scholarly journals EDUCATION IN TIMES OF PANDEMIC: Lessons learned and shared

2020 ◽  
Vol 6 (2) ◽  
pp. a16en
Author(s):  
Elaine Jesus Alves ◽  
Denilda Caetano de Faria
Keyword(s):  
Online Education ◽  
Daily Life ◽  
Lessons Learned ◽  
The Internet ◽  
Face To Face ◽  
The Social ◽  
Rapid Spread ◽  
The World ◽  
Educational Field ◽  
Education In Brazil

In 2020, the world was plagued by a pandemic that demanded the social isolation of people from all over the planet to prevent the rapid spread and overcrowding of hospitals. In the educational field, face-to-face classes have been suspended in more than 150 countries. Some institutions started to use technological resources to offer remote education. The pandemic highlighted issues such as the unpreparedness of education systems and teachers, inequalities in access to the internet and students' computers, among others. Considering that technologies have been part of the daily life of schools for more than 30 years, in this atypical moment there is a strangeness among teachers in their improvised use with their students. This article aims to reflect what this pandemic situation has taught us about online education in Brazil and the perspectives that we can see in this field in the post-pandemic scenario.

Community in the Online Environment

2011 ◽  
pp. 356-360
Author(s):  
Janet Lear
Keyword(s):  
Online Education ◽  
Sense Of Community ◽  
Learning Experience ◽  
The Other ◽  
The Internet ◽  
Online Environment ◽  
Online Classes ◽  
Face To Face ◽  
Social Nature ◽  
The Social

Students enrolled in a face-to-face classroom have the opportunity to interact with their peers and develop a sense of community, feelings of belonging, and connectedness. However, students taking courses accessed through the Internet, while they do have classmates, generally cannot see the other students and usually do not interact synchronously with these individuals because the flexibility of both time and location allow for differences in course access. This lack of face-to-face synchronous interaction with other students enrolled in online classes has led to concern about online education because of the social nature of learning. To facilitate the social nature of learning, instructors in the online environment may design classes that engage students and promote the building of community among the students enrolled in the course. Those instructors who perceive that social learning is important will, therefore, encourage students to build the connections that lead to a sense of community and a successful online learning experience.

Myriad Aspects of Secular Thinking on Malayali Cuisine

GIS Business ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 202-206
Author(s):  
SAJITHA M
Keyword(s):  
Social Status ◽  
Daily Life ◽  
Social Indicators ◽  
The Body ◽  
Human Being ◽  
Healthy Life ◽  
The Social ◽  
The World ◽  
History Of ◽  
Civilized Society

Food is one of the main requirements of human being. It is flattering for the preservation of wellbeing and nourishment of the body.  The food of a society exposes its custom, prosperity, status, habits as well as it help to develop a culture. Food is one of the most important social indicators of a society. History of food carries a dynamic character in the socio- economic, political, and cultural realm of a society. The food is one of the obligatory components in our daily life. It occupied an obvious atmosphere for the augmentation of healthy life and anticipation against the diseases.  The food also shows a significant character in establishing cultural distinctiveness, and it reflects who we are. Food also reflected as the symbol of individuality, generosity, social status and religious believes etc in a civilized society. Food is not a discriminating aspect. It is the part of a culture, habits, addiction, and identity of a civilization.Food plays a symbolic role in the social activities the world over. It’s a universal sign of hospitality.[1]

scholarly journals Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

scholarly journals Our Self-Access Experience in Times of COVID

2020 ◽  
pp. 250-262
Author(s):  
Adelina Ruiz-Guerrero
Keyword(s):  
Online Education ◽  
Family Members ◽  
Lessons Learned ◽  
Online Classes ◽  
Special Issue ◽  
Face To Face ◽  
Language Courses ◽  
Personal Level

The coronavirus pandemic has without a doubt had an enormous impact on every possible way of our lives. We have felt its effects on an individual personal level and as family members, at work, as members of a community, and particularly as students and teachers. Even in institutions and departments such as ours where online education has been at the forefront of our work for years now, the challenge to survive a fully virtual new reality has left us with a lot of lessons learned and has opened doors to more opportunities for growth. For years now, the Language Department at ITESO has had its language courses in LMS platforms and has offered courses in blended and fully virtual options alongside face-to-face classes. In the English Certificate Programme, we have regular teletandem sessions with universities in other countries. The Language Hub, our self-access centre, offers writing support through an emailing writing desk service and we run virtual conversation clubs on Zoom alongside face-to-face sessions. We are certainly no strangers to online work, but up until now, that was just an option both students and teachers could consider. As of March, this year, our whole university had to move to online classes and the services of our self-access centre had to be adapted to virtual options as well. This report presents our answer to the questions posed by SISAL for this open call to the special issue on how we have lived the experience of self-access during the pandemic.

