Modelling the learning impacts of educational disruptions in the short and long run

In this paper, I propose a new framework for analysing the short and long-run effects of temporary educational disruptions on the learning progression of children. The framework integrates into a coherent model recent advances in the literature on learning acquisition (Kaffenberger, 2021; Kaffenberger and Pritchett, 2020b, 2021) and the literature on estimating the immediate costs of instructional disruptions (Neidhöfer et al., 2021). The integrated framework includes explicit modelling of continuous parental investments, filling a gap in the literature related to the Potential Pedagogical Function and other explicit models of learning progression and acquisition. In the same way, the model considers the role of economic resources as part of the resources employed by parents to mitigate the effects of a temporary shock in instruction., expanding the notion of attenuation capacity developed by Neidhöfer et al. (2021). Finally, I take this framework to the data to estimate the potential effects of the instructional disruption caused by the COVID-19 pandemic in Mexico. The estimates suggest that, for the Mexican cohort affected by the instructional disruption,the potential persistent loss in learning with respect to the counterfactual lies on average between 20% and 90% of the learning acquired during a usual school year, depending on the effectiveness of the remote learning policies implemented during 2020 and 2021.These results already consider the mitigating role of parental investments. Furthermore,my results suggest substantial variation between inhabitants from different regions of the country and inside inhabitants of the same region, being the South of the country the region where the losses are the largest.

THE IMPACT OF STUDENTS’ MENTAL HEALTH IN ENGLISH ONLINE LEARNING DURING COVID-19 PANDEMIC AT SMA NEGERI 2 SOJOL

The global pandemic that set by the World Health Organization on January 30, 2020 as a result of the new disease of Covid-19 has made many major changes, one of them in education where learning system are done through online. Online learning policies during the Covid-19 pandemic are the main solution to keeping the learning process going.This thesis aims to find out what impact of English online learning has on students' mental health during the covid-19 pandemic at SMA Negeri 2 Sojol and To find out what factors hindered students in the process of English online learning at SMA Negeri 2 Sojol. In this research, the researcher applied a descriptive qualitative research which were located at SMA Negeri 2 Sojol. Data sources obtained through primary and secondary data. Data collection techniques used are questionnaire and interviews. Based on the results of the questioner showed that they tend to just felt bored, difficult to concentrate, feelings of fear or worry if they are unable to collect tasks on time as well as their difficulty in understanding the material when English online learning during the covid-19 pandemic. Where it is caused by several factors such as poor internet network, residential environment and also monotonous teaching techniques from English teachers.

Online Learning Policies and Indonesian Language Learning Constraints during the Covid-19 Pandemic

This research aims to analyze online learning policies and the problems of obstacles of teachers, learners, and parents in learning Indonesian in the covid-19 pandemic. This type of research is a case study at Muhammadiyah 4 Yogyakarta Junior High School and literature study using secondary data collected through books, journals, websites, and other sources related to research problems. Data collection uses interview techniques and document analysis. Data analysis uses qualitative descriptive techniques, consisting of data collection and subtraction, data presentation, and conclusion withdrawal. The results showed that the distance learning policy implemented at Muhammadiyah Junior High School 4 Yogyakarya was in accordance with the Circular Letter (SE) of the Ministry of Education No. 4 of 2020 on the Implementation of Education Policy in the Emergency Period of The Spread of Coronavirus Disease (COVID-19). The policies implemented include policies to provide student learning experiences, provide life skills education, learning in accordance with student conditions, the process of awarding assessments, and the process of Admission of New Learners (PPDB) and School Operational Assistance (BOS). On the other hand, there are also learning obstacles for teachers, learners, and parents in Indonesian learning experienced during the diverse covid-19 pandemic. Teacher constraints are on aspects of the use of learning applications, weak internet network access, unpreparedness with online learning media, learning materials that cannot be applied optimally, and research to learners. Student constraints are on aspects of inadequate learning facilities, weak internet access, inactivity in following learning, psychological conditions of stress and boredom, many tasks, and difficulties in operating learning applications. Parental constraints are on socio-economic aspects and supervision or mentoring of children in online learning at home.

THE IMPLEMENTATION OF ONLINE LEARNING POLICY DURING THE COVID-19 PANDEMIC AT DHARMAWANGSA UNIVERSITY

This study aims to determine (1) to describe the online learning policy at Dharmawangsa University, (2) Describe and analyze the Implementation of Online Learning Policies During the COVID-19 Pandemic Period at Dharmawangsa University., (3) Describe whether there are any obstacles during the online learning process (4) Describe what inputs can be taken from student complaints about the online learning process at Dharmawangsa University. Data collection techniques in research using interview techniques and documentation. The data analysis technique used in this research is qualitative analysis through data reduction, data display, and conclusion drawing. The results of this study indicate that (1) Dharmawangsasudang University followed the instructions of the Ministry of Education and Culture SE No. 5 of 2020 and SE of Higher Education No. 1 of 2020 and was following these instructions. (2) Lecturers and teaching staff at Dharmawangasa University also know the Circular. However, it is not comprehensive (3) The implementation of online learning policies during the COVID-19 pandemic at Dharmawangsa University, most of the lecturers answered less effectively, especially when taking lessons where the courses required doing practicum or practice so that they could not run under learning outcomes. (4 ) There are significant obstacles when the online learning process is carried out, including uneven network connections in the student's residential area and insufficient internet quota in carrying out the online learning. (5) As for input from complaints submitted by students during the learning policy online during the pandemic, including uneven network connections and the lack of quotas owned by students.

