Research Society and Development,
Journal Year:
2022,
Volume and Issue:
11(16), P. e531111638669 - e531111638669
Published: Dec. 16, 2022
A
pandemia
da
COVID-19
causou
grandes
mudanças
nos
panoramas
atuais
sociedade.
Nesse
sentido,
o
processo
de
ensino
e
aprendizagem
durante
período
também
foi
afetado,
muito
por
conta
do
isolamento
social
que
abriu
margens
para
remoto
divide
opiniões
acerca
sua
efetividade.
O
objetivo
presente
trabalho
avaliar
impacto
processos
cursos
acadêmicos
na
área
saúde.
Para
tal,
realizamos
um
estudo
revisão
sistemática
literatura
através
periódicos
disponíveis
base
dados
PubMed.
princípio
foram
identificados
112
artigos
pesquisa
e,
após
a
aplicação
dos
critérios
inclusão
exclusão,
selecionados
15
lidos
agregados
em
nosso
trabalho.
Os
resultados
demonstraram
gerou
impactos
significativos
no
ensino-aprendizagem,
exigindo
alunos
professores
se
reinventassem
maneira
aprender
ensinar.
implementação
possui
vantagens
desvantagens
dividem
estudantes
ao
redor
todo
mundo.
As
instituições
deverão
investir
próximos
anos
infraestrutura
contemple
as
novas
tendências
aprendizagem,
oferecendo
capacitação
funcionários
com
vistas
desenvolver
habilidades
necessárias
práticas
serão
futuro
educação.
defasagem
saúde
pode
ser
suprida
rápidos
workshops
oferecidos
pela
instituição
complementar
formação
desses
futuros
profissionais.
Sustainability,
Journal Year:
2023,
Volume and Issue:
15(23), P. 16433 - 16433
Published: Nov. 30, 2023
Engineering
education
providers
should
foresee
the
potential
of
digital
transformation
teaching
and
skill-developing
activities
so
that
graduating
engineers
can
find
themselves
highly
aligned
with
demands
attributes
needed
by
prospective
industrial
employers.
The
advancement
revolutions
towards
hybridisation
enabling
technologies
recognised
Industry
4.0,
Society
5.0,
5.0
have
transformed
components
engineering
higher
system
remarkably.
Future
workforce
requirements
will
demand
an
employee’s
multidisciplinary
skill
mix
other
professional
qualities.
Implementing
human-centric
decision-making
based
on
insights
from
Digital
Twin
(DT)
systems,
sustainability,
lean
systems
is
necessary
for
further
economic
growth.
Recent
barriers
identified
Australian
Council
Deans,
development
capabilities,
affordable
digitally
learning
facilities
were
all
considered.
This
paper
explores
role
Twins
(DTs)
in
enhancing
incorporating
4.0
advances.
By
reviewing
curricula,
pedagogy,
evolving
graduates,
this
study
identifies
key
benefits
DTs,
such
as
cost-effectiveness,
resource
management,
immersive
experiences.
also
outlines
challenges
implementing
DT-based
labs,
including
IT
infrastructure,
data
quality,
privacy,
security
issues.
findings
indicate
embrace
DTs
to
foster
skills
meet
future
demands.
Collaboration
industry
highlighted
a
crucial
factor
successful
practices
offering
real-world
COVID-19
pandemic
has
expedited
adoption
DT
technologies,
demonstrating
their
utility
minimising
educational
disruptions.
While
acknowledges
high
prepare
students
demands,
it
emphasises
need
among
educators
ensure
effective
balanced
implementation.
Journal of Knowledge Management,
Journal Year:
2024,
Volume and Issue:
28(11), P. 78 - 105
Published: Feb. 5, 2024
Purpose
The
study
directs
attention
to
the
psychological
conditions
experienced
and
knowledge
management
practices
leveraged
by
faculty
in
higher
education
institutes
(HEIs)
cope
with
shift
emergency
remote
teaching
caused
COVID-19
pandemic.
By
focusing
on
experiences
during
this
transition,
aims
examine
an
under-investigated
effect
of
pandemic
Indian
context.
Design/methodology/approach
Interpretative
phenomenological
analysis
is
used
analyze
data
gathered
two
waves
through
40
in-depth
interviews
20
members
based
India
over
a
year.
were
analyzed
deductively
using
Kahn’s
framework
engagement
robust
coding
protocols.
Findings
Eight
subthemes
across
three
(meaningfulness,
availability
safety)
developed
discourse
challenges
related
their
learning,
identity,
resources
support
received
from
employing
educational
institutes.
findings
also
present
coping
strategies
management-related
that
adjust
each
discussed
challenge.
