Remote Learning Under the COVID-19 Social Distancing: Reflections and a Netnography Study

Once exposed, the COVID-19 pandemic created unprecedented pressure on all sectors causing many temporarily closures and organizations working from home. Daily norms were interrupted and further complicated with the declaration of quarantine curfews worldwide. One major sector which has been greatly impacted is the education sector. Due to the nature of its complicated infrastructure, all stakeholders were heavily affected as the world turned to online learning for solutions. By doing so, many educational institutes were able to continue with their teaching, even with strict social distancing measures in place. Although remote learning is not a new concept in the education sector, it is a new concept in Kuwait. In this chapter, a thorough review is given on the strategy which Kuwait's universities adopted as they prepared for distance learning for the first time throughout the country. Khan's 8-element VLE model will be used as a reference.

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The Future of Learning

10.2118/207989-ms ◽

2021 ◽

Author(s):

Mario Cesaro

Keyword(s):

Learning Curve ◽

Digital Technologies ◽

Key Factors ◽

Operator Training ◽

Social Distancing ◽

Vr Training ◽

Human Skills ◽

External Communications ◽

Great Focus ◽

Remote Learning

Abstract The unexpected discomfort caused by Covid-19 pandemic and all the consequent government restrictions on travels and social distancing have pushed all the Training Organizations worldwide into an unusual challenge, being forced to support their Customers from afar. This work aims to thoroughly analyze the success of the Remote Learning methodology, highlighting key factors impacting the learning curve, and to share effective improvement ideas for this approach to deliver training focused on technical and human skills. Many companies reacted to this situation by investing largely in and increasing the adoption of digital technologies to facilitate internal and external communications and more specifically to support Remote Learning. However, despite the prompt response, many Training Organizations found themselves delivering their products through a series of trials, mistakes and lesson learned on methodology and tools. The detection of few but significant improvements increased effectiveness and improved interaction in our Remote Classes. The improvement actions concerned learning how to make the most of the available digital technologies and identifying the most effective applications for sharing documents and interacting with participants; at the same time, a great focus on the human skills approach was crucial to learn how to promote trust, motivation and interaction between our staff and Customers’ personnel. In this perspective, Operator Training Simulations (OTS) and Remote VR Training have emerged as one of the best applications to increase the attendees’ learning curve and help develop Customers’ personnel skills. Our study, however, isn't all about bright stars. The feedback told us that some Customers still prefer to take in-person training classes rather than remote ones. Sometimes this relates with biases against remote or digital activities, but it often applies where hard activities need to be performed.

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Teaching anatomy and dissection in an era of social distancing and remote learning

Advances in Human Biology ◽

10.4103/aihb.aihb_87_20 ◽

2020 ◽

Vol 10 (3) ◽

pp. 90

Author(s):

MdAnwarul Azim Majumder ◽

Keerti Singh ◽

Uma Gaur ◽

Kiana Hall ◽

Keisha Mascoll ◽

...

Keyword(s):

Social Distancing ◽

Teaching Anatomy ◽

Remote Learning

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Percepção dos acadêmicos de Física acerca do ensino remoto na pandemia da Covid-19

Somma: Revista Cientifica do Instituto Federal de Educação, Ciência e Tecnologia do Piauí ◽

10.51361/somma.v7i1.44 ◽

2021 ◽

Vol 7 (1) ◽

pp. 1-16

Author(s):

Raylan César Pereira de Gois ◽

Antonio Francisco Ramos

Keyword(s):

Qualitative Data ◽

Family Members ◽

Theoretical Framework ◽

Remote Education ◽

Social Distancing ◽

Physics Students ◽

Starting Point ◽

Physics Course ◽

Remote Learning

The article aims to understand, based on the perception of academics, the obstacles, difficulties and challenges for remote teaching in the Physics course at the Instituto Federal de Educação, Ciência e Tecnologia do Piauí,Campus de Angical. Therefore, the starting point was to know: What is the perception of undergraduate Physics students about the challenges in remote education in the context of COVID-19? In the search for answers, a case study was outlined with 38 students, with the application of a questionnaire with open and closed questions, which enabled the production of quantitative and qualitative data analyzed based on the theoretical framework that underlies this study. We conclude that the main challenges for remote learning are related to the difficulties of academics in reconciling studies and domestic activities; impacts of social distancing on the emotional, with emphasis on situations such as anxiety, irritation and sadness; lack of access to equipment (computers, smartphone, tablet, etc.) and internet; reconcile work and study; use of technologies and applications related to remote learning, among others. Furthermore, the study demonstrated the support of family members to the connectivity assistance policy as an important factorin overcoming the difficulties faced by student

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Keeping students connected and engaged in a wet-lab research experience during a time of social distancing via mobile devices and video conferencing software

10.1101/2021.09.30.462419 ◽

2021 ◽

Author(s):

Michel Shamoon-Pour ◽

Caitlin J. Light ◽

Megan Fegley

Keyword(s):

Mobile Devices ◽

Undergraduate Research ◽

Video Conferencing ◽

Research Process ◽

Lessons Learned ◽

Innovative Technology ◽

Research Experience ◽

Social Distancing ◽

Wet Lab ◽

Remote Learning

AbstractTwo major COVID-19 pandemic challenges presented for in-person instruction included adhering to social distancing guidelines and accommodating remote learners who were temporarily isolated or permanently participating from afar. At Binghamton University, our First-year Research Immersion (FRI) program was challenged with providing students with a wet lab course-based undergraduate research experience (CURE), an intense hands-on experience that emphasized student teamwork, lab protocol development, iteration, troubleshooting and other elements of the process of science that could not be replicated in a fully remote environment. We developed an innovative technology approach to maximize all students’ connection to the lab research experience utilizing dedicated mobile devices (iPod Touch) and video conferencing software (Zoom) to synchronously connect remote learners to in-person learners, peer mentors and instructors in our FRI research labs. In this way, despite limited lab capacities and fluctuating remote learning populations, we were able to connect remote learners to their peers and mentors in real-time and give them responsibilities that allowed them to be engaged and feel like meaningful participants in the research process. Although our students reported a preference for in-person labs, they noted this hybrid model was better than other traditionally employed remote-learning lab options. We believe lessons learned here can be applied to improve access to research in all situations and allow us to be prepared for other catastrophic disruptions to the educational system.

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