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A Global Outlook to the Interruption of Education Due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis

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Title: A Global Outlook to the Interruption of Education Due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis