International Journal on Studies in Education,
Год журнала:
2023,
Номер
5(4), С. 348 - 440
Опубликована: Июнь 27, 2023
The
study
aims
to
provide
a
cohesive
overview
and
summary
of
the
COVID-19
pandemic
impact
on
primary
education,
secondary
K-12
education
through
an
extensive
literature
review.
review
focused
global
educational
stakeholders’
perspectives,
attitudes,
sentiments,
opinions,
experiences.
This
includes
analyzes
205
articles
published
from
January
2020
December
2022.
scientific
databases
SCOPUS
Web
Science
were
used.
Specifically,
15
research
questions
be
addressed
methodology
are
presented.
An
in-depth
synthesis
related
studies
is
provided
based
level
type.
results
data
extracted
(e.g.,
main
findings,
aims,
focus
group,
method,
sample,
measurement-research
tools,
etc.)
examined.
findings
summarized,
discussed,
compared
those
previous
about
online
learning
prior
pandemic.
Conclusive
statements,
implications,
future
directions
also
provided.
Educational Dimension,
Год журнала:
2023,
Номер
8, С. 85 - 111
Опубликована: Апрель 12, 2023
This
article
discusses
blended
learning
(BL)
as
an
optimal
way
to
organize
the
educational
process
during
crises,
such
a
pandemic
or
war.
The
aims
answer
two
research
questions:
1)
What
is
appropriate
Ukrainian
scientific
term
for
"blended
learning"
given
country's
European
integration
processes?
2)
meaning
of
learning"?
analysis
leads
conclusion
that
"kombinovane
navchannia".
defines
planned,
pedagogically
balanced,
adaptive
combination,
integration,
and
interpenetration
technologies
(face-to-face
distance
learning,
formal
informal
real
virtual,
individual
collective
learning)
with
aim
optimally
satisfying
needs
participants
in
through
use
intelligent
technologies.
Journal of Management & Organization,
Год журнала:
2025,
Номер
unknown, С. 1 - 20
Опубликована: Фев. 6, 2025
Abstract
This
study
investigates
the
barriers
that
hinder
non-leading
Brazilian
higher
education
institutions
(HEIs)
in
repositioning
within
digital
landscape
based
on
dynamic
capabilities.
In-depth
semi-structured
interviews
with
top
managers
at
six
HEIs
show
main
include
uncertainty
about
traditional
HEI
future
scenario,
lack
of
strategic
tools
to
reposition
HEIs,
knowledge
cost-benefit
an
institution’s
digitization,
how
implement
changes,
and
information
if
should
(or
not)
meet
all
new
stakeholder
needs.
These
prevent
from
successfully
adapting
era.
Methodologies
are
required
guide
decisions,
perform
digitization’s
analysis,
changes
stakeholders’
evolving
demands.
By
overcoming
these
barriers,
can
effectively
capabilities,
transforming
challenges
age
into
opportunities
for
growth
innovation.
During
COVID-19
“lockdown”
most
high
school
and
college
students
experienced
a
sudden
ending
of
face-to-face
classes
were
forced
into
multiple,
rapidly
prepared
online
courses.
These
experiences
produced
more
knowledgeable
about
education
than
ever
before.
With
this
came
degree
certainty
regarding
their
future
educational
delivery
preferences.
This
survey
(2021–2024)
examined
the
attitudes
barriers
associated
with
course
selection
at
university
within
State
University
New
York
(SUNY)
system.
Using
an
introductory
nutrition
course,
658
surveys
exclusively
collected
from
sections
Natural
Science
course.
Only
30.2%
these
reported
preference
for
Respondents
similar
percentages
on
Course
Difficulty
(48.5%
vs.
51.5%
face-to-face)
which
required
Work/Time
(43.2%
56.8%
face-to-face).
Previous
negative
affirmed
by
27.4%
students.
Importantly,
only
14.5%
self-reported
better
academic
performance
in
Major
avoidance
variables
boredom
(53.1%),
inferior
learning
(52.9%),
communication
limitations
(43.0%).
Surprisingly,
67.7%
stated
they
would
consider
taking
Understanding
post-COVID-19
student
provides
useful
information
should
be
part
any
comprehensive
approach
to
design
implementation.
Advances in higher education and professional development book series,
Год журнала:
2024,
Номер
unknown, С. 99 - 127
Опубликована: Апрель 22, 2024
This
chapter
explores
the
transformative
potential
of
integrating
conversational
AI
agents,
particularly
chatbots,
into
educational
landscape.
Drawing
on
insights
from
EDUChat
project,
findings
reveal
a
notable
surge
in
student
expectations
following
return
to
face-to-face
teaching.
The
data
reflects
an
increased
desire
for
personalised
and
instantaneous
support,
indicating
paradigmatic
evolution
requirements.
Due
global
shift
online
education
response
COVID-19
pandemic,
this
recognises
identified
disparities
digital
access
infrastructure,
emphasising
vital
role
communication,
engagement,
innovative
teaching
methodologies.
It
highlights
need
interventions
like
improved
infrastructure
expanded
resources
reshape
post-pandemic
systems,
underscoring
importance
equitable
resource
distribution
proactive
strategies.
British Educational Research Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 21, 2025
Abstract
Given
the
emergence
of
blended
learning
as
dominant
mode
at
university
in
a
post‐COVID‐19
world,
need
to
examine
students'
perceptions
is
increasingly
becoming
more
important.
This
study
examined
mediating
role
student
engagement
relationship
between
types
support
(i.e.,
teacher,
digital)
and
learner
satisfaction
environments.
A
sample
674
Year
1
2
students
from
public
Singapore
participated
this
study.
Structural
equation
modelling
showed
that
(1)
teacher
autonomy
digital
relatedness
predicted
agentic
engagement,
(2)
competence
emotional
(3)
all
facets
except
for
learner–instructor
interaction
(4)
learner–technology
interaction.
Of
four
dimensions
only
mediated
relationships
various
satisfaction.
Overall,
these
findings
highlight
importance
emotionally
engaging
imbuing
sense
agency
them
enhance
As
the
years
progress,
blended
learning
has
risen
in
popularity.
In
light
of
a
lack
systematic
research
on
significant
intertwined
influence
English
learners’
academic
success,
this
empirical
study
attempted
to
reveal
critical
success
factors
students’
outcomes
environment
based
extensive
review
previous
studies.
This
developed
novel
model
investigate
and
assess
key
that
affect
success.
Accordingly,
adopted
questionnaire
survey
as
instrument.
Based
data
from
1,478
university
students
China,
used
structural
equation
modeling
by
AMOS
(version
24.0)
analyze
validate
proposed
model.
The
results
revealed
learner
attitude,
self-identity,
course
design
were
predominant
for
Besides,
self-identity
could
significantly
impact
intentions
behaviors.
