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Children and COVID-19 Research Library

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Journal article

The new identity of Indonesian Islamic boarding schools in the “new normal”: the education leadership response to COVID-19

AUTHOR(S)
Yusuf Hanafi; Ahmad Taufiq; Muhammad Saefi (et al.)

Published: March 2021 Journal: Heliyon

The purpose of this study was to investigate the leadership practices of Indonesian Islamic boarding school (pesantren) leaders, school principals, and teachers in responding to the health crisis caused by the COVID-19 pandemic, to ensure the continuation of boarding school education in the “new normal” period. Generated using a moderated focus group discussion with principals and teachers, the findings suggest that principals' and teachers' leadership practices are acceptable in the policy, social support, and financial dimensions but still lack structural and teaching aspects about conducting blended learning.

Journal article

What is missing in our teacher education practices: a collaborative self-study of teacher educators with children during the Covid-19 pandemic

AUTHOR(S)
Jinhee Kim; Su Jeong Wee; Sohyun Meacham

Published: March 2021

This self-study explores the experiences and challenges that mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what children experienced through remote learning and how their mothers tried to support their learning, this study reflects on their former school experiences and teacher's education practices. To do this, it addresses the following two research questions: (1) What were children’s experiences in remote learning during the pandemic?; and (2) What were mothers and teacher educators experiences in supporting children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, the study collected stories of mothers and teachers during children’s remote learning. These data were collected through participant observations, field notes, and artifacts that children created, as well as learning materials received from their teachers and schools during the period.

Cite this research | Open access | Language: English | Topics: Education | Tags: COVID-19 response, e-learning, lockdown, remote learning, school attendance, teacher education, teaching methods

Journal article

Exploring the need for a responsive school curriculum to cope with the Covid-19 pandemic in Pakistan

AUTHOR(S)
Rani Gul; Gulab Khilji

Published: March 2021 Journal: Prospects

The article investigates the response of the Pakistani curriculum to the Covid19 outbreak. It also looks into the development of a curriculum that addresses the specifcities of students’ situations, while reminding them of global connectedness. The article is based on semi-structured interviews with 10 curriculum experts, 20 principals, and 35 teachers, as well as content analysis of the 2018 National Curriculum Framework of Pakistan.

Journal article

Keeping children healthy during and after COVID-19 pandemic: meeting youth physical activity needs

AUTHOR(S)
Andjelka Pavlovic; Laura F. DeFina; Breanna L. Natale (et al.)

Published: March 2021 Journal: BMC Public Health

The purpose of this study was to: 1) examine the maintenance of Physical Education and physical activity during the distance learning time, 2) determine the resources educators are utilizing to deliver PE curricula, and 3) understand the challenges experienced by educators during distance learning.

Journal article

The attitudes of elementary and middle school students and teachers towards online learning during the corona pandemic outbreak

AUTHOR(S)
Asmahan Masry‑Herzallah; Yuliya Stavissky

Published: February 2021 Journal: SN Social Sciences

The coronavirus pandemic has impacted the education systems worldwide and most, including the Israeli, have transitioned to online learning. Moreover, closing schools has extreme social, cultural, educational and economic implications on the student, teacher and parent populations. This is especially true for students from families of lower-socio-economic status and young students who need parental assistance. Furthermore, online learning is not suitable for all teachers, because some lack the technological capabilities needed.

Journal article

Serving children and adolescents in need during the COVID-19 pandemic: evaluation of service-learning subjects with and without face-to-face interaction

AUTHOR(S)
Li Lin; Daniel T. L. Shek

Published: February 2021 Journal: International Journal of Environmental Research and Public Health

The coronavirus disease (COVID-19) outbreak has posed a great challenge to teaching and learning activities in higher education, particularly for service-learning subjects that involve intensive human interaction. Although service-learning may be transformed to a virtual mode in response to the pandemic, little is known about the impact of this new mode on student learning and well-being. This paper reports a university credit-bearing service-learning subject that involves services toward needy children and adolescents in a non-face-to-face mode under COVID-19 pandemic. The study examined the effectiveness of this subject by comparing it with the same subject delivered via a face-to-face mode.

Journal article

Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students and parents

AUTHOR(S)
Lee-Ann Ewing; Holly B. Cooper

Published: February 2021 Journal: Technology, Pedagogy and Education

The majority of Australian students learned remotely in term two (April–June 2020), in response to state government directives to close schools during the ‘first wave’ of Covid-19. This created myriad challenges for students, teachers and parents. Accordingly, this study seeks to capture these multiple perspectives of the remote learning experience. Forty interviews were conducted at the end of term two, with students, teachers and parents. The findings represent an integrated framework for engagement in the context of remote education.

Journal article

School off, learning on: identification of preference and challenges among school students towards distance learning during COVID19 outbreak

AUTHOR(S)
Subreen al Salman; Mohammed Alkathiri; Ali Khaled Bawaneh

Published: February 2021 Journal: International Journal of Lifelong Education

Since continuing learning draws on education, wherever it is available, no matter by whom provided, it is clear that programmes offered by formal education institutions are only one of many sources and options. The current study aimed at identification students’ preferable levels and challenges of using distance learning in COVID-19. The sample comprised of 720 students. The researchers adopted a questionnaire and verified its validity and reliability.