Educational Management Using E-Learning to Maximize Learning Efficiency and Speed Up the Industrial Revolution 4.0

Education is the key to increasing the quality of human resources. The rapid development of information technology has necessitated a shift in the educational paradigm. Based on the study of education policy, this study aims to determine how e-learning management can be used to achieve the effectiveness and acceleration of learning in today's 4.0 revolution era. This study uses a literature review as a method of data collection. Indonesia's e-learning policies are not clearly defined by law, according to the findings of an investigation.

THE IMPACT OF STUDENTS’ MENTAL HEALTH IN ENGLISH ONLINE LEARNING DURING COVID-19 PANDEMIC AT SMA NEGERI 2 SOJOL

The global pandemic that set by the World Health Organization on January 30, 2020 as a result of the new disease of Covid-19 has made many major changes, one of them in education where learning system are done through online. Online learning policies during the Covid-19 pandemic are the main solution to keeping the learning process going.This thesis aims to find out what impact of English online learning has on students' mental health during the covid-19 pandemic at SMA Negeri 2 Sojol and To find out what factors hindered students in the process of English online learning at SMA Negeri 2 Sojol. In this research, the researcher applied a descriptive qualitative research which were located at SMA Negeri 2 Sojol. Data sources obtained through primary and secondary data. Data collection techniques used are questionnaire and interviews. Based on the results of the questioner showed that they tend to just felt bored, difficult to concentrate, feelings of fear or worry if they are unable to collect tasks on time as well as their difficulty in understanding the material when English online learning during the covid-19 pandemic. Where it is caused by several factors such as poor internet network, residential environment and also monotonous teaching techniques from English teachers.

Reconsidering the Mandatory in Ontario Online Learning Policies

In March 2019, the Ontario government announced that commencing in 2023-24, secondary school students (Grades 9-12) would be required to gain four of 30 graduation credits through online courses. At the time of the policy pronouncement, these four credits (or courses) would become the first mandatory online courses in Canadian K-12 education. The policy decision and process were challenged publicly, and the educational context changed quickly with the ensuing contingencies of the global pandemic. The policy was subsequently revised and, at present, Ontario requires two mandatory online secondary school credits for graduation, which is twice the requirement of any other North American jurisdiction. In this study, the researchers employ a critical policy analysis framework to examine the concept of mandatory online learning in Ontario through multiple temporal contexts. First, they examine Ontario’s mandatory online learning policy prior to the shutdown of Ontario schools during the 2020-2021 global pandemic. Next, they examine aspects of Ontario’s mandatory online learning policy in K-12 during the emergency remote learning phase of the pandemic. In the final section, the authors provide a retrospective analysis of the decisions around mandatory e-learning policy and explore policy options going forward for mandatory e-learning in the K-12 sector post-pandemic.

Research on Students' Consideration of Learning in the Period of Pandemic and Methods of Supporting Online Learning at FPT University

Due to the complicated development of the Covid-19 epidemic over time, the Vietnam Ministry of Education and Training quickly changed the traditional teaching and learning to the online teaching and learning method to deal with the regulations on social distancing andpeople’s gatherings. FPT University in Ho Chi Minh City has also quickly adopted online teaching and learning policies so that students can still study and complete their study programs at home. This article deals with students' thoughts and sense of learning during the pandemic and methods to support online learning at home. The research data in this article was completed with the support of survey results conducted at FPT University in Ho Chi Minh City. The article uses quantitative and qualitative analysis methods as well as references to some previous studies to clarify the effectiveness of current online learning methods. The results recorded the effectiveness of online teaching and learning software at a fairly good level or higher. Research results are an important source of information to help schools choose appropriate teaching methods in the following school years.

Sustaining Biomaterials in Bioeconomy: Roles of Education and Learning in Mekong River Basin

The demands to improve the livelihood of small farmers require a systemic shift from fossil fuel-based and destructive approaches to sustainable renewable raw materials and non-destructive approaches. This should be accompanied by a fundamental reorganization of education and learning policies to create new bio-oriented value chains for biomaterials, food, wood, and energy, as well as in large parts of the health, manufacturing, and service industries. In the long run, the successful implementation of bio-oriented production depends on the systemic linking of both first- and second-hand learning in communities in rural as well as urban settings. The purpose of this paper is to present a concept for the co-design of a new curriculum to better equip new graduates with the ability to support the effort of the sustainable production of biomaterials that are non-destructive to the environment. To sustain biomaterials and enhance non-destructive ways of thinking, learning needs a community of practice in both online and onsite platforms—allowing students to better understand and support cascade use. Therefore, the use of by-products and recycling products after use will increase in importance. A community of practice, and institutions, must create education and learning platforms for improved actions regarding biomaterials across generations and experiences, which will subsequently be integrated into the circular value chains of the bioeconomy. The first- and second-hand learning to sustain these value chains depends on higher education and learning institutions with both legal mandates and systems approaches.

Difusi Inovasi Melalui Pendampingan Mgmp Matematika Smp Dalam Pembuatan Video Virtualisasi Manipulatif Konkret Untuk Pembelajaran Jarak Jauh

During the Covid-19 pandemic, teacher problems increased to maintain the effective implementation of mathematics learning. The available classical and individual concrete manipulative product innovations cannot be used in learning because learning policies during the pandemic still have to be carried out as distance learning. To overcome this problem, assistance was carried out in making videos of using concrete manipulatives to MGMP as concrete manipulative virtualization. The results of this activity show that there is an increase in the average score of the overall pre-self test competence to the post-self test. The same is true for each competency. In addition to producing video products on target, video quality is better, as well as increasing personal partners who act as actors and narrators. As a suggestion in this activity, mentoring continues to be carried out on an ongoing basis as a stage of diffusion of other innovation products and guidance for MGMP and partners of this activity can transmit to other MGMP member teachers.