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Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (31 March 2024) | Viewed by 22654

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Dr. Palitha Edirisingha

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Guest Editor

School of Education, University of Leicester, Leicester LE1 7RH, UK
Interests: technology-enhanced learning; digital literacy; digital divide; international education; learning design

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has changed all aspects of our lives. Depending on where we live, some of us are just beginning to emerge from multiple cycles of national and local lockdown measures. As the first lockdown measures were introduced in the early part of 2020, schools and universities have had to close their physical buildings on short notices. Teachers have had to devise new approaches to teaching online with limited resources and time available. Waves of lockdown measures as well as national and local regulations on social distancing meant that schools and universities have had to find innovative ways to offer classes to their students.

The purpose of Series 2 of this Special Issue is to report studies on the use of online, remote, and blended teaching and learning methods at all levels of education since the early stages of lockdown teaching. We are interested in papers on the practice, policy, and theoretical perspectives of teaching and learning that would inform our future practice of education. We would like to receive contributions that explore the impact of remote teaching on students, teachers, and parents, for example, from the perspectives of the digital divide/digital poverty, digital literacy, and mental health and well-being. We are also interested in teaching and learning innovations that have been developed during this remote teaching period that would be useful for improving our future teaching approaches.

The following is a short list of themes that the Special Issue is interested in:

The different pedagogical approaches that have emerged as a result of teachers’ rapid adaptation to online methods for their teaching;
The challenges faced by school and university leaders in moving to online teaching and management of schoolwork;
Impact of remote teaching on students, teachers, and parents, for example, regarding the digital divide/digital poverty, digital literacy, and mental health and well-being;
Parents’ involvement in their children’s learning;
Methodological approaches used in researching this unprecedented phenomenon of learning online in lockdown conditions;
Rapid approaches to designs for online learning; and
Learning opportunities provided and emerged in the non-formal education sector to cope with lockdown conditions.

The contributions could be based on one or mixture of methods including:

Primary data (using online or face-to-face methods) collected from teachers, students, parents, and learning technology professionals;
Secondary data such as documents including publicly accessible videos created by teachers to show their online teaching methods, blog posts written by teachers, and other documents available on the internet relevant to the research topic; and
Systematic reviews of published literature.

Dr. Palitha Edirisingha
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

remote teaching
remote learning
distance learning
online learning
technology-enhanced learning
COVID-19
teacher professional development
teaching and learning in emergencies

Published Papers (11 papers)

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Research

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10 pages, 488 KiB

Open AccessArticle

Synchronous Distance Learning: Effects of Interest and Achievement Goals on Police Students’ Learning Engagement and Outcomes

by Markus H. Hefter and Holger Nitsch

Educ. Sci. 2024, 14(2), 118; https://doi.org/10.3390/educsci14020118 - 24 Jan 2024

Viewed by 806

Abstract

Online learning has boomed, especially in synchronous settings. Questions remain open regarding the influence of interruptions and learner factors such as interest and achievement goals on learning engagement and outcomes. To address these questions, the present field study relied on a synchronous online course and evaluated it with a sample of 136 police students (M_age = 29.58 years). Not only did the online course foster students’ self-efficacy, it was also given similarly high evaluations to previous offline iterations of the course. Furthermore, the students’ self-perceived learning gains correlated highly with actual test performance. Their interest was a positive predictor of these learning gains, whereas work avoidance goals were a negative predictor of learning gains. Learning engagement mediated these effects. Finally, learning outcomes and interruptions were negatively associated. Our results imply that instructors should consider interest and achievement goals as important learning predictors, as well as the detrimental effects of interruptions on learning outcomes. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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12 pages, 1462 KiB

Open AccessArticle

Indian Parents’ Perceptions of Children’s Psychological Wellbeing and Academic Learning during COVID-19

by Pavneet Kaur Bharaj, Sarah Hurwitz, Nirmal Govindaraju, Arya Karumanthra, Annie Jacob, Sreehari Ravindranath and Adam Maltese

Educ. Sci. 2023, 13(11), 1146; https://doi.org/10.3390/educsci13111146 - 16 Nov 2023

