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: 31 December 2022 | Viewed by 34843

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), European University Cyprus, Engomi, Nicosia 1516, Cyprus
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, Collections and Topics 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, Collections and Topics 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 submissions that pass pre-check are 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 (20 papers)

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Research

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Article
How Does Simulation Contribute to Prospective Mathematics Teachers’ Learning Experiences and Results?
Educ. Sci. 2022, 12(9), 624; https://doi.org/10.3390/educsci12090624 - 15 Sep 2022
Viewed by 228
Abstract
In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a [...] Read more.
In this research, the aim was to evaluate a simulation-based learning environment in the context of conditional probability. The study group consisted of 44 prospective mathematics teachers of the Probability and Statistics Teaching course. The data were collected through three probability problems, a survey form for the simulation-based learning environment, and observations. The research was conducted within the scope of the Probability and Statistics Teaching course. In the lessons, conducted in a simulation-based learning environment with distance education, the prospective teachers were asked to solve the questions asked and send the solutions using smartphones. The different ways of thinking that emerged are put forward by the researcher. Then, simulations developed by the researcher were used for the problems, and the prospective teachers were asked to make observations and take notes on important issues. In the last stage, there was a class discussion about the related problems. After the simulation-based learning activities, the prospective teachers were asked to evaluate the learning environment. The data obtained were evaluated qualitatively, and the prospective teachers’ ways of thinking about problems, changing thoughts with the use of simulations, and their views on the learning environment are presented as direct quotations. The research findings revealed that the designed learning environment offers unique opportunities for prospective teachers to think about situations with mathematics content and to experience different methods of teaching and learning mathematics. The learning environment provided prospective teachers with the opportunity to understand and evaluate the contribution of simulations to problem-solving and the opportunities they provide for discussion, reflection, and collaboration in a meaningful context. It was concluded that simulations could become a powerful tool and an effective learning environment for learners. Full article
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Article
Enhancing Home Education in Italian Context: Teachers’ Perception of a Hybrid Inclusive Classroom
Educ. Sci. 2022, 12(8), 563; https://doi.org/10.3390/educsci12080563 - 18 Aug 2022
Viewed by 322
Abstract
Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the [...] Read more.
Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the COVID-19 pandemic and the consequent dispositions of the Ministry of Education regarding remote education and integrated digital didactic (DID), new opportunities became available for homebound students. In this research, we applied and tested in the context of homebound education a model of hybrid inclusive classroom developed in a previous project ((TRIS), addressing homebound students that could not permanently attend school and followed lessons remotely. The present study involved two homebound students affected by chronic and acute diseases. During the 2020/21 school year, the model was proposed to the two school councils (22 teachers in all) and the trial monitored; at the end of the school year, semi-structured interviews were conducted with teachers and transcriptions analyzed using a deductive approach based on the model. Results confirm some findings of the TRIS project, while new aspects emerged linked to the specific context. Overall, the implemented hybrid classroom seems to have positively affected both the learnings and students’ inclusion. Full article
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Article
Emergency Remote Learning in Higher Education in Cyprus during COVID-19 Lockdown: A Zoom-Out View of Challenges and Opportunities for Quality Online Learning
Educ. Sci. 2022, 12(7), 477; https://doi.org/10.3390/educsci12070477 - 11 Jul 2022
Cited by 1 | Viewed by 801
Abstract
This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different [...] Read more.
This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different fields of study and educational levels). Quantitative and qualitative analyses of the data collected from 1051 students provide valuable information and insights regarding learners’ prior technology background and level of preparedness for online learning, the challenges and benefits of ERL and how they would like their online learning experience to be improved in case of future ERL. The results underline that students’ knowledge of and self-efficacy in using e-learning tools do not directly equate to being a digital learner equipped with necessary digital skills such as self-regulation to fully benefit from online learning. The educational disparities caused by inequalities in access and accessibility to high-quality education laid bare by the pandemic stressed the need for online environments that would afford quality learning for all learners. Online learning demands are discussed in the article, as well as implications for research, practice and policy making. Full article
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Article
COVID-19 and the Key Digital Transformation Lessons for Higher Education Institutions in South Africa
Educ. Sci. 2022, 12(7), 464; https://doi.org/10.3390/educsci12070464 - 04 Jul 2022
Cited by 2 | Viewed by 777
Abstract
COVID-19 has left an unmistakable impression on the world stage. It has altered the global socio-economic landscape, forcing individuals to adapt and embrace new ways of doing business, as well as new ways of life. One of the most significant effects of the [...] Read more.
