Online and Distance Learning during Lockdown Times: COVID-19 Stories-Series 2
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".
Deadline for manuscript submissions: closed (31 March 2024) | Viewed by 83858
Special Issue Editor
Special Issue Information
Dear Colleagues,
The COVID-19 pandemic has changed all aspects of our lives. Depending on where we live, some of us are just beginning to emerge from multiple cycles of national and local lockdown measures. As the first lockdown measures were introduced in the early part of 2020, schools and universities have had to close their physical buildings on short notices. Teachers have had to devise new approaches to teaching online with limited resources and time available. Waves of lockdown measures as well as national and local regulations on social distancing meant that schools and universities have had to find innovative ways to offer classes to their students.
The purpose of Series 2 of this Special Issue is to report studies on the use of online, remote, and blended teaching and learning methods at all levels of education since the early stages of lockdown teaching. We are interested in papers on the practice, policy, and theoretical perspectives of teaching and learning that would inform our future practice of education. We would like to receive contributions that explore the impact of remote teaching on students, teachers, and parents, for example, from the perspectives of the digital divide/digital poverty, digital literacy, and mental health and well-being. We are also interested in teaching and learning innovations that have been developed during this remote teaching period that would be useful for improving our future teaching approaches.
The following is a short list of themes that the Special Issue is interested in:
- The different pedagogical approaches that have emerged as a result of teachers’ rapid adaptation to online methods for their teaching;
- The challenges faced by school and university leaders in moving to online teaching and management of schoolwork;
- Impact of remote teaching on students, teachers, and parents, for example, regarding the digital divide/digital poverty, digital literacy, and mental health and well-being;
- Parents’ involvement in their children’s learning;
- Methodological approaches used in researching this unprecedented phenomenon of learning online in lockdown conditions;
- Rapid approaches to designs for online learning; and
- Learning opportunities provided and emerged in the non-formal education sector to cope with lockdown conditions.
The contributions could be based on one or mixture of methods including:
- Primary data (using online or face-to-face methods) collected from teachers, students, parents, and learning technology professionals;
- Secondary data such as documents including publicly accessible videos created by teachers to show their online teaching methods, blog posts written by teachers, and other documents available on the internet relevant to the research topic; and
- Systematic reviews of published literature.
Dr. Palitha Edirisingha
Guest Editor
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Keywords
- remote teaching
- remote learning
- distance learning
- online learning
- technology-enhanced learning
- COVID-19
- teacher professional development
- teaching and learning in emergencies
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