Special Issue "The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: 30 September 2021.

Special Issue Editors

Prof. Dr. Maria Meletiou-Mavrotheris
E-Mail Website
Guest Editor
1. Department of Education Sciences, European University Cyprus, Engomi, Nicosia 1516, Cyprus
2. ICT-Enhanced Education Laboratory (ICTEE), Centre of Excellence in Innovation and Technology (CERIDES), Gaithersburg, MD 20899, USA
Interests: mathematics education; statistics education; technology-enhanced STEM education; systemic reform in STEM education; teacher professional development; parent education; augmented and mixed reality in education
Special Issues and Collections in MDPI journals
Dr. Konstantinos Katzis
E-Mail Website
Guest Editor
1. Computer Science & Engineering, European University Cyprus, Engomi, Nicosia 1516, Cyprus
2. ICT-Enhanced Education Laboratory (ICTEE), Centre of Excellence in Innovation and Technology (CERIDES)
Interests: engineering education; cognitive radio devices; augmented and mixed reality in education; IoT for healthcare; vocational education; defining future 5G networks and network flying platforms
Special Issues and Collections in MDPI journals
Dr. Angelos Sofianidis
E-Mail Website
Guest Editor
1. Department of Education Sciences, European University Cyprus, Engomi, Nicosia 1516, Cyprus
2. ICT-Enhanced Education Laboratory (ICTEE), Centre of Excellence in Innovation and Technology (CERIDES)
Interests: science education; STEAM education; technology-enhanced science/STEAM education; early-years science education; teacher evaluation and professional development; augmented reality in education
Dr. Nayia Stylianidou
E-Mail Website
Guest Editor
1. Department of Education Sciences, European University Cyprus, Engomi, Nicosia 1516, Cyprus
2. Center of Excellence in Research & Innovation in Social Sciences, the Arts and the Humanities (SoScieAtH) - Research Unit Assistive Technology, Disability and Inclusive Education
Interests: inclusive education; disability studies; disability studies in education; universal design for learning; blended learning, augmented reality in education; alternate reality games; teachers’ professional development
Dr. Panagiota Konstantinou-Katzi
E-Mail
Guest Editor
Department of Mathematics, Ministry of Education, Culture , Sport and Youth, Kimonos and Thoukydidou Corner Akropoli, 1434 Lefkosia, Cyprus
Interests: mathematics education; differentiation of teaching and learning; immersive technologies

Special Issue Information

Dear Colleagues,

Rapid advances in information and communication technologies (ICTs) act as a primary catalyst of change in all domains of modern society. In education, they have provided the opportunity to create entirely new learning environments by significantly increasing the range and sophistication of possible instructional activities in both conventional and e-learning settings. A wide diversity of powerful and readily available technological tools and platforms (e.g., VR/AR/MR, AI-based learning systems, virtual learning communities, mobile learning devices, cloud-based computing, 5G and beyond networks) offer myriad opportunities for transforming pedagogy through the adoption of innovative, learner-centered instructional approaches. Educational and training systems worldwide have in recent years engaged in several initiatives aimed at enhancing instructional practices and processes through the integration of contemporary digital technologies. These changes have been accelerated by the COVID-19 pandemic, which has dramatically affected the education and training landscape at a global level, leading to an unprecedented shift to online and hybrid learning, and to the wide adoption of digital technologies. Τhis transition has highlighted the many technical, legal, and practical loopholes of our current teaching educational system when moving education into the online digital world.

Τhe containment and mitigation strategies adopted by national governments in many parts of the world forced educational and training institutions at all levels to shift to emergency remote teaching to minimize learning disruptions. Teachers had to rapidly adapt and transition to online forms of education, digitalizing their teaching practices and assessment processes. Despite facing a steep learning curve, educators and trainers around the world reacted with resilience and creativity, devising innovative solutions with the use of technology, to facilitate the shift from conventional to online classes fast and effectively, and to support remote student participation and learning. Unfortunately, this was not possible for everyone, as in some cases, instructors faced practical and technical obstacles when trying to transfer their in-class laboratory sessions to the online environment. We can therefore conclude that along with the generation of unique opportunities for digital transformation of education and training, the pandemic has also exposed a number of challenges that need to be addressed in order to unlock the true educational potential of digital technologies and to make distance, online, and blended learning effective, inclusive, and engaging for all learners.