COVID-19 has left an unmistakable impression on the world stage. It has altered the global socio-economic landscape, forcing individuals to adapt and embrace new ways of doing business, as well as new ways of life. One of the most significant effects of the pandemic was to hasten the adoption of digital technologies by many areas of the global economy. Campus closures were observed in the higher education sector, putting an end to long-standing face-to-face teaching and learning. This necessitated the most rapid paradigm shift ever seen in this industry to continue educating and learning. An abrupt change to online learning, which is primarily reliant on digital technologies, occurred. As a result, the purpose of this article is to investigate and identify ten critical digital transformation lessons from COVID-19 for South African higher education institutions. Secondary data gathered from the literature research were used to meet the study’s goal. The study concluded by laying out the most important digital transformation lessons for South Africa, including the notion that the country should strive to build digital capabilities because digital technology gaps remain wide, among other things. Full article
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Article
The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed
Educ. Sci. 2022, 12(7), 449; https://doi.org/10.3390/educsci12070449 - 29 Jun 2022
Viewed by 1010
Abstract
The coronavirus pandemic (COVID-19) is a global health crisis that has affected educational systems worldwide. North Eastern Mindanao State University (NEMSU), a typical countryside academic institution in the Southern Philippines, did not escape this dilemma. The advent of remote learning to continue the [...] Read more.
The coronavirus pandemic (COVID-19) is a global health crisis that has affected educational systems worldwide. North Eastern Mindanao State University (NEMSU), a typical countryside academic institution in the Southern Philippines, did not escape this dilemma. The advent of remote learning to continue the students’ learning process has caused difficulties for both the students and the educational institutions. Thus, we conducted this study to assess the students’ level of submission of assigned tasks from printed remote learning modular materials under the College of Teacher Education of NEMSU. We evaluated whether the distance of students’ residences to the campus or the nearest online learning facilities affects the level of modular task retrievals. We also determined the current situation, challenges, and struggles of the students with remote learning. Our results showed that out of 392 printed learning modules sent to Bachelor of Elementary Education (BEED) students, 299 or 76% were retrieved. There were also 292 Bachelor of Secondary Education (BSED) students who received the learning modules, and 237, or 81%, complied with their tasks. We found that 68% of the total number of students reside within a <30 km radius, while 32% were within a 30–40 km radius. We also found that the distance of their residences from the NEMSU campus slightly affected the percentage of modular learning material retrievals for both the BEED and BSED students, with R2 = 0.38 and R2 = 0.07, respectively. Nonstructured interview results showed that most students were constrained by many challenges and struggles in complying with the tasks. These include internet connectivity problems, inadequate learning resources, difficulty understanding the module contents and assessment instructions, overloaded remote learning tasks, poor learning environment, and mental health problems. This study also revealed that the country’s digital divide became more apparent as we navigated this new mode of the remote learning system. Full article
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Article
The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education
Educ. Sci. 2022, 12(6), 389; https://doi.org/10.3390/educsci12060389 - 05 Jun 2022
Viewed by 581
Abstract
The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interviews with five students. Descriptive [...] Read more.
