Schooling Interrupted: Educating Children and Youth in the Covid-19 Era

Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The Covid-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the Covid-19 era has been referred to as ‘emergency remote teaching’ (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the Covid-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education.

Reform of "3+3 Promotion" Teaching Model Based on CDIO -- Taking the Course of "Business English Correspondence" as an Example

According to the characteristics of vocational students’ limited knowledge of English and poor learning initiative and the English correspondence courses of foreign trade, it is necessary to propose teaching model reform based on the review of existing teaching reforms. Based on the CDIO concept, the "3+3 Promotion" teaching model reform is conducted. The questionnaire feedback indicates that students have improved their basic abilities, being more willing to participate in the classroom. Through school-enterprise cooperation, students and enterprises has a win-win situation. Students are satisfied with the overall evaluation of the classroom. Meanwhile, the teachers’ professional abilities have been improved. Enterprise resources also need to be further expanded; a conclusion is drawn that the reform of teaching mode is effective and that it is feasible for enterprises to participate in the teaching process.

Why Americans love educational shortcuts: A conversation with Robert Hampel

Some Americans have always wanted their schools to provide a liberal education, giving students opportunities to read great books, study the academic disciplines, and expand their minds. But many others, perhaps most of us, have looked for ways to avoid the slow, hard work of academic learning. As the historian Robert Hampel explains, we tend to prefer educational shortcuts, from taking correspondence courses, to buying CliffsNotes, to trying to become well-read in just 15 minutes a day.

A Importância do Ensino à Distância na Educação das Mulheres: Mundo Acadêmico e Inserção no Mercado De Trabalho

O objetivo principal deste artigo é entender a importância do ensino a distância para educação feminina e a inserção da mulher no mercado de trabalho, desde o ensino por correspondência até o EaD online, utilizando como fonte primária anúncios de revistas femininas a partir da década de 1950, de cursos enviados via correios aliados à conceituação e análise histórica de EaD, gênero e educação feminina no Brasil.Palavras-chave: EaD. Mercado de Trabalho. Educação feminina. Gênero.AbstractThe main purpose of this article is understanding the importance of distance learning to women education and their access to the labor market, since the correspondence learning until the distance learning. Using as first source, magazines advertisements from the 50’s and correspondence courses, combining the concepts and historic analysis, distance learning, gender and women education in Brazil.Keywords: Distance learning. Labor market. Women education. Gender.

Management in tourist organizations

The manual includes theoretical material corresponding to the lecture course, and tasks designed to perform both in the course of control work, and practical classes of full-time students, correspondence courses, as well as training courses for professionals working in the field of hotel service and tourism. The study of the problem-oriented teaching methodology contained in the textbook will be useful for students in the course of their course and final qualifying works. The textbook meets the requirements of the Federal state educational standard of higher education of the last generation. Designed for students enrolled in training 43.03.02. "Tourism "(qualification (degree)"Bachelor").

The Merchants of MOOCs

44 Seton Hall Law Review 1035 (2014)A loose network of educators, entrepreneurs, and investors are promoting Massive Open Online Courses as an innovation that will radicaly disrupt higher education. These Merchants of MOOCs see MOOCs' novel features -- star professors, flipped classrooms, economies of scale, unbundling, and openness -- as the key to dramatically improving higher education while reducing its cost.But MOOCs are far from unprecedented. There is very little in them that has not been tried before, from 19th-century correspondence courses to Fathom, Columbia's $25 million dot-com boondoggle. Claims of disruption look rather different when this missing context is restored. This essay examines some common arguments about what gives MOOCs their value, and finds them wanting. There is a sharp division between the features that make MOOCs exciting for education and the features that make them financially appealing to the Merchants of MOOCs.

Open Source for Higher Conventional and Open Education in India

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.