathematics teachers from the Copperbelt University (CBU). Cluster analysis approach was used. Results revealed that participants' scores for digital learning in mathematics in cluster 2 were higher than those in both cluster 1 and 3. This is a clear indication that prospective teachers in clusters with low scores are more likely to exhibit low skill levels in the use of mobile technology and the adoption of social media in relation to mathematics pedagogy during the COVID-19 crisis. Results show different patterns. However, overall results show that digital learning could be a positive response to COVID-19 closure period.

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Section: Covid-19 and Digital-learning Platforms In Zambiamentioning

confidence: 96%

Is COVID-19 the Gateway for Digital Learning in Mathematics Education?

Mulenga

Prieto

2020

CONTEMP EDUC TECHNOL

261

154

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“…In this new global setup, both ERL and ERT became almost a new normal. Naturally, when a pandemic breaks out in a world characterised by rapid technological developments in digital tools and apps, and in the area of online teaching and learning, there is an inclination to port or migrate teaching and learning to online platforms, and to upscale online teaching and learning resources (Basilaia & Kvavadze, 2020;Chick et al, 2020;Cornock, 2020;Mian & Khan, 2020;Sahu, 2020;Surma & Kirschner, 2020;Taha et al, 2020;Van et al, 2010;cf. Meyer & Wilson, 2011).…”

Section: Online Learning Versus Emergency Remote Learningmentioning

confidence: 99%

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities

Chaka

2020

Preprint

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This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.

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“…Study shows the need for readiness of academic institutes of almost all countries to transform onclass courses and classes into online during the pandemic period (Basilaia & Kvavadze, 2020) which helps to reduce the source of spread of COVID-19 as well as maintain social distance. Online teaching-learning makes social distancing and it is already established norms that social distancing slows down virus transmission during an influenza pandemic (Uscher-Pines et al, 2018).…”

Section: Reviews Of Teaching Learning-related Research During Pandemicmentioning

confidence: 99%

Transition to Online Higher Education during COVID-19 Pandemic: Turmoil and Way Forward to Developing Country - Nepal

Gautam

2020

Preprint

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Every day thousands of academic institutes suspend their classes and students are staying home maintaining social distancing due to the fear of COVID-19 pandemic and Nepal is no exception. Realizing this facts, this study aims to explore the factors for the effectiveness of online mode of classes especially to the on-class course-based students analyzing perception of faculties and students during the COVID-19 pandemic. Based on exploratory research design following mixed methods of qualitative and quantitative procedures for data collection, this study revealed triplet factors as infrastructure- specific, student-specific and teacher-specific as antecedents of effectiveness of online classes to the on-class based courses during pandemic. Students faced anxiety during the COVID-19 pandemic but a higher willingness to learn has little anxiety. The findings significantly contribute to the future management of higher education during the pandemic as well as digs the future path of online and on-class teaching-learning practices in higher education.

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Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia

Cited by 1,104 publications

References 15 publications

Is COVID-19 the Gateway for Digital Learning in Mathematics Education?

Is COVID-19 the Gateway for Digital Learning in Mathematics Education?

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities

Transition to Online Higher Education during COVID-19 Pandemic: Turmoil and Way Forward to Developing Country - Nepal

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