The purpose of this case study was to explore how student teachers at the University of Helsinki perceived pedagogical courses in emergency remote teaching. The dataset consists of the responses of 79 students to an online questionnaire and interviews with five students. Descriptive statistics, multiple linear regression analysis, and content analysis were used to analyze the data. The students pointed out that, on average, teachers have mastered the pedagogy of remote teaching well, although older teachers had more challenges than younger teachers. The quality of teaching was reported as being high. Teachers’ pedagogical knowledge was the strongest predictor of successful remote teaching. In terms of assessment, teachers mostly used essays and other written assignments to assess students’ achievement. According to most students, the assessment practices were implemented successfully. The results provide insights for developing remote teaching in teacher education. Full article
Article
Computer Animation Education Online: A Tool to Teach Control Systems Engineering throughout the COVID-19 Pandemic
Educ. Sci. 2022, 12(4), 253; https://doi.org/10.3390/educsci12040253 - 01 Apr 2022
Viewed by 1059
Abstract
The world is changing, and university education must be able to adapt to it. New technologies such as artificial intelligence and robotics are requiring tools such as simulation and process control to develop products and services. Thus, control systems engineering schools are adapting [...] Read more.
The world is changing, and university education must be able to adapt to it. New technologies such as artificial intelligence and robotics are requiring tools such as simulation and process control to develop products and services. Thus, control systems engineering schools are adapting to new educational frameworks tailored to deploy promising and feasible new technologies. Herein, we have relied on computer animation-based education and its implementation as an online project-based strategy to attain the objectives and goals of the control systems engineering courses at University of Los Andes, Venezuela. The ControlAnimation library developed in Mathematica program in 2002 has been used as a tool to teach control systems engineering courses since 2008 and with greater prominence since 2020, when the stay-at-home orders due to the COVID-19 pandemic were enacted. Consequently, computer animation-based education has proven its feasibility as an online tool combined with project-based learning techniques, thus allowing students to interact with an animated control system by changing the mathematical model and the design parameters of control laws in a comfortable and somewhat playful way. This enabled new capabilities to study the dynamic behaviors of primordial control systems online. In addition, it allowed students to co-identify and relate in a more intuitive way to the mathematical models and control equations with the physical behavior of the real control systems. Full article
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Article
ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age
Educ. Sci. 2022, 12(3), 183; https://doi.org/10.3390/educsci12030183 - 06 Mar 2022
Cited by 4 | Viewed by 1453
Abstract
Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In [...] Read more.
Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement. Full article
Article
Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19
Educ. Sci. 2022, 12(1), 48; https://doi.org/10.3390/educsci12010048 - 14 Jan 2022
Cited by 2 | Viewed by 862
Abstract
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores [...] Read more.
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era. Full article
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Article
Finding Spaces: Teacher Education Technology Competencies (TETCs)
Educ. Sci. 2021, 11(11), 733; https://doi.org/10.3390/educsci11110733 - 15 Nov 2021
Cited by 1 | Viewed by 658
Abstract
This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and [...] Read more.
This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing practices of incorporating technology into secondary methods coursework and to search for new spaces to implement the TETC guidelines and structure, as well as explore the roles faculty play in the adoption and implementation of technologies. Vignettes authored by faculty in each content area provide a rich depth of faculty experience and dispositions regarding technology integration, as well as spaces for the deeper use of technology based on the TETC recommendations. Key questions emerged about the efficacy of current technology practices, as well as the experiences and dispositions of the faculty within the secondary education program. Findings show that secondary education faculty use domain/content-specific technologies in their course; are expected to be “meta-experts”, both discovering and implementing technology simultaneously; and tend to discover technologies through content-specific interactions and discussions. Full article
Article
Students and Teachers Using Mentimeter: Technological Innovation to Face the Challenges of the COVID-19 Pandemic and Post-Pandemic in Higher Education
Educ. Sci. 2021, 11(11), 667; https://doi.org/10.3390/educsci11110667 - 21 Oct 2021
Cited by 5 | Viewed by 3187
Abstract
The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was [...] Read more.
