In this study, it was aimed to examine the attitudes of the Faculty of Sport Sciences Students education in the period of COVID-19 according to gender, class, regular internet access status, courses ...attendance status, the device in which the courses were followed, the environment to attend courses and viewing distance education useful variables. In the research general survey model was used. Participants consisted of 98 volunteer students who were selected according to the random sampling method studying in the Department of Exercise and Sport Education for Disabled People at Malatya Inonu University Faculty of Sport Sciences. In the research The Attitude Scale for E-learning was used. The data analysis of the research was carried out in SPSS 22.0 statistics package program for Windows. Normality distribution was done by the Kolmogorov-Smirnov normality test. Differences between groups were determined using independent sample t-test (Independent Samples T-Test) and one-way analysis of variance (One-way ANOVA) and Post-Hoc LSD tests. Significance was accepted as (p <0.05). As a result of the research, it has been observed that the attitudes of the students of the Faculty of Sport Sciences towards distance education have significant differences according to gender, regular internet access status, the environment of attending classes, discomfort while listening to courses and finding distance education useful. The results of the research revealed that the students found the distance education applied in COVID-19 period beneficial.
The Corona virus (COVID-19) crisis forced many countries to follow strict protocols ordering schools to close. With schools under lockdown, homeschooling has become the only form of schooling ...available. Reports have indicated that parents and students have struggled with the challenges of homeschooling. Against this background, this study explored primary school students and parents' educational chances and challenges during homeschooling in two countries: Mexico and Germany. Comparing these two countries can shed light into potential differences of how inclusive approaches have been incorporated in homeschooling. Following a qualitative approach, thirteen semi-structured interviews were conducted with parents and school students. Results from a qualitative content analysis revealed that parents across both countries face challenges to organise homeschooling and motivate their children. However, they spent more time with their children. Primary school students in Germany and Mexico are challenged considerably by the loss of social contact.
The COVID-19 pandemic has greatly impacted higher education, including academic libraries. This paper compares the use of library resources (including interlibrary loan, website and discovery tool ...pageviews, database use, patron interactions, etc.) at three university libraries before and after the pandemic. The latter part of the 2019 and 2020 spring semesters are the time frames of focus, although two control time frames from earlier in those semesters are used to determine how the semesters differed when the coronavirus was not a factor. The institutions experienced similar patterns of use across many metrics.
The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students' well-being, psychoeducational experiences, and outcomes, ...spurring fears for a "lost generation." In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists' roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology.
Impact and Implications
Coronavirus disease 2019 (COVID-19) has caused unprecedented disruption across social institutions and caused massive losses that are likely to affect communities and schools for many years to come. We synthesize the wide-ranging implications of resultant health disparities and propose foundational implications and practice recommendations to guide school psychology's long-term responsiveness as a field.
The Marshallese are a new immigrant population in the United States that has experienced inequitable educational outcomes. Since school closures disproportionately affect high-poverty populations ...(Berkman, 2008; Cauchemez et al., 2009) and many Marshallese fall within this demographic, the authors wondered whether educational inequities might be deepened by school closures as a result of the COVID-19 pandemic. This study asks: What are the perceptions of educators about the impact of school closures on Marshallese families? A better understanding of these experiences can inform educational policies and practices as we prepare for uncertain school futures.
After a COVID-19-induced lockdown in the spring of 2020 in Denmark, the reopening of schools involved bringing the teaching outdoors. This offered a unique opportunity to study the experiences of ...teachers not used to working outdoors. In light of Thomas Guskey's teacher development theory, these experiences are investigated in a qualitative in-depth study of 12 teachers. Despite starting with different attitudes towards teaching outdoors, the teachers agreed that the prevailing content outdoors had to be curricular, that the preparation had been cumbersome, and that they could teach more from their own mindset outdoors. Furthermore, all participating teachers expressed that they wanted to continue teaching outdoors more post-COVID than before. However, it is difficult to discern the significance of the outdoor teaching specifically, as there were numerous aspects of the schoolday that were changed in the reopening. The results seem promising for the provision of teaching outdoors post-COVID.
Educators around the world have been challenged to adapt their teaching and pastoral care rapidly in response to the coronavirus pandemic. In this article, we, the academic members of the Chemistry ...Education and Communication Research Theme (CECR) from the School of Chemistry at the University of Sydney, reflect on the challenges and successes over the course of this most unusual semester. We have included discussions on the specific tools and techniques we employed, in light of the available literature, across the range of modes in which we teach, including lectures, tutorials, and laboratories. As many of us prepare to begin or continue teaching, we hope the experiences and lessons we have learned can offer some assistance to our disciplinary colleagues around the world.
In response to China’s Ministry of Education’s directive for “postponement of school without suspension of learning” to combat the spread of COVID-19, we commenced online classes at Shandong ...University. Teaching in an online environment presented a number of challenges in comparison with face-to-face instruction. A key question raised about online learning is its effectiveness in comparison with traditional instruction. In this paper, we describe a number of new pedagogical models of online teaching of organic chemistry based on the Rain Classroom and WeChat platforms and examine the design, implementation, and evaluation of online teaching modules. Lessons learned from our practice are presented to provide guidance to interested educators for future online teaching.
The consolidation of technology as an alternative strategy to cadaveric dissection for teaching anatomy in medical courses was accelerated by the recent COVID-19 pandemic, which caused the need for ...social distance policies and the closure of laboratories and classrooms. Consequently, new technologies were created, and those already been developed started to be better explored. However, information about many of these instruments and resources is not available to anatomy teachers. This systematic review presents the technological means for teaching and learning about human anatomy developed and applied in medical courses in the last ten years, besides the infrastructure necessary to use them. Studies in English, Portuguese, and Spanish were searched in MEDLINE, Scopus, ERIC, LILACS, and SciELO databases, initially resulting in a total of 875 identified articles, from which 102 were included in the analysis. They were classified according to the type of technology used: three-dimensional (3D) printing (n = 22), extended reality (n = 49), digital tools (n = 23), and other technological resources (n = 8). It was made a detailed description of technologies, including the stage of the medical curriculum in which it was applied, the infrastructure utilized, and which contents were covered. The analysis shows that between all technologies, those related to the internet and 3D printing are the most applicable, both in student learning and the financial cost necessary for its structural implementation.
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