Viewed by 1201

Abstract

Indian children experienced large-scale disruption in educational, psychological, and social welfare access when schools abruptly closed due to COVID-19. In addition to education, the Indian public school system provides services such as meals and benefits related to improving gender parity and indirectly preventing child labor, child marriages, and abuse. Therefore, sustained school closures led to an unfolding disaster in terms of learning loss and multiple unknown effects on children’s social and psychological wellbeing. This descriptive study attempts to understand these consequences by asking Indian parents about the emotional, psychological, and academic impacts on their children. Results suggest an adverse impact on children’s education and wellbeing. Families reported higher levels of psychological distress, anxiety, and aggression among children. However, the manifestations and ramifications seem to be different—while families from low-income segments struggled to get access to digital devices, others in upper-income segments had to confront excessive device time use. The results suggest that there is a need for a concerted, sustained, multipronged, differential response from the government and civil society to ensure that families can handle these challenges accordingly. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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14 pages, 1714 KiB

Open AccessArticle

The Algorithm for Assessing the Effects of Distance Education in General Education on Students’ Academic Results

by Vaidas Gaidelys, Rūta Čiutienė, Gintautas Cibulskas and Asta Baliute

Educ. Sci. 2023, 13(9), 957; https://doi.org/10.3390/educsci13090957 - 19 Sep 2023

Cited by 1 | Viewed by 981

Abstract

Distance education has gained great interest during the COVID-19 pandemic, when schools all over the world faced the challenge of transferring the traditional education processes to digital platforms. In this context, school communities not only discovered the new opportunities, but also encountered a number of problems when trying to provide high quality distance education and minimise learning losses for students. The rapid transition to distance education has had a negative impact on the academic results and daily routines of the students from all social groups, especially socially vulnerable families. Thus, it has become relevant to research various aspects of students’ learning losses. The purpose of this article is to theoretically substantiate the algorithm intended for assessing the effects of distance education on students’ academic results. The research was based on the methods of scientific literature analysis, secondary data analysis, theoretical modelling, inductive content analysis, and expert evaluation. The algorithm is intended for general education institutions. Results: After conducting scientific literature and secondary data analysis, the theoretical model for assessing the effects of distance education on students’ academic results was developed and substantiated. The model consists of four structural parts, represented by 11 criteria, which reveal the effects of distance education in general education following the appropriate algorithm. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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17 pages, 482 KiB

Open AccessArticle

Autism Spectrum Disorder and Remote Learning: Parents’ Perspectives on Their Child’s Learning at Home

by Stephanie Hernandez and Lisa D. Bendixen

Educ. Sci. 2023, 13(7), 716; https://doi.org/10.3390/educsci13070716 - 14 Jul 2023

Viewed by 2306

Abstract

The sudden change in educational setting during the COVID-19 pandemic naturally raised questions about students’ educational attainment. Access to in person teaching and special education services became restrictive and parents had to consider becoming more involved in their child’s academic attainment. This exploratory case study examined parents’ experiences in providing support to their child with autism spectrum disorder (ASD) during quarantine where they engaged in remote learning. The parents were interviewed mid 2021 using Zoom. Interview questions were generated through the lens of Vygotsky’s Zone of Proximal Development and Scaffolding. The participants consisted of parents (n = 3) with a child who was medically diagnosed with autism. The children (n = 3) were in primary school and between the ages of 5–9. Three major themes emerged in all of the families. Families had a successful transition experience where they were initially concerned with remote learning but eventually became accustomed to the new learning setting. Secondly, families expressed having a productive home learning environment using a routine that incorporated a strong team of educational and therapeutic professionals helping in different areas of their child’s development. Thirdly, all parents provided ongoing parental assistance that established guidance throughout remote learning. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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18 pages, 707 KiB

Open AccessArticle

Using SenseMaker^® to Understand the Prioritization of Self-Care and Mental Health of Minoritized Engineering Students during the 2020 Global Pandemic

by Racheida S. Lewis, Trina Fletcher, Animesh Paul, Diane Abdullah and Zaniyah V. Sealey

Educ. Sci. 2023, 13(7), 643; https://doi.org/10.3390/educsci13070643 - 23 Jun 2023

Viewed by 1351

Abstract

The 2020 global pandemic caused by COVID-19 forced higher education institutions to immediately stop face-to-face teaching and transition to virtual instruction. This transition has been difficult for engineering education, which has strong hardware, software, and practical/laboratory components, and has further exacerbated the personal and professional experiences of minoritized students in engineering. This study sought to answer the following overarching research question: How has the abrupt transition to online instruction due to COVID-19 affected students traditionally underrepresented in engineering? The abrupt transition for minoritized students and their decision to prioritize their mental health was further explored to answer the following: (1) How many minoritized students chose to prioritize their mental health? (2) How do minoritized students describe their experiences and choices to prioritize (or not) their mental health? Using SenseMaker, participants shared stories using the following prompt: Imagine you are chatting with a friend or family member about the evolving COVID-19 crisis. Tell them about something you have experienced recently as an engineering student. After completing their narrative, a series of triadic, dyadic, and sentiment-based multiple-choice questions were presented. Student responses varied, including positive experiences, which resulted in a strong prioritization, while others had negative experiences resulting in varied prioritizations. Some students chose to prioritize their mental health to remain mentally and emotionally healthy; some with negative experiences abandoned self-care strategies in order to tend to the needs of academics and family. Participants’ decisions to prioritize their mental health were not monolithic. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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14 pages, 267 KiB

