Jurnal Basicedu,
Год журнала:
2022,
Номер
6(3), С. 4251 - 4258
Опубликована: Апрель 15, 2022
This
study
aimed
to
prepare
the
readiness
of
students
use
E-learning
media
in
MBKM
(Freedom
Learn
–
Independent
Campus)
program
at
Faculty
Science,
Technology
and
Education.
was
an
evaluation
research
with
a
quantitative
approach
descriptive
method.
The
data
collection
technique
used
lecturer
student
questionnaires
based
on
CIPP
model
(context,
input,
process,
product).
samples
were
98
students.
results
indicated
that
terms
understanding
E-learning-based
learning
management,
lecturers
included
high
category
percentage
87.78%.
score
obtained
by
82.16%.
questionnaire
showed
activities
carried
out
well
(structured,
according
schedule
coordinated).
Technology Pedagogy and Education,
Год журнала:
2021,
Номер
30(1), С. 1 - 5
Опубликована: Янв. 1, 2021
When
the
Covid-19
pandemic
swept
across
world
in
2020,
schools
closed
and
education
was
moved
to
students’
homes.
Consequently,
many
countries
faced
challenge
of
an
unanticipated
accele...
Scandinavian Journal of Educational Research,
Год журнала:
2022,
Номер
67(5), С. 775 - 790
Опубликована: Март 3, 2022
This
exploratory
study
present
findings
from
semi-structured
interviews
with
15
Norwegian
school
principals
elaborating
on
their
experiences
and
learning
the
closures,
transition
to
digital
education,
educational
leadership
in
first
six
months
of
pandemic.
Three
main
themes
emerged
interviews:
(1)
"We
took
a
quantum
leap
into
world"
addressing
how
supported
experienced
rapid
transformation
education;
(2)
tried
be
close,
even
if
we
could
not
be"
worries
regarding
teachers
children
special
needs;
(3)
had
adjust"
unpredictable
constantly
changing
nature
situation.
These
are
detailed
discussed
context
research
crisis
management,
organizational
change,
role
requirements,
responsibilities.
In
closing,
discuss
transformative
pandemic
may
have
implications
for
future
situations.
School Psychology,
Год журнала:
2021,
Номер
36(6), С. 516 - 532
Опубликована: Ноя. 1, 2021
The
COVID-19
pandemic
extensively
changed
the
work
life
of
many
employees.
Teachers
seemed
particularly
challenged,
confronted
with
sudden
remote
teaching
due
to
school
closures.
Drawing
on
job
demands-resources
(JD-R)
model,
we
investigated
(a)
changes
in
seven
characteristics
(job
demands:
emotional
demands,
interpersonal
conflict,
workload;
resources:
autonomy,
social
support,
feedback,
task
variety)
and
three
job-related
well-being
indicators
(fatigue,
psychosomatic
complaints,
satisfaction),
(b)
how
correlated
well-being,
(c)
impact
two
individual
difference
factors
(caretaking
responsibilities,
career
stage).
Data
were
collected
waves
(just
prior
a
few
months
into
pandemic)
across
Germany
from
207
teachers
an
average
experience
6
years
(range:
1-36
years).
Using
latent
change
score
(LCS)
modeling,
found
significant,
small-to-medium-sized
decreases
over
time
for
both
demands
resources
as
well
fatigue,
variability
magnitude
changes.
Decreases
fatigue
whereas
satisfaction.
caretaking
responsibilities
more
experienced
vulnerable
crisis
they
smaller
or
no
decrease
concert
diminished
resources.
These
findings
reveal
double-edged
consequences
teachers'
life.
(PsycInfo
Database
Record
2021
APA,
all
rights
reserved).
Teachers and Teaching,
Год журнала:
2021,
Номер
28(2), С. 131 - 148
Опубликована: Дек. 22, 2021
The
article
presents
results
of
studies
in
Chile
and
Portugal
during
COVID-19
lockdowns
remote
teaching
conditions.
In
each
both
countries,
over
two
thousand
teachers
all
school
levels
types
were
surveyed
a
two-month
period
on
their
professional
experiences
the
first
year
teaching.
discusses
teacher
accounts
how
work
changed,
difficulties,
impact
well-being,
as
well
new
learning
brought
about
by
challenges
involved.
Conceptually,
study
relied
notions
occupational
professionalism,
self-efficacy
perceptionsand
collegial
support
challenging
circumstances.
Results
countries
highlighted
an
professionalism
perceptions,
mainly
intermittent
engagement
students
sessions,
difficulties
carrying
out
proper
assessments
student
learning.
Student
well-being
was
greater
concern
to
than
own
problems,
despite
feeling
stressful
effect
much
longer
daily
working
hours,
more
so
among
Chilean
Portuguese
teachers.The
also
teachers'
imaginative
efforts
use
unaccustomed
pedagogic
strategies
reach
insure
some
level
learning,
especially
those
without
internet
connectivity.
International Journal of Environmental Research and Public Health,
Год журнала:
2022,
Номер
19(21), С. 14479 - 14479
Опубликована: Ноя. 4, 2022
The
COVID-19
pandemic
has
brought
about
a
sudden
transformation
at
universities.
previous
mode
of
teaching
been
replaced
by
remote
education,
the
effectiveness
which
depends,
among
other
things,
on
technological
infrastructure
universities
and
digital
competence
lecturers
students.
main
objective
this
study
is
to
evaluate
learning
in
higher
education
from
students’
point
view.
uniqueness
present
research
approach
lies
identification
four
dimensions
(socio-emotional,
developmental,
time-financial,
negative
attitude)
evaluation
education.
survey
was
conducted
999
students
studying
remotely,
including
518
women
481
men.
Most
surveyed
had
remotely
for
1–2
years
were
full-time
their
first
degree.
tool
consisted
16
mixed
questions.
Six
them
related
sociodemographic
factors
(including
those
respondents’
education),
eight
experiences
with
opinions
respectively.
remaining
two
questions
used
collect
evaluations
degree
importance
various
advantages
disadvantages
showed
that
students,
most
important
are
saving
time,
possibility
university
far
home
(another
city,
another
country),
combining
work
study,
reduced
commuting
costs.
On
hand,
greatest
include
loss
social
ties
due
lack
contact
peers,
feelings
fatigue
resulting
excessive
use
information
communication
tools,
greater
susceptibility
forms
distraction.
In
addition,
shape
relevant
different
social-emotional
size
more
who
blended
(compared
uniform).
developmental
dimension
essential
participate
activities
longer
during
day.
extended
period
promotes
time-financial
when
evaluating
knowledge.
Scientific Reports,
Год журнала:
2023,
Номер
13(1)
Опубликована: Апрель 7, 2023
Abstract
If
policies
are
not
thoroughly
designed,
technology
integration
may
fail.
As
a
result,
users’
perceptions
of
technology,
especially
access
to
digital
critical
for
in
education.
This
study
aimed
develop
and
validate
scale
model
factors
affecting
instructional
use
Indonesian
vocational
schools.
The
also
reports
the
structural
path
analysis
tests
differences
based
on
geographical
areas.
A
adapted
from
prior
studies
was
established,
validated,
examined
its
validity
reliability.
total
1355
responses
were
measurable;
partial
least
squares
equation
modeling
(PLS-SEM)
t-test
procedures
applied
data
analysis.
findings
informed
that
valid
reliable.
For
model,
strongest
relationship
emerged
between
motivational
skills
access,
while
lowest
existed
material
access.
However,
has
an
insignificant
effect
use.
results
show
areas
significantly
different
regarding
all
involved
variables.
International Journal of Educational Management,
Год журнала:
2024,
Номер
38(2), С. 355 - 373
Опубликована: Янв. 12, 2024
Purpose
Due
to
the
coronavirus
2019
(COVID-19)
pandemic,
primary
and
secondary
schools
worldwide
are
deploying
online
teaching/learning
practices,
fostering
thus
innovation
practices.
The
purpose
of
this
study
is
determine
degree
which
practices
reflecting
educational
implemented
in
Greek
public
operating
under
conditions
characterized
by
COVID-19
pandemic.
Determining
relationship
among
these
also
an
aim
present
study.
Design/methodology/approach
A
research
was
conducted
schools.
522
teachers
fully
completed
a
structured
questionnaire.
Descriptive
statistics,
exploratory
factor
analysis
structural
equation
modeling
were
applied
analyze
data.
Findings
findings
reveal
that
administration-related
teaching-related
some
extent
Greece,
but
there
still
scope
for
continued
development.
set
foundations
further
developing
culture
adopting
other
improve
education.
Originality/value
Limited
concerning
has
focused
on
need
more
studies
teaching
learning
innovations
have
resulted
from
crisis
highlighted
literature.
results
support
fact
positively
associated
with
concluding
forced
change
process
can
act
as
catalyst
changes
innovative
actions.
Empirical research in vocational education and training,
Год журнала:
2021,
Номер
13(1)
Опубликована: Авг. 21, 2021
Abstract
Learning
Factories
4.0
are
thought
to
prepare
vocational
students
for
the
challenges
of
Industry
4.0.
The
implementation
those
interconnected
at
technical
schools
may
promote
development
subject-related
competencies
as
well
multidisciplinary
digital
competencies.
Still,
research
is
scarce
with
regard
supported
through
in
schools.
Hence
this
focusses
on
and
change
due
different
levels
Factory
interaction
over
time.
Three
subsequent
competence
tests
N
=
63
were
conducted.
Findings
indicate
benefits
integrating
developing
However,
study
could
not
identify
a
positive
findings
can
help
educators
further
develop
learning
environments
support
from
preparing
their
learners
demanding
