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.

Distance Learning and Educational Technology in Malaysia

2011 ◽  
pp. 641-653
Author(s):  
Habibah Lateh ◽  
Arumugam Raman
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Educational Technology ◽  
Distance Learning ◽  
Education System ◽  
Peninsular Malaysia ◽  
The Other ◽  
South East Asia ◽  
Kuala Lumpur ◽  
Sabah And Sarawak

Malaysia, in comparison to some of the other countries in South East Asia, is relatively small, with a size of 329,750 km2 and a population of 25.45 million (first quarter of 2004). Yet, the country, which comprises the peninsular Malaysia, Sabah, and Sarawak, is undoubtedly one of the most rapidly developing countries in the region. Figure 1 shows Malaysia’s capital Kuala Lumpur and important cities. This article discusses mainly the institutions in Malaysia offering distance education (DE) using educational technology, and it identifies the front line for the educational technology concern. In order to get a clear picture about Malaysian distance education, the reader must understand the Malaysian education system generally.

Distance Learning and Educational Technology in Malaysia

2011 ◽  
pp. 676-689
Author(s):  
Habibah Lateh ◽  
Arumugam Raman
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Educational Technology ◽  
Distance Learning ◽  
Education System ◽  
Peninsular Malaysia ◽  
The Other ◽  
South East Asia ◽  
Kuala Lumpur ◽  
Sabah And Sarawak

Malaysia, in comparison to some of the other countries in South East Asia, is relatively small, with a size of 329,750 km2 and a population of 25.45 million (first quarter of 2004). Yet, the country, which comprises the peninsular Malaysia, Sabah, and Sarawak, is undoubtedly one of the most rapidly developing countries in the region. Figure 1 shows Malaysia’s capital Kuala Lumpur and important cities. This article discusses mainly the institutions in Malaysia offering distance education (DE) using educational technology, and it identifies the front line for the educational technology concern. In order to get a clear picture about Malaysian distance education, the reader must understand the Malaysian education system generally.

What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania

2021 ◽  
Author(s):  
Shardul Oza ◽  
Jacobus Cilliers
Keyword(s):  
Primary Care ◽  
Primary Schools ◽  
Family Farm ◽  
Learning Loss ◽  
School Closures ◽  
Parent Survey ◽  
Care Givers ◽  
Learning Content ◽  
The Family ◽  
The Government

In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

Exploring the Possibility of Using TV White Spaces in Africa

2018 ◽  
pp. 47-71
Author(s):  
Benny Nyambo ◽  
Benard Mapako ◽  
Michael Munyaradzi
Keyword(s):  
Poverty Reduction ◽  
Internet Access ◽  
The Other ◽  
Band Spectrum ◽  
Long Distance ◽  
Mobile Data ◽  
Remote Areas ◽  
Tv White Spaces ◽  
White Spaces ◽  
The People

The people living in remote parts of the underdeveloped world usually do not have access to affordable internet, either because it is too expensive to lay fibre to these areas or mobile data is just too expensive to use every day. There has always been a need to find a way to bring fast, cheap, and reliable internet access to these people. This is where the TV white spaces (TVWS) or unused TV band spectrum comes in. TVWS refers to the gaps found between TV channels. It can be used to provide cheaper and reliable broadband to remote areas. Wi-Fi typically covers short distances and has trouble passing through obstacles. TVWS, on the other hand, can travel long distances and can penetrate obstacles. This makes TVWS suitable for long distance internet provision in remote areas. This chapter explores the possibilities and advantages of delivering broadband to remote areas of underdeveloped nations using TVWS with the intention of poverty reduction. The concept of TV channels digitalization also frees the whole analogue TV spectrum and allows it to be used in TVWS technology.

Distance Learning and Educational Technology in Malaysia

2011 ◽  
pp. 2633-2647
Author(s):  
Habibah Lateh ◽  
Arumugam Raman
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Educational Technology ◽  
Distance Learning ◽  
Education System ◽  
Peninsular Malaysia ◽  
The Other ◽  
South East Asia ◽  
Kuala Lumpur ◽  
Sabah And Sarawak

Malaysia, in comparison to some of the other countries in South East Asia, is relatively small, with a size of 329,750 km2 and a population of 25.45 million (first quarter of 2004). Yet, the country, which comprises the peninsular Malaysia, Sabah, and Sarawak, is undoubtedly one of the most rapidly developing countries in the region. Figure 1 shows Malaysia’s capital Kuala Lumpur and important cities. This article discusses mainly the institutions in Malaysia offering distance education (DE) using educational technology, and it identifies the front line for the educational technology concern. In order to get a clear picture about Malaysian distance education, the reader must understand the Malaysian education system generally.

scholarly journals How educational technology innovates distance learning during pandemic crisis in remote areas in Indonesia?