Open AccessArticle

Medical Students’ Participation in Social Studying and Learning during COVID-19

by Benjamin J. Mead, Suzanne Estaphan and Gerry Corrigan

Educ. Sci. 2023, 13(4), 380; https://doi.org/10.3390/educsci13040380 - 08 Apr 2023

Cited by 1 | Viewed by 1172

Abstract

COVID-19 transformed the medical school learning environment. How social studying and learning (SSL) may have changed was considered worthy of exploration. This study describes the effect of the learning environment transformation on how SSL is conducted by medical students and the reasoning behind any changes. A post-positivist stance was adopted with a mixed method convergent-parallel approach. An online survey explored the participation rate and nature of SSL and how these related to literature-identified underpinning factors that influence participation in SSL. A follow-up interview explored the survey responses. A total of 87 survey responses were collected. Following exclusion of incomplete responses, 57 responses were analysed, and nine follow-up interviews were conducted. Cross-tabulation and logistic regression were conducted to analyse the quantitative data and thematic analysis was conducted to analyse the qualitative data. No significant difference was observed in SSL participation rate during COVID-19. Students transitioned from in-person to Zoom meetings for sensibility, ease and convenience. Students continued participating in SSL for motivation and began participating for accountability, focus and replacement of lost social interaction. The same content was studied using a wider range of activities. Significant decreases were observed in students’ perception of the effect of a range of factors. The observed changes to SSL during online learning suggest that SSL is integral for many medical students and will be adapted as required. Given that medical school will always involve some periods of online learning, understanding of the nature of and driving factors behind how medical students engage in SSL during online learning may enable medical educators to support all aspects of student learning. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

17 pages, 776 KiB

Open AccessArticle

Preservice Teacher Perceptions of the Online Teaching and Learning Environment during COVID-19 Lockdown in the UAE

by Philip John Anderson, Dawn Elizabeth England and Laura Dee Barber

Educ. Sci. 2022, 12(12), 911; https://doi.org/10.3390/educsci12120911 - 12 Dec 2022

Cited by 3 | Viewed by 1863

Abstract

(1) Background: In March 2020, the United Arab Emirates Ministry of Education (MoE) closed all schools and universities in response to the global COVID-19 pandemic. All lessons had to be delivered online. This mixed methods case study explores responses to this change in learning environment from 35 BA Education and Early Childhood Studies preservice teachers at a British university in Dubai. The research sought to understand the impact of the sudden move to home learning and the ways in which it affected student communities alongside student perceptions of the online learning environment. (2) Methods: Quantitative data was collected via questionnaires allowing students to consider past experiences while reflecting on their approaches to the online environment. Weekly focus groups were held online to track the student experience and understand the influence of different pedagogical approaches. (3) Results: The research found most students maintained a ‘deep’ or ‘strategic’ approach to learning. (4) Conclusions: Despite students declaring the period of emergency online learning as successful, there was a strong preference for the traditional lecture format over alternative approaches, stating subjective feelings of belongingness and connectedness to the physical campus. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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19 pages, 867 KiB

Open AccessArticle

Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

by Chu Yun Phua, Kah Heng Chua and Way Kiat Bong

Educ. Sci. 2022, 12(12), 884; https://doi.org/10.3390/educsci12120884 - 01 Dec 2022

Cited by 1 | Viewed by 2602

Abstract

The COVID-19 pandemic has resulted in emergency remote teaching in many countries. In Malaysia, not all households were prepared for remote teaching. This has caused some groups of students to be left out. Therefore, in this study we aim to investigate the experiences of parents and teachers concerning inclusiveness of the education delivered via virtual classrooms during the pandemic time in Malaysia. Questionnaires were distributed online to gather feedback from parents, teachers and anyone having both roles. 379 respondents completed the questionnaire. The findings indicate that stable Internet access, adequate information and communications technology (ICT) competencies among teachers and parents, and a more holistic role of the Ministry of Education could contribute to implementing a more inclusive remote teaching. Statistical data showing significant associations suggest that parents and teachers having master’s degree and above tended to be more concerned with providing inclusive remote teaching to the students. Readiness in making virtual classrooms more inclusive was higher among those teaching science and mathematics subjects than those teaching art and humanities subjects. An implication of this study is to guide the implementation of digital teaching and learning in the future, considering the involvement of policy makers, researchers, teachers, and parents. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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18 pages, 2184 KiB

