scholarly journals Bridging Digital Divide Amidst Educational Change for Socially Inclusive Learning During the COVID-19 Pandemic

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110608
Author(s):  
Ji Liu
Keyword(s):  
Educational Technology ◽  
Distance Learning ◽  
Student Learning ◽  
Digital Divide ◽  
Learning Experience ◽  
Unintended Consequences ◽  
Education Systems ◽  
School Closures ◽  
Real Risk ◽  
Experience Survey

During the coronavirus disease-19 (COVID-19) outbreak, many education systems were forced to shut down and move learning and instruction online. The future of learning is here before we know it. While the combination of distance learning and educational technology presents a timely solution combating adverse consequences of school disruptions, there is a real risk of channeling learning opportunities through already-existing forms of digital disparity, especially for marginalized populations. China, as one of the first education systems to experience system-wide school closures due to COVID-19, faces critical challenges of digital divide. To examine pandemic ramifications and effective policy strategies taken to mitigate its unintended consequences, this study leverages an original student learning experience survey collected during the pandemic, and documents national and provincial-level COVID-19 education policy responses in China since the initial outbreak. The study uncovers saliency of access to distance learning and educational technology in shaping student learning experiences, and identifies three compelling policy takeaways from the “Disrupted Classes, Undisrupted Learning” initiative, and discuss emerging lessons drawn for crafting an undivided future for remote distance learning.

scholarly journals Technological Approaches in Applied Social learning

2019 ◽  
Vol 19 ◽  
pp. 7485-7492
Author(s):  
Krishnan Umachandran ◽  
Amuthalakshmi P ◽  
Roosefert Mohan T
Keyword(s):  
Educational Technology ◽  
Student Learning ◽  
Industry 4.0 ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Lifelong Learners ◽  
Tutoring Systems ◽  
Digital Learners ◽  
Effective Delivery ◽  
Knowledge Content

Industry 4.0 covers the readiness of achieving expertise that impacts the society, strategy, talent and technology. Individual, social and economic demands pose ever-changing challenges for education and training even in today’s world. In spite of the shrinking rapidity, which progressively affects the cognitive, biological, and information offerings into the new insights on people learning, for an effective reformation to an even more miniature of scientific and technological connect, ultimately on the knowledge content. Today’s students will compete in a technological, diverse, multi-cultural world and must be prepared to thrive in that futuristic environment; therefore, it is vital that today’s pedagogy produce lifelong learners, who can succeed in a global arena. To ensure our educational technology progresses at the rate demanded by today’s ubiquitous digital learners, we are reviewing emerging technologies and traditional teaching methods and propose desirable changes. Further enhancement in student learning and outcomes through technology enabled learning builds alliances among institutional units, employers, community partners and provides the effective delivery of learning services and opportunities to students. Technology depends on the cleverness and the innovative application of theoretical tools from control and estimation for scalability through hierarchy and multi-modality. Educational technology enhances the learning experience for students, faculty, the university and community at large. Hence, to develop a richer context for student learning, covering societal inadequacies, injustices in empowerment to learning access among students, cross-cultural involvements, and opportunity to learn, we deliberate on the latest trends in pedagogy - intelligent tutoring systems and ICT integration that can be modified during their implementation to suit future needs for industry 4.0 requirements.

scholarly journals Learning Loss: A Real Threat in Education for Underprivileged Students and Remote Regions during the Covid-19 Pandemic

2022 ◽  
Vol 7 (1) ◽  
pp. 12-23
Author(s):  
Anju Nofarof Hasudungan ◽  
Ofianto ◽  
Tri Zahra Ningsih
Keyword(s):  
Educational Technology ◽  
Distance Learning ◽  
The Other ◽  
Learning Loss ◽  
School Closures ◽  
Mobile Data ◽  
Remote Areas ◽  
Technology Platforms ◽  
The Government ◽  
Main Factor

This study aims to describe the real threat of learning loss for underprivileged students and remote areas, due to school closures and distance learning in Riau Province, Indonesia. On the other hand, keeping students safe from the dangers of the COVID-19 virus is the main factor. Distance learning is a solution to this dilemma, but it is very difficult for underprivileged students and remote regions to implement, because: 1) Students have never used various educational technology platforms in distance learning 2) Do not have a smartphone and mobile data plans 3) Internet signal in remote areas is not good for distance learning. The results of this study describe, when distance learning was first implemented, as many as 75 % of 206 underprivileged students and ten schools experienced difficulties when using educational technology platforms for distance learning. However, after two years, there has been an increase in the participation of underprivileged students in distance learning. In addition, it has become a habit, subsidized mobile data plans from the government, adaptive curricula and variations in learning methods when distance learning, have become important factor in increasing the participation of underprivileged students and remote regions.

scholarly journals Distance learning, technological devices, lifestyle and behavior of children and their family during the COVID-19 lockdown in Lombardy: a survey