Originality/value
uses
longitudinal
design
phenomenology
as
analytical
method,
which
offers
significant
methodological
contribution
extant
literature.
Further,
study’s
use
model
members’
transitions
novel
insights
into
pandemic’s
Teaching and Teacher Education,
Journal Year:
2023,
Volume and Issue:
139, P. 104436 - 104436
Published: Dec. 26, 2023
We
argue
that
overlooking
teacher
professional
development's
(TPD)
temporal
and
spatial
situatedness
neglects
similarities
differences
throughout
teachers'
career
stages
organizational
contexts.
Using
latent
profile
analyses
for
early-career
(n
=
383),
mid-career
355),
late-career
296)
groups,
we
found
four
TPD
profiles
in
each
phase.
Results
showed
more
heterogeneity
of
within
than
between
phases;
most
teachers
shared
common
patterns
with
other
phases.
Throughout
the
phases,
need
addressing
their
work
at
both
classroom
levels.
Our
research
invites
researchers
to
rethink
reductionist
narratives
regarding
TPD.
Journal of Educational and Social Research,
Journal Year:
2025,
Volume and Issue:
15(1), P. 383 - 383
Published: Jan. 5, 2025
During
the
last
three
years,
Peru
has
been
suffering
from
a
social
crisis,
strikes,
protests,
etc.,
triggered
by
political
circumstances,
which
forced
country
to
abandon,
once
again,
face-to-face
class
sessions
in
order
adopt
virtual
teaching
model.
In
this
context,
students
of
technological
institutes
have
an
80%
interrupted
instruction
time.
The
aim
study
was
explore
phenomenon
online
and
learning,
caused
emergent
situations,
through
accounts
teachers
technical
education
institution.
For
purpose,
qualitative
approach
used,
with
phenomenological
design,
interview
technique
whose
saturation
allowed
collaboration
31
participants.
findings
analysis
highlight
complexity
challenges
faced
during
sessions,
addressing
technical,
pedagogical
aspects.
It
infers
need
develop
comprehensive
strategies
improve
connectivity,
foster
participation
address
emotional
demands
educational
environment.
Received:
11
September
2024
/
Accepted:
21
December
Published:
05
January
2025
Cogent Education,
Journal Year:
2025,
Volume and Issue:
12(1)
Published: Feb. 7, 2025
This
paper
reports
on
findings
arising
from
a
wider
study
aimed
at
investigating
teachers'
concerns
during
the
pandemic
and
their
views
regarding
changes
in
teaching
post-COVID
context.
Adopting
mixed-method
approach,
data
were
gathered
through
survey
including
both
open-ended
closed-ended
questions.
The
involved
2,192
teachers
all
sectors
of
education.
Both
quantitative
qualitative
indicate
that
most
frequent
are
related
to
students
families,
own
personal
issues,
poor
working
conditions,
work-life
balance.
Furthermore,
suggest
experience
second
lockdown
was
generally
more
positive
compared
first
lockdown.
participants
advocate
for
post-pandemic
scenario,
particularly
focusing
continuous
professional
development,
enhancing
institutional
securing
access
adequate
resources.
Differences
responses
sociodemographic
questions
also
found
relating
Remote
Teaching
Concerns
(RTC)
Experience
(RTE).
offers
implications
further
research,
policy
practical
applications
field.
International Journal of Learning Reformation in Elementary Education,
Journal Year:
2025,
Volume and Issue:
4(01), P. 54 - 72
Published: March 29, 2025
The
COVID-19
pandemic
has
significantly
reshaped
the
educational
landscape,
necessitating
implementation
of
Modular
Distance
Learning
(MDL)
in
Philippines.
This
study
investigates
attitudes
public
school
teachers
towards
MDL,
focusing
on
their
readiness,
schools’
preparedness,
and
effectiveness
modular
instruction.
Employing
a
descriptive
quantitative
research
design,
data
were
collected
from
261
Zamboanga
City
using
survey
questionnaire.
Results
indicate
that
exhibit
high
level
readiness
to
implement
demonstrating
adaptability
willingness
embrace
new
teaching
strategies.
Schools
also
displayed
with
established
communication
channels
health
protocols.
However,
challenges
persist,
particularly
regarding
instruction,
which
perceive
be
less
effective
compared
face-to-face
learning.
Statistical
analyses
reveal
no
significant
differences
teachers’
based
demographic
factors
such
as
years
experience,
background,
or
employment
status.
male
reported
higher
perception
module
female
counterparts.
findings
underscore
need
for
continuous
professional
development
improved
design
enhance
learning
outcomes.
contributes
understanding
realities
MDL
provides
basis
future
improving
distance