Daily Life in Cyberspace: How the Computerized Counterculture Built a New Kind of Place

2016 ◽  
Author(s):  
Howard Rheingold
Keyword(s):  
Social Media ◽  
World Wide Web ◽  
User Experience ◽  
World Wide ◽  
Freedom Of Expression ◽  
Daily Life ◽  
Virtual Community ◽  
Face To Face ◽  
The World ◽  
Conferencing System

Reprinted from legendary cyberspace pioneer Howard Rheingold's classic, The Virtual Community: Homesteading on the Electronic Frontier, “Daily Life in Cyberspace: How the Computerized Counterculture Built a New Kind of Place” situates the reader in the context of social media before the World Wide Web. Rheingold narrates how he became involved in The WELL community; details community and personalities on The WELL; and documents user experience with the WELL's conferencing system, including how conversations are created and organized and how social media compares to face to face dialog. Rheingold also explores social media-based dialog in terms of reciprocity; “elegantly presented knowledge”; the tradition of conversation in the Athenian agora; and the value of freedom of expression. Introduced by Judy Malloy.

Elections and Social Media

2015 ◽  
pp. 314-328
Author(s):  
Ahmet Sarıtaş ◽  
Elif Esra Aydın
Keyword(s):  
Social Media ◽  
Political Communication ◽  
Political Campaigns ◽  
The Internet ◽  
Election Campaigns ◽  
The Past ◽  
Target Mass ◽  
The Social ◽  
The World ◽  
Use Of Social Media

Today, using of the internet extended social media by individuals habitually enables both the business firms and politicians to reach their target mass at any time. In this context, internet has become a popular place recently where political communication and campaigns are realized by ensuring a new dimension to political campaigns. When we examine the posts and discussions in the social media, we can say that they are converted into open political sessions. As there are no censorship in such channels, individuals have a freedom to reach to any partial/impartial information and obtain transparent and fast feedback, and with this regard, political parties, leaders and candidates have a chance to be closer to electors. In this study, it is aimed to give information about the social media, present what medium has been used for election campaigns from the past until today and besides, by considering the effects of effective and efficient use of social media and new trends related to the internet by politicians, together with their applications in the world, to make suggestions about its situation and application in Turkey.

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

The Credulity of Conspiracy Theorists

2018 ◽  
pp. 422-431
Author(s):  
Brian L. Keeley
Keyword(s):  
Scientific Inquiry ◽  
Scientific Method ◽  
Scientific Explanation ◽  
Social World ◽  
The Other ◽  
The Internet ◽  
Conspiracy Theories ◽  
The Social ◽  
The World ◽  
Rational Inquiry

Where does entertaining (or promoting) conspiracy theories stand with respect to rational inquiry? According to one view, conspiracy theorists are open-minded skeptics, being careful not to accept uncritically common wisdom, exploring alternative explanations of events no matter how unlikely they might seem at first glance. Seen this way, they are akin to scientists attempting to explain the social world. On the other hand, they are also sometimes seen as overly credulous, believing everything they read on the Internet, say. In addition to conspiracy theorists and scientists, another significant form of explanation of the events of the world can be found in religious contexts, such as when a disaster is explained as being an “act of God.” By comparing conspiratorial thinking with scientific and religious forms of explanation, features of all three are brought into clearer focus. For example, anomalies and a commitment to naturalist explanation are seen as important elements of scientific explanation, although the details are less clear. This paper uses conspiracy theories as a lens through which to investigate rational or scientific inquiry. In addition, a better understanding of the scientific method as it might be applied in the study of events of interest to conspiracy theorists can help understand their epistemic virtues and vices.

Conclusion

A Child's Day ◽  
2020 ◽  
pp. 165-178
Author(s):  
Killian Mullan
Keyword(s):  
Time Use ◽  
Daily Life ◽  
Well Being ◽  
Social Contexts ◽  
Public Debate ◽  
The Past ◽  
The Social ◽  
The World ◽  
The Uk

This concluding chapter surveys the key findings and issues raised in the previous chapters. This study of a child's day provides the most extensive picture currently available in the UK, and elsewhere in the world, into how children's time use has changed over the past several decades. It identifies areas of expected change as well as other areas of surprising stability. It reveals how change and stability in children's time use blend together to comprise a child's day, uncovering also the multi-layered contexts of a child's day. Aspects of children's time use, and how this may have changed, will no doubt continue to surface in public debate in connection with their well-being. While welcoming this, it is necessary to always question and seek to understand how supposed changes actually fit within a child's day, the types of days where these changes are concentrated, among whom, and to seek out evidence on how such changes relate to other activities and the social contexts of daily life.

La educación financiera, la BNCC y el currículo: contextos y desafíos de las escuelas públicas brasileñas

2021 ◽  
pp. 79-115
Author(s):  
Alessandra Camargo Godoi ◽  
Sandra Zita Silva Tiné
Keyword(s):  
Civil Society ◽  
Financial Education ◽  
Educational Process ◽  
Term Effect ◽  
Medium Term ◽  
Brazilian Government ◽  
The Social ◽  
The World ◽  
The Face ◽  
Education In Brazil

Financial education has gradually been extending its reach, upported through the efforts of the Brazilian government and organized civil society, in the face of the social and economic challenges besetting the world. Like any educational process, financial education requires planning, engagement and mobilization, even considering that the results do not necessarily have a short- or medium-term effect. Considering the trajectory of financial education in Brazil, this text aims to discuss it within an educational context and describe its trajectory up to incorporation into the National Common Curricular Base (BNCC), highlighting its recognition in this important and most current curricular document in Brazilian education.

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