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AUTHOR(S) Jennifer Renick; Stephanie M. Reich
The purpose of this paper is to uncover what the at-home educational environments of low-income Latine adolescents looked like during the COVID-19 pandemic and how these environments influenced students’ participation in their online classes. Additionally, the findings highlight students’ perspectives on their varied engagement in virtual instruction. Data for this study were collected via an online survey that included both open and close-ended questions. Students were able to share about their behaviors and comfort in their online classes, as well as provide photos of the areas from which they joined their online classes. Quantitative and qualitative data analysis methods were used.
AUTHOR(S) Baldreck Chipangura; Gustave Dtendjo-Ndjindja
AUTHOR(S) Daniela Simeonova; Andrey Shalev
AUTHOR(S) Sri Nani Rezeki Siburian; Yogi Saputra Mahmud
The COVID-19 pandemic has impacted almost all aspects of life, including education. This unprecedented shift to online learning has forced schools to implement distance learning through online-based learning. To keep the students engaged and motivated through online learning, many teachers changed their learning method from traditional learning to game-based learning (GBL) by incorporating games into learning. This study investigated primary school teachers' perceptions of game-based learning advantages and challenges in Science Learning on online learning during the COVID-19 pandemic. The data were collected through observation and semi-structured interviews of five primary school teachers and analyzed using thematic analysis of qualitative data. The results revealed that the teachers found a positive association between GBL and students' performance. GBL is a learning media that could engage students' participation and learning motivation in class. However, some teachers were also concerned about the declines in students' grades and several obstacles teachers encountered while implementing GBL. Some recommendations for future research and practice are proposed in the current study.
AUTHOR(S) Mikaela Jasmin F. Dacillo; Jhoana Katrina M. Dizon; Earl Johann T. Ong (et al.)
The ubiquity of online classes during the COVID-19 pandemic induced the widespread use of videoconferencing applications. However, the prolonged use of these applications can lead to videoconferencing fatigue. Drawing from an online survey sample of 215 senior high school students from a selected private university in Manila, Philippines, this mixed methods study examines videoconferencing fatigue and its relationship with online student engagement (OSE) during the COVID-19 pandemic. This study utilized a convergent triangulation research design. The quantitative strand was cross-sectional in nature. The constructs were measured using the Zoom Exhaustion and Fatigue Scale and Online Student Engagement Scale. Bivariate and multivariate statistical tests were used to determine the significance of the relationships between variables. The qualitative strand utilized a descriptive design. Narrative data were collected through an open-ended survey question and analyzed using content analysis.
AUTHOR(S) Wenwu Dai; Zhaolan Li; Ning Jia
Under the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches. A sample of 428 Chinese junior high school students (47.66% female) completed questionnaires on self-regulated learning, perceived academic control, and learning engagement. Mplus7.0 was used to analyze the latent classes of self-regulated learning. A mediation model was conducted using the software SPSS PROCESS macro.
AUTHOR(S) Michal Glaser; Gizell Green; Avi Zigdon (et al.)
AUTHOR(S) Ellen Helsper; Steven Vosloo
The digitization of society does not have a universal effect on all children. Even with the same internet access, digital literacy and content, children from different places and backgrounds can still have unequal experiences and outcomes. A child’s individual environment influences the extent to which they can seize digital opportunities and avoid digital risks. Unaddressed injustices and inequities based on sexism, racism, classism and other forms of discrimination, contribute to this, and technological advances reflect and amplify existing social, cultural and economic inequalities. In order to get the most out of digital technology, underlying inequalities in the lives of children need to be addressed. This report presents a future-ready, child-centred digital framework that incorporates all aspects of digital inclusion, addresses known gaps, explicitly aims to achieve digital equality, involves a broader range of stakeholders to do this, and responds to emerging technologies and trends.
AUTHOR(S) Ahmad Rababah; Dareen Khlaifat; Faisal Abdelfattah (et al.)
AUTHOR(S) Deni Hardianto; C. Asri Budiningsih; Haryanto (et al.)
AUTHOR(S) Koray ÖZ; Eylem Ezgi Ahiskali; Ali Türkel (et al.)
This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week[1]period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well.
AUTHOR(S) Vo Thi Le Chi; Phuong Hoang Yen
AUTHOR(S) Raquel Plotka; Ruth Guirguis
AUTHOR(S) Tünde Barabási; Gabriella-Mária Stark
AUTHOR(S) Sybil Nolan; Katherine Day; Wonsun Shin (et al.)
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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