Cite this research | Open access | Language: English | Topics: Education | Tags: COVID-19 response, e-learning, lockdown, remote learning, school attendance, teaching methods

Journal article

“What if…it never ends?”: examining challenges in primary teachers' experience during the wholly online teaching

AUTHOR(S)
Zhuo Wang; Jia Zhou; Yubin Ma (et al.)

Published: February 2021 Journal: The Journal of Educational Research

Since the outbreak of Covid-19, the Chinese government has issued strict policies for school operations. To meet the demands of normal school schedule while at home, teachers have been required to provide fully online classes regardless of their previous experience. Understanding and describing the authentic challenges teachers face during the wholly online learning and teaching period may not only allow stakeholders to make more informed decisions about subsequent practices, but also provide timely lessons for primary schools in other regions combating similar challenges. The present study was a phenomenological study, in which 26 Chinese primary school teachers were interviewed and provided photos that represented their typical online teaching experience.

Journal article

‘Homeschooling’ and the COVID-19 crisis: the insights of parents on curriculum and remote learning

AUTHOR(S)
Daniela Fontenelle-Tereshchuk

Published: February 2021 Journal: Interchange

The COVID-19 crisis forced schools to temporarily close from March 2020 to June 2020, producing unpredictable changes in instructional contexts and patterns. A new concept of ‘homeschooling’ emerged which required parents to support the implementation of the curriculum through remote learning. This article is based on a case study focusing on the perceptions of experiences of ten parents of Elementary school children during the school lockdown in Alberta, Canada. Parents argue that the schools’ demands on them were unreasonable. These added to the stress of the quarantine and professional losses, and to the burden of working full-time, fulflling household responsibilities, and having children rely mostly on parents to deliver an often brief, ‘shallow’ weekly lesson plan that lacked clear expectations and reliable assessment pieces. Parents also strongly cast doubts on the popular reliability of online education by suggesting the unsuitability of online tools to promote independent learning among young children. The study may provide valuable contributions to further inform how to better support learning from home during this ongoing pandemic.

Journal article

The changes we need: education post COVID-19

AUTHOR(S)
Yong Zhao; Jim Watterston

Published: February 2021 Journal: Journal of Educational Change

The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes needed in education. This paper argues that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. It identifies three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.

Journal article

Adoption of e-learning during lockdown in India

AUTHOR(S)
Sandeep Kumar Mathivanan; Prabhu Jayagopal; Shakeel Ahmed (et al.)

Published: February 2021 Journal: International Journal of System Assurance Engineering and Management

Education institutions like schools, colleges, and universities in India are currently based on traditional learning methods and follow the conventional setting of face-to-face interaction/lectures in a classroom. Most of the academic sector started unified learning, still most of them struct with old steps. The unexpected Plague of a deadly infection called COVID-19 caused by (SARS-Cov-2) trembled the whole world. The WHO announced it as a disease outbreak. This circumstance challenged the whole education system worldwide and compelled educators to change to an online mode immediately. Many educational organizations that were earlier unwilling to change their traditional didactic practice had no choice but to move exclusively to online teaching–learning. This article provides an elaborate discussion about the education sector's impact during a disease outbreak in India. It offers a detailed discussion regarding how India adopts the e-learning approach in this critical situation. Further, it describes how to cope with the challenges related to e-learning.

Journal article

Multilevel analysis of the educational use of technology: quantity and versatility of digital technology usage in Finnish basic education schools

AUTHOR(S)
Meri‐Tuulia Kaarakainen; Loretta Saikkonen

Published: February 2021 Journal: Journal of Computer Assisted Learning

The adoption of technology in teaching has been identified to relate to various factors from attitudes and self‐efficacy to subjective norms and digital references. The aim of this study is to broaden the perspective to hierarchical grouping effects. Multilevel modelling of the study utilizes the data of 2355 Finnish basic education teachers. The results show that, before the coronavirus pandemic, Finnish teachers used digital devices in teaching at least once a week, on average, and many times on a daily basis, varying according to the subject being taught. The variation in teachers' technology usage occurs mainly at the individual level, with a small proportion between schools; higher‐level hierarchies proved redundant in the context of Finland. At the teacher level, digital skills, age, and digital self‐efficacy increase technology usage in teaching. At the end, the significance and limitations of the research and the direction of future research in the post‐pandemic era are discussed.

Research Report

How the COVID-19 pandemic is reshaping the education service

AUTHOR(S)
Byeongwoo Kang

Published: February 2021

This chapter focuses on the impact of the COVID-19 pandemic on the education service, which is typically classified as a service industry in industrial classifications. Digital transformation in the education sector has attracted significant attention recently. The distance education is becoming a new normal in the education service. However, the education community in general is not ready to maximize the merits of distance learning. We need to change the role of instructors from a knowledge teacher to a learning motivator and progress manager. In addition, we need more investment in ICT infrastructure in the education service to enhance educational effects.

Journal article

Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic - blessing or curse?

AUTHOR(S)
Tamar Shamir-Inbal; Ina Blau

Published: February 2021 Journal: Journal of Educational Computing Research

This study explored teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The study’s purpose was to understand the pedagogical, technological, and organizational challenges and benefits of computing-enhanced digital learning environments, and to explore teachers' pedagogical strategies. This study employed a qualitative research paradigm using nation-wide, online samples, which included 133 elementary and secondary school teachers from Hebrew-speaking and Arabic-speaking schools in Israel.

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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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