Open AccessArticle

Assessment of COVID-19’s Impact on EdTech: Case Study on an Educational Platform, Architecture and Teachers’ Experience

by Natalia Lara Nieto-Márquez, Alejandro Baldominos, Manuel Iglesias Soilán, Elisa Martín Dobón and J. Alexandra Zuluaga Arévalo

Educ. Sci. 2022, 12(10), 681; https://doi.org/10.3390/educsci12100681 - 07 Oct 2022

Cited by 4 | Viewed by 2168

Abstract

The education sector has been confronted with different challenges due to the situation caused by the pandemic, when families were asked to be confined at home as well as return when schools were opened. This lockdown situation presented both a challenge for the EdTech sector and for teachers and families. Consequently, this study analyzes the importance of online methodologies, usage of an educational resource example, and the impact of the lockdown. Thus, these objectives are assessed from different perspectives such as users’ consumption, technical challenges of cloud architecture and experience from teachers who have used the platform during the lockdown. In this way, to understand the challenges of Cloud architecture, the structure of the Pre-COVID-19 platform and the changes implemented to adapt to the new needs are described. An increase in schools’ subscriptions was observed when home lockdown was decreed, the differences in usage with the return to the classroom are also discussed. The research methodology entailed an assessment instrument developed for teachers. Teachers highlight the contents of Smile and Learn platform and their motivational characteristics for the students’ learning. The assessment points out the limitations that many teachers face while using these resources. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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13 pages, 1741 KiB

Open AccessArticle

Behavior of Czech Teachers in the Techambition System during the COVID-19 Epidemic

by Veronika Havelková and Antonín Jančařík

Educ. Sci. 2022, 12(1), 7; https://doi.org/10.3390/educsci12010007 - 24 Dec 2021

Cited by 2 | Viewed by 2078

Abstract

In 2020, the global pandemic of COVID-19 significantly affected most human activities, including education. Many countries took anti-epidemic measures to reduce or eliminate the pandemic, which often included reduction or cancellation of full-time face-to-face school education. This, of course, went hand in hand with a number of technical, organizational, and pedagogical-didactic issues that had to be solved instantly. The presented study analyzes the behavior of more than 1000 secondary school teachers in the e-learning system named Techambition for mathematics education developed by the company with the same name. In the study, data from the spring and autumn 2020 waves of the pandemic are analyzed and presented (the period from 1 March 2020 until 18 March 2021). The main outcome of the study is a description of the basic types of approaches to teaching, based on cluster analysis of the collected data. The collected data show three basic types of teachers’ behavior during spring 2020 that were identified based on their characteristics: organized, hardworking, and seekers and three basic types of teachers’ behavior during autumn 2020: organized, seekers, and experimenters. As part of the findings, we present an interpretation of the data through the description of individual groups and monitor the changes in teachers’ behavior between the spring and the autumn 2020 period of the pandemic. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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Review

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26 pages, 354 KiB

Open AccessReview

Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era

by Simone Nomie Sato, Emilia Condes Moreno, Alejandro Rubio-Zarapuz, Athanasios A. Dalamitros, Rodrigo Yañez-Sepulveda, Jose Francisco Tornero-Aguilera and Vicente Javier Clemente-Suárez

Educ. Sci. 2024, 14(1), 19; https://doi.org/10.3390/educsci14010019 - 24 Dec 2023

Cited by 1 | Viewed by 4410

Abstract

This review examines the transformation of educational practices to online and distance learning during the COVID-19 pandemic. It specifically focuses on the challenges, innovative approaches, and successes of this transition, emphasizing the integration of educational technology, student well-being, and teacher development. The COVID-19 pandemic has significantly transformed the educational landscape, necessitating a rapid shift to online and distance learning. This review has highlighted key strategies and innovations in online teaching, emphasizing the importance of engaging, adaptable, and inclusive educational practices. It underscores the need for continuous professional development for educators, the integration of advanced technological tools, and the importance of prioritizing student well-being and academic success in digital environments. As we move forward, the insights gathered from this experience will be invaluable in shaping a resilient and dynamic educational framework that is well suited for the post-pandemic era, focusing on inclusivity, engagement, and the effective use of technology to enhance learning experiences. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2)

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