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Marina Picca ◽  
Paola Manzoni ◽  
Gregorio Paolo Milani ◽  
Susanna Mantovani ◽  
Claudio Cravidi ◽  
...  
Keyword(s):  
Distance Learning ◽  
Family Relationships ◽  
Dietary Habits ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Physical And Mental Health ◽  
Multiple Choice Questions ◽  
School Closures ◽  
Cross Sectional ◽  
Positive Effects

Abstract Background The COVID-19 pandemic and the subsequent national lockdowns, school closures and distance learning may have had both negative and positive effects on physical and mental health of children. Methods A cross-sectional study was conducted on a large group of children between 1 and 10 years old in Lombardy, Italy (n = 3392). Their parents filled in a survey answering single or multiple-choice questions about their offspring’s behavior changes (including sleep, dietary habits, emotional disturbances), relationship with siblings, parents and peers, the use of digital technologies, and distance learning experience during the lockdown. Results Parents reported lifestyles and emotional alterations during the lockdown. The modifications of family relationships, parents’ remote working, and screen time were associated with sleep, emotional and behavioral modifications. Distance learning was overall considered adequate. Conclusions This study reported the most updated data on the effects of COVID-19 pandemic lockdown on children between 1 and 10 years of age in a large sample of Italian schoolchildren. The results of this study point out that pediatricians and authorities should support relationships within families during the COVID-19 pandemic. Parents’ remote working might play an important role for this purpose.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

scholarly journals Public health measures to reduce the risk of SARS-CoV-2 transmission in Canada during the early days of the COVID-19 pandemic: a scoping review

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e046177
Author(s):  
Julie Polisena ◽  
Maria Ospina ◽  
Omolara Sanni ◽  
Brittany Matenchuk ◽  
Rachel Livergant ◽  
...  
Keyword(s):  
Public Health ◽  
Scoping Review ◽  
Health Agency ◽  
Unintended Consequences ◽  
Pandemic Preparedness ◽  
School Closures ◽  
Mass Gatherings ◽  
And Migration ◽  
Priority Populations ◽  
New Evidence

ObjectiveThe main objectives of this study were to synthesise and compare pandemic preparedness strategies issued by the federal and provincial/territorial (P/T) governments in Canada and to assess whether COVID-19 public health (PH) measures were tailored towards priority populations, as defined by relevant social determinants of health.MethodsThis scoping review searched federal and P/T websites on daily COVID-19 pandemic preparedness strategies between 30 January and 30 April 2020. The PROGRESS-Plus equity-lens framework was used to define priority populations. All definitions, policies and guidelines of PH strategies implemented by the federal and P/T governments to reduce risk of SARS-CoV-2 transmission were included. PH measures were classified using a modified Public Health Agency of Canada Framework for Canadian Pandemic Influenza Preparedness.ResultsA total of 722 COVID-19 PH measures were issued during the study period. Of these, home quarantine (voluntary) (n=13.0%; 94/722) and retail/commerce restrictions (10.9%; n=79/722) were the most common measures introduced. Many of the PH orders, including physical distancing, cancellation of mass gatherings, school closures or retail/commerce restrictions began to be introduced after 11 March 2020. Lifting of some of the PH orders in phases to reopen the economy began in April 2020 (6.5%; n=47/722). The majority (68%, n=491/722) of COVID-19 PH announcements were deemed mandatory, while 32% (n=231/722) were recommendations. Several PH measures (28.0%, n=202/722) targeted a variety of groups at risk of socially produced health inequalities, such as age, religion, occupation and migration status.ConclusionsMost PH measures centred on limiting contact between people who were not from the same household. PH measures were evolutionary in nature, reflecting new evidence that emerged throughout the pandemic. Although ~30% of all implemented COVID-19 PH measures were tailored towards priority groups, there were still unintended consequences on these populations.

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Interpersonal Relationships ◽  
Learning Experience ◽  
The Body ◽  
Learning Collaborative ◽  
Online Learners ◽  
Social And Emotional ◽  
Learning Platform ◽  
Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

Edukacja cyfrowa w zdalnym nauczaniu

2021 ◽  
Vol 1 (23) ◽  
pp. 49-58
Author(s):  
Bożena Majewicz
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
The State ◽  
Educational Activity ◽  
Special Role ◽  
Remote Education ◽  
School Closures ◽  
Short Time

The state of education in Poland and its functioning was exposed by the coronavirus pandemic which contributed to school closures and enforced a transition to distance learning. There was a need to look for alternative ways of distance education in which teachers played a special role. Some of them had to learn new skills related to distance education at all levels of education in a short time. In the period when schools are closed or their functioning is limited, the competences they possess play an important role in the educational activity of teachers, among which IT and media competences become particularly important. The considerations presented in the article relate to online education, with particular attention to its necessary aspects occurring both on the side of school and students’ homes. A review of studies on remote education during the pandemic has been made.

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