This Special Issue aims to provide a forum for the sharing of research findings, ideas, and perspectives on the role of technology in education and training during and post-COVID-19. It seeks to explore the main challenges, opportunities, and innovations in interactive technology and pedagogy that have emerged in the midst of the crisis, and to reflect on the post-effects of the Covid-19 pandemic on digital education and training. Educators and researchers are invited to share their positive and negative experiences, from exploiting digital technologies (platforms, software, programs, apps) to enabling and facilitating online or hybrid learning, and to provide insights with robust practical implications and recommendations based on these experiences. We seek research papers (empirical and case studies) that report on innovative, technology-driven approaches to teaching, learning, and assessment that were employed during COVID-19, and which have the potential to be maintained post-pandemic. At the same time, we are also interested in research contributions that document issues, threats, and shortcomings in the educational use of technology revealed by the forced transition to online modes of education and training, and propose solutions to overcome these challenges. We also welcome conceptual essays contributing to future research and theory building by presenting integrative and critical literature reviews, or reflective and theoretical analyses about the future of digital education and training in a post-pandemic world.

Recommended topics for the Special Issue include but are not restricted to the following:

  • Creative uses of technology to enhance and sustain student motivation and learning in the hybrid and online learning environment: tools, strategies, task design and implementation, impact on the teaching–learning–evaluation process;
  • Use of ICT to support the application of contemporary pedagogical models in the virtual space (e.g., project-based learning, collaborative learning, inquiry-based learning, differentiated learning, personalized and adaptive learning, game-based learning, outdoor learning, model-based learning, learning by design);
  • Utilization of new and emerging technologies (e.g., interactive e-books, games and simulations, dynamic visual representations, VR/AR/MR, mobile apps, ubiquitous computing, artificial intelligence and learning analytics, remote laboratories) in the design of hybrid and online learning environments;
  • Teacher and/or learner-generated content and experiences via new and emerging technologies (e.g., collaborative media production and sharing, development of e-books, design of AR learning objects);
  • Technology-supported solutions to shifting face-to-face studio/laboratory/clinic-based education to a virtual or remote learning environment;
  • Technology-supported assessment of learning in the hybrid and online environment (adaptation of assignments and exam questions to cater to online environments, real-time student monitoring and assessment, use of learning analytics, use of mobile mixed reality (MMR) to facilitate authentic assessment, etc.);
  • Technology-supported strategies and techniques for promoting social connections and collaborations in the virtual space (social media/networking, digital collaborative tools, virtual communities of learning and teaching practice, etc.);
  • Students’ and teachers’ prior skills and level of readiness to adopt online teaching and learning methods;
  • Capacity development of digitally competent educators and trainers in a post-COVID-19 transformed system;
  • Digital technology as a barrier to learning during the COVID-19 crisis: inequitable access to technology, lack of accessibility features, limited internet access, low bandwidth and connectivity issues, concerns around student privacy, limitations in institutions’ infrastructure and digital learning resources, lack of digital readiness of students, teachers, and educational systems, lack of online laboratory environment, etc.;
  • Pedagogical approaches and strategies for increasing access and promoting accessible and inclusive education and training for all in a remote context (personalized and adaptive learning; differentiated learning; universal design for learning (UDL), etc.);
  • Preparing for tomorrow: Lessons learned from this crisis and implications for future digital education and training.