2020 ◽  
Vol 7 (6) ◽  
pp. 161-166
Author(s):  
Rayuwati Rayuwati
Keyword(s):  
Educational Technology ◽  
Distance Learning ◽  
Qualitative Analysis ◽  
Validity And Reliability ◽  
Educational Activities ◽  
Remote Areas ◽  
Technology Applications ◽  
Technology Services ◽  
Impact Of Technology ◽  
Internet Networks

This study presents the results of a review of seven international publications that discuss how technology can innovate distance learning during a pandemic crisis in remote areas in Indonesia. It cannot be denied that technology services are quite large in helping the learning of the nation's children all over Indonesia. However, we should cool off on educational researchers' findings, especially technology-based learning innovations, which are now increasingly being used in all business and educational activities of the younger generation. We have conducted a review of various literature. Then we continue with a review of ten publications on the role and impact of technology applications on the sustainability of learning in areas where internet networks are still tricky issues. To prove the claim, we conducted a qualitative analysis in a phenomenological and in-depth understanding to ensure that our findings were based on validity and reliability.

scholarly journals Distance Learning of Indonesian Early Childhood Education (PAUD) during the Covid-19 Pandemic

2020 ◽  
Vol 2 (2) ◽  
pp. 105-115
Author(s):  
Heny Solekhah
Keyword(s):  
Early Childhood ◽  
Distance Learning ◽  
Early Childhood Education ◽  
Lesson Plan ◽  
School Closures ◽  
Positive Communication ◽  
Childhood Education ◽  
Learning At Home ◽  
The Government ◽  
Teachers And Parents

The outbreaks of Covid-19 influence the Indonesian education nationally, including early childhood education (PAUD). Since the school closures in March, the teachers have attempted to implement the distance learning. This study is conducted in a school in Kendal. The teacher shared her experiences in conducting the learning based on the emergency curriculum. It is found that the government has given the support by publishing the twelve books for the learning at home policy and providing the internet data. Most of the books are about playing with children and positive communication. Parents’ roles in distance learning have greater proportion than the teachers. Parents in this situation have the duties to supervise the learning, to conduct the learning, and to assist teachers in assessment. The teachers construct the weekly lesson plan, communicate the steps of learning process, and evaluate the students’ progress. However, both teachers and parents experience barriers due to the lack of skills in using technology and inability to provide learning materials to support six aspects of child development. 

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.

MEMBANGUN PENDIDIKAN KARAKTER SEJAK USIA DINI

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 55-64
Author(s):  
Agus Supriyadi
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Moral Values ◽  
The Other ◽  
Educational Institutions ◽  
Early Age ◽  
National Education ◽  
Other Hand ◽  
The Government ◽  
The One

Character education is a vital instrument in determining the progress of a nation. Therefore the government needs to build educational institutions in order to produce good human resources that are ready to oversee and deliver the nation at a progressive level. It’s just that in reality, national education is not in line with the ideals of national education because the output is not in tune with moral values on the one hand and the potential for individuals to compete in world intellectual order on the other hand. Therefore, as a solution to these problems is the need for the applicationof character education from an early age.

Deceptive Ambiguity by Police and Prosecutors

2017 ◽  
Author(s):  
Roger W. Shuy
Keyword(s):  
Speech Acts ◽  
Relative Frequency ◽  
The Other ◽  
Cooperative Principle ◽  
Case Examples ◽  
Police Interviews ◽  
Performance Errors ◽  
Criminal Suspects ◽  
The Government ◽  
Speech Events

Much is written about how criminal suspects, defendants, and undercover targets use ambiguous language in their interactions with police, prosecutors, and undercover agents. This book examines the other side of the coin, describing fifteen criminal investigations demonstrating how police, prosecutors, undercover agents, and complainants use deceptive ambiguity with their subjects, which leads to misrepresentations of the speech events, schemas, agendas, speech acts, lexicon, and grammar. These misrepresentations affect the perceptions of judges and juries about the subjects’ motives, predispositions, intentions, and voluntariness. Deception is commonly considered intentional while ambiguity is often excused as unintentional performance errors. Although perhaps overreliance on Grice’s maxim of sincerity leads some to believe this, interactions of suspects, defendants, and targets with representatives of law are adversarial, non-cooperative events that enable participants to ignore or violate the cooperative principle. One effective way the government does this is to use ambiguity deceptively. Later listeners to the recordings of such conversations may not recognize this ambiguity and react in ways that the subjects may not have intended. Deceptive ambiguity is clearly intentional in undercover operations and the case examples illustrate that the practice also is alive and well in police interviews and prosecutorial questioning. The book concludes with a summary of how the deceptive ambiguity used by representatives of the government affected the perception of the subjects’ predisposition, intentionality and voluntariness, followed by a comparison of the relative frequency of deceptive ambiguity used by the government in its representations of speech events, schemas, agendas, speech acts, lexicon, and grammar.

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