The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was answered by 400 students and 12 participating academics. These 12 academic respondents also participated in a focus group after experiencing this software during an academic course. Qualitative and quantitative data was collected and analyzed to conclude that this software not only facilitated student participation during the pandemic (both face-to-face and online) in synchronous and asynchronous ways but also improved attention, engagement, collaborative learning and interaction. Immediate feedback made it possible for teachers to monitor the students’ learning processes and to adjust the content and pace accordingly. Students and educators highlighted the inclusive potential of this tool, as it allows participation from a diverse audience with different backgrounds and capacities, ensuring inclusive and equitable education for all. Some opportunities for improvement were also identified, namely more functions to make the software more attractive and adapt it to different educational objectives. Full article
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Article
Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland
Educ. Sci. 2021, 11(9), 560; https://doi.org/10.3390/educsci11090560 - 18 Sep 2021
Cited by 5 | Viewed by 1214
Abstract
The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future [...] Read more.
The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future and to support all students appropriately, it is important to be aware of students’ experiences. In this study, instant video blogging (IVB) was used to collect primary school students’ first-hand reports of their emotions in remote learning situations. Through an experience sampling method, 23 Finnish fifth-grade students (aged 11–12 years) took part in IVB during the remote learning period 18 March 2020–13 May 2020. Students’ expressions related to negative emotional experiences were more diverse than those related to positive ones. Nice was the most often reported positive evaluation related to studying. The most often reported negative feelings were bored and irritated, and the most often reported negative aspects related to learning were difficult tasks or not having learned anything. Towards the end of the research period, positive mentions about returning to school increased. The IVB method offered direct insight into how primary students experienced the remote learning period, which can support preparation for exceptional periods in the future and the development of digital learning solutions. Full article
Article
Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers’ Collaboration Cluster
Educ. Sci. 2021, 11(9), 543; https://doi.org/10.3390/educsci11090543 - 15 Sep 2021
Cited by 1 | Viewed by 938
Abstract
The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission—depending on one’s personal and emotional points of view. Both extremes have been widely influenced by external factors [...] Read more.
The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission—depending on one’s personal and emotional points of view. Both extremes have been widely influenced by external factors on each individual’s life path. Education in the sciences and engineering has encountered more issues than other disciplines due to specialized mathematical handwriting, experimental demonstrations, abstract complexity, and lab practices. This work analyses three aspects of science education courses taught by university professors in a collaborative teacher cluster, sharing technology applications and education methodologies in science over three semesters when the COVID-19 lockdown was in effect. The first aspect was a didactic design coming from several educational frameworks through adoption or sharing. The second one was an analysis by discipline of multiple factors affecting student engagement during the health contingency. The third analysis examined the gains and losses in our students caused by the university closure and the pandemic’s intrusions. The report explores the correlations of the exiting student perceptions with their academic performance in the courses and survey results about the impact of decisions or happenings during the crisis. This work’s value lies in the lessons for the future of education concerning the teacher dominions of didactic design, support, and collaboration in a broader sense than only for teaching. Full article
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Article
U.S. Parents’ Reports of Assisting Their Children with Distance Learning during COVID-19
Educ. Sci. 2021, 11(9), 501; https://doi.org/10.3390/educsci11090501 - 03 Sep 2021
Cited by 5 | Viewed by 1770
Abstract
COVID-19 has caused increased stress among U.S. adults, with many reporting concerns assisting their children with distance learning due to school closures. This study surveyed U.S. parents–most of whom were middle-aged, White, affluent, and female–to learn what types of distance learning activities parents [...] Read more.
COVID-19 has caused increased stress among U.S. adults, with many reporting concerns assisting their children with distance learning due to school closures. This study surveyed U.S. parents–most of whom were middle-aged, White, affluent, and female–to learn what types of distance learning activities parents engaged in with their children during COVID-19; whether these types of activities varied by the child’s age; and whether there was an association between engaging in these activities and stress. Most parents engaged in Monitoring, Teaching or Technology support activities with their children. Although these activities varied by child’s age, parents who reported engaging in any distance learning activity reported increased stress. Full article
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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 - 31 Aug 2021
Cited by 15 | Viewed by 3678
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
Cited by 10 | Viewed by 1574
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
Cited by 8 | Viewed by 2170
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 16 | Viewed by 3374
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 9 | Viewed by 2807
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
Cited by 5 | Viewed by 1984
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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