Prof. Dr. Maria Meletiou-Mavrotheris
Dr. Konstantinos Katzis
Dr. Angelos Sofianidis
Dr. Nayia Stylianidou
Dr. Panagiota Konstantinou-Katzi
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • coronavirus
  • COVID-19
  • pandemic
  • global
  • emerging technologies
  • ICT-enhanced learning
  • educational innovation
  • educational change
  • digital education
  • digital readiness
  • access and accessibility
  • inclusive education
  • teacher professional development
  • interactive e-books
  • games and simulations
  • dynamic visual representations
  • VR/AR/MR
  • mobile apps
  • ubiquitous computing
  • artificial intelligence and learning analytics
  • remote laboratories

Published Papers (6 papers)

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Research

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Article
A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic
Educ. Sci. 2021, 11(9), 483; https://doi.org/10.3390/educsci11090483 (registering DOI) - 31 Aug 2021
Abstract
The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge [...] Read more.
The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student–student interactions, student–instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education. Full article
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Article
Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain
Educ. Sci. 2021, 11(8), 406; https://doi.org/10.3390/educsci11080406 - 05 Aug 2021
Viewed by 326
Abstract
In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding [...] Read more.
In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N1 = 171 German teachers; N2 = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic. Full article
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Article
Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions
Educ. Sci. 2021, 11(7), 349; https://doi.org/10.3390/educsci11070349 - 13 Jul 2021
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Abstract
Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions [...] Read more.
Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings. Full article
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Article
Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study
Educ. Sci. 2021, 11(7), 347; https://doi.org/10.3390/educsci11070347 - 13 Jul 2021
Cited by 1 | Viewed by 679
Abstract
The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While [...] Read more.
The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed. Full article
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Article
Let Students Talk about Emergency Remote Teaching Experience: Secondary Students’ Perceptions on Their Experience during the COVID-19 Pandemic
Educ. Sci. 2021, 11(6), 268; https://doi.org/10.3390/educsci11060268 - 29 May 2021
Cited by 1 | Viewed by 1331
Abstract
This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students [...] Read more.
This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to emergency remote education and their main worries and concerns during this period, as well as their perceptions regarding the effectiveness of the teaching and learning process followed during the distance education period. The study also elicited students’ suggestions, based on their experiences from the lockdown period, on improving instruction in case of further lockdown(s) and in the post-COVID-19 era. Three hundred twenty-two (322) students of both upper and lower secondary education participated in the study. The data from closed questions were analysed using descriptive and inferential statistics, and for the data from the open questions, a qualitative thematic analysis approach was followed. The valuable insights gained from this study illustrate how important it is for educators and educational policymakers to give voice to students, closely listen to what learners felt worked and what did not during the period of remote learning, and develop plans and policies that incorporate their feedback. Full article
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Review

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Review
Review about Online Educational Guidance during the COVID-19 Pandemic
Educ. Sci. 2021, 11(8), 411; https://doi.org/10.3390/educsci11080411 - 09 Aug 2021
Viewed by 338
Abstract
The COVID-19 pandemic has affected almost every area of our lives. It meant a break from our lifestyles, transforming everything from face-to-face to online. Among the places where this situation has become more evident are primary schools, secondary schools, and universities, which have [...] Read more.
The COVID-19 pandemic has affected almost every area of our lives. It meant a break from our lifestyles, transforming everything from face-to-face to online. Among the places where this situation has become more evident are primary schools, secondary schools, and universities, which have had to adopt online teaching in its entirety. Faced with this situation, the work of the educational counsellors was essential to coordinate the centre with the families and to enable students to follow the classes in the best way possible. The objective of this study is to analyse the scientific literature about online educational guidance, with a focus on the COVID-19 pandemic. To achieve this, a scoping review inspired by the PRISMA model was done. A total of 42 articles were studied. The main results show that many counsellors were at a disadvantage and in a very stressful situation, as they did not have the necessary digital training. On the other hand, this situation has been the first contact for many counsellors with the use of ICT within their profession and in an unexpected situation, without time for training or enough preparation. Full article
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