Special Issue "Online and Distance Learning during Lockdown Times: COVID-19 Stories"
Deadline for manuscript submissions: closed (31 March 2021) | Viewed by 304994
A printed edition of this Special Issue is available here.
The rapid spread of the new Coronavirus (Covid-19) has changed all aspects of life including formal education all over the world. As Covid-19 became a pandemic, many countries began to introduce various lockdown and social distancing measures, with schools and universities having to close their campuses. Teachers and school leaders had limited time to prepare for remote online teaching. These unprecedented developments provide a useful context for researchers, practitioners and policy makers to examine how teachers, students and parents respond to a public health emergency and overcome barriers to education.
The purpose of this special issue is to report empirical and theoretical work on the use of online / distance / remote and blended teaching and learning methods in all levels of educational contexts during these unprecedented times. In this special issue, we are interested in contributions that explore how remote teaching and learning methods might have helped teachers, educational leaders and policy makers to develop innovative ways of delivering lessons, managing educational institutions; how students engage with learning and study activities; and how parents support their children’s learning during the pandemic (covering the whole of the year 2020). We are interested in papers that report not only primary data, but also work based on secondary data analyses and systematic reviews of published work. We are also interested in position papers that looks into how educational institutions might need to rethink their teaching and learning provision as we learn to live with health and other emergencies such as Covid-19.
The knowledge that we gain from exploring the developments of teaching and learning approaches in many countries and educational contexts in response to the pandemic would be useful for all stake holders in education to reconsider the future of education, to meet the challenges in the months, and possibly, years to come.
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 of online methods for their teaching
- The challenges faced by school and university leaders in moving to online teaching and management of school work
- Technological developments that help teachers and students to continue their teaching and learning
- Students’ engagement with online delivery of teaching, strategies that they develop to learn from home while in lock down conditions
- Parents’ involvement in their children’s learning
- Methodological approaches used in researching this unprecedented phenomenon of learning online in lockdown conditions
- Digital literacy skills and teachers’ professional development
- Rapid approaches to design for online learning
- Online assessment methods
- Learning opportunities provided and emerged in the nonformal education sector to cope with lockdown conditions.
The contributions could be based on one or mixture of methods:
- 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 on showing their online teaching methods, blog posts written by teachers, and other documents available on the internet relevant to the research topic.
- Theoretical discussions
- Reports on technological and pedagogical developments
Dr. Palitha Edirisingha
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 1400 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.
- Distance learning
- Online learning
- Technology-Enhanced Learning,
- Teacher professional development
- Remote learning
- Teaching and learning in emergencies