The COVID‐19 pandemic situation has pushed many higher education institutions into a fast‐paced, and mostly unstructured, emergency remote education process. In such an unprecedented context, it is ...important to understand how technology is mediating the educational process and how teachers and students are experiencing the change brought by the pandemic. This research aims to understand how the learning was mediated by technology during the early stages of the pandemic and how students and teachers experienced this sudden change. Data were collected following a qualitative research design. Thirty in‐depth and semi‐structured interviews (20 students and 10 teachers) were obtained and analysed following a thematic analysis approach. Results provide evidence on the adoption of remote education technologies due to the pandemic with impacts on the education process, ICT platforms usage and personal adaptation. The emergency remote education context led to mixed outcomes regarding the education process. Simultaneously, ICT platforms usage was mostly a positive experience and personal adaptation was mostly a negative experience. These results bring new insights for higher education organizations on actions they could take, such as curating the learning experience with standard, institutional‐wide platforms, appropriate training for students and teachers, and suitable remote evaluation practices.
Practitioner notes
What is already known about this topic
The COVID‐19 pandemic has pushed the world's education environment into an unstructured, emergency remote education process.
There is a lack of understanding of how ICT tools mediated learning during pandemic's early stages and how actors experienced this sudden change.
In technology‐mediated learning contexts, participant beliefs, knowledge, practices and the environment mutually influence one another and affect the lived experience.
What this paper adds
The paper identifies and characterizes the educational process, the technological tools used in this new educational setting and personal adaptation of higher education students and teachers during these unprecedented times.
The results show the following: an increase in teacher–student interaction (outside classes), new opportunities and content development; difficulties in control evaluation fraud, constraints in attaining the desired learning outcomes and lack of training; resilience to adapt and adopt the new technologies, despite the negative personal experience lived in terms of productivity, motivation, workload and mental health.
Implications for practice and/or policy
The paper makes evidence‐based recommendations on how higher education institutions can leverage this experience to prepare for future disruptions and increase the use of ICT tools in their regular learning environment.
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to ...education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies.
Practitioner notes
What is already known about this topic
The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching.
The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE).
Prior ERE research focused on bounded geographic locations where localised emergencies occurred.
What this paper adds
This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies.
This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information.
This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations.
This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders.
This provides researchers with a review of the field with identification of gaps and future research opportunities.
Implications for practice and/or policy
Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies.
The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
The introduction of remote learning during the coronavirus pandemic has changed the way of working with gifted students. The article presents the results of a survey conducted among parents of gifted ...students aged 10–15 years. The parents filled out an electronic questionnaire containing both open- and closed-ended questions. Data were collected on 1,477 gifted children. The aim of the research is to diagnose the opportunities, possibilities, and limitations of the development of gifted students aged 10–15 (grades 4–8, secondary education) under the distance learning during the pandemic. The subject of the study is an analysis of selected elements of educating gifted students during the pandemic. The results indicate that 36.8% of students had comfortable conditions for remote learning (their own computer and room and a good Internet connection). The students’ involvement in learning and independence were differentiated by their ability. The girls were significantly more involved than the boys and were statistically significantly more independent. The students’ involvement correlated positively with their independence. The main themes of the parents’ statements regarding the possibilities and advantages of remote education were saving time, developing and strengthening academic competences, developing existing or acquiring new skills, maintaining children’s safety and using IT tools during online learning. The students mainly developed their interests and abilities on their own, often with the support of the family, using the media or referring to online resources. No systemic support for gifted students was indicated.
This commentary addresses key differences between remote and on‐site experiential education, including necessary resources and rotation structure. Health care education during the COVID‐19 pandemic ...was primarily delivered electronically. Student‐based resources such as computers/laptops, stable internet connections, and privacy (physical space and electronic security) became essential for student learning, testing, and provision of patient care. When student resources were limited, educational programs had to adapt to help students in need. Preceptors were required to restructure experiential rotations to provide learning experiences while keeping up with increased clinical‐related workloads. Students had increased projects and papers and decreased face‐to‐face time with patients and professionals. Many community pharmacies were able to educate students on‐site, whereas ambulatory care–based sites generally pivoted to telehealth‐based interactions. Although telehealth appeared useful, rollout was difficult because of differences in technology, accessibility, and capability. Inpatient‐based training proved most difficult and often had to be halted for patient and student safety. Many schools also used unique non–patient care electives to fill experiential gaps and keep students on target for graduation. Delivery of experiential education had a different set of challenges from didactic education. Creative examples to address these challenges included roving tablets with Zoom sessions during rounds, artificial or de‐identified cases, and hybrid clinical/dispensing rotations, though most experiences were canceled or restricted by exclusion of patients with COVID‐19 patients. Overall, pharmacy education continued. However, many of the methods for training with partly or entirely remote approaches were novel and may become integrated into the “new normal.” The face of the world has changed, and pharmacy education must change with it.
Background: The COVID-19 pandemic has significantly impacted all areas of life, and graduate education is no exception. Although prior research points to the effectiveness of delivering course ...content virtually, research on the effect of the unexpected and rapid nature of the transition from in-person to remote social work graduate education during the COVID-19 pandemic is limited. Methods: This qualitative study was conducted through an online open-ended survey in the early weeks of the COVID-19 pandemic. Using purposive sampling, 20 Social Work faculty members were selected from 8 universities in Turkey. An online research-made e-questionnaire with five main essay open-ended questions was used for data gathering. The data was analyzed using qualitative content analysis. Results: In total, 20 social work faculty members aged 24 to 49 participated in this study. The faculty perspective on the students’ online experience during the pandemic highlighted challenges faced by students, such as technical issues, communication difficulties, decreased engagement, and limited participation in school work. Faculty also observed students struggling with mental health, family issues, and pandemic-related financial difficulties. Moreover, faculty noted limitations in their teaching methods, particularly the lack of interaction during lectures. However, faculty identified effective strategies for online teaching, including using a mix of asynchronous video lectures and live discussions, promoting independent student work, reducing course content, and modifying assignments. They also emphasized the benefits of minimizing reliance on traditional lectures and PowerPoint presentations, encouraging students to engage with and analyze information. Conclusion: Findings from this study point to the need for comprehensive institutional support to improve distance learning, including attending to students’ social-emotional learning and a focus on developing faculty skills at teaching in a virtual capacity and may improve how effectively social work programs deliver course content online. Both students and faculty prefer a hybrid approach combining in-person and online methods.
Introduction: Applications of artificial intelligence (AI) in radiology continue to increase every year, however most radiology residencies lack a dedicated AI education curriculum. Fundamental AI ...education resources are even more sparse for trainees in low- to middle-income countries and under-resourced healthcare systems. The AI Literacy Course assesses the effectiveness and scalability of a free, remote AI education curriculum to increase understanding of fundamental AI terms, methods, and applications in radiology among radiology trainees in the United States and internationally. Method: A week-long AI in radiology literacy course for radiology trainees was held October 3-7, 2022. Ten 30-minute lectures utilizing a remote learning format covered basic AI terms and methods, clinical applications of AI in radiology by three different subspecialties, and special topics lectures. A proctored, hands-on clinical AI session allowed participants to directly use an FDA-cleared, AI-assisted viewer and reporting system for advanced cancer. Pre- and post-course electronic surveys were distributed to assess participants' knowledge of AI terminology and applications, as well as their interest in AI education. Results: A total of 25 residency programs throughout the US participated in the course with participants attending from 10 countries. An average of 150 participants viewed the course per day. Nearly all participants reported insufficient exposure to AI in their radiology training (95.8%). Participant knowledge of fundamental AI terms and methods increased after completion of the course, with an average pre-course evaluation of 8.3/15 and a post-course evaluation of 10.0/15 (p=0.01). Conclusion: The scalability of the AI Literacy Course demonstrates a viable model to bring accessible fundamental AI education to radiology trainees in the United States and internationally.
The development of this article combined with my willingness to record the events related to education in times of pandemic, providing a better understanding of the facts arising from that period ...through an autobiographical narrative. According to Passeggi (2016), autobiographical narratives, applied as a research method, provide the subject with the ability to present and reflect on their own history. This short introduction will not end the discussion about Emergency Remote Education, as there are several arguments to be said related to the subject and the pandemic has not yet ended. Therefore, this article aims to report and analyze Remote Emergency Education based on the auto bibliographical research implemented in the state of Minas Gerais through Federal Law No. 13,979, of February 6, 2020, which provides for measures to facing the public health emergency of international importance due the coronavirus outbreak of 2019 (Brazil, 2019).
In order for remote education using multimedia to be effective, an efficient management technique for video information needs to be developed. Therefore, for real-time processing of moving images, it ...is necessary to manage and search image data in a compressed state. MPEG-4 is the most widely used video compression technology. In order to process video in real time in distance education using multimedia, it is very important to develop a technique for managing and retrieving video information compressed with MPEG-4. Therefore, in this paper, a multimedia information management system and search technology were developed using MPEG-4 compression technology used for real-time distance education.
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A ...total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher's subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
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