scholarly journals Differences in Academic Resiliency When the Pandemic Forced Courses Online: Was Prior Online Coursetaking Protective?

2021 ◽  
pp. 312-321
Author(s):  
Claire Wladis ◽  
Alyse C. Hachey ◽  
Katherine M. Conway
Keyword(s):  
New York ◽  
Online Courses ◽  
Time Frame ◽  
Two Year Colleges ◽  
Academic Resiliency ◽  
Online Mode ◽  
Mode Of Instruction ◽  
Course Outcomes ◽  
The University ◽  
Racial Ethnic

We report results from a dataset consisting of all courses taken by students at the City University of New York [CUNY] in fall 2019 and spring 2020. This time frame covers the semester prior to the wide-spread onset of the COVID-19 pandemic in New York City (i.e., pre-pandemic), and the semester when the coronavirus precipitated a rapid and unprecedented forced shift of all courses within the university system to a fully-online mode of instruction early in the term (i.e., pandemic term). Findings indicate that students at two-year colleges, men, and certain racial/ethnic groups had less resilient course outcomes when comparing their rates of pre-pandemic vs. pandemic course outcomes. However, these differences were observed primarily among those students who had not originally chosen to enrol in any fully online courses that year. In contrast, students who had originally chosen to enrol in fully online courses that year were much more resilient, with differences by institution type, gender, and race/ethnicity by and large not exacerbated by the pandemic.

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

Innovativeness of educational technologies as a historically mediated phenomenon

2021 ◽  
pp. 330-338
Author(s):  
Anna Vladimirovna Kostina
Keyword(s):  
New York ◽  
Online Learning ◽  
Online Courses ◽  
New York Times ◽  
Traditional Classroom ◽  
Massive Open Online Courses ◽  
University Education ◽  
Educational Technologies ◽  
Massive Open Online ◽  
The University

Today, the development of innovative technologies is associated to a large extent with a change in the format of education during the pandemic. At present, it has become obvious that the trends reported by scientific journals and news portals a decade ago have turned into reality completely. For instance, back in 2012, the New York Times announced the current year as the year of dominance of massive open online courses (MOOCs). It was during that period that online learning was identified as innovative, capable of seriously competing with traditional classic education and even undermining the foundations of university education. The pandemic posed these questions quite definitely: is online learning able to compete with traditional classroom learning? Is classic education able to withstand this competitive struggle? Will the current pandemic era end with the transformation of the university into an online institution? These issues are considered by the author in the context of the historical paradigm. The article shows that innovativeness is mediated historically, and all innovations are demanded by time, as only in this case they will be developed and will be in demand in social practices, including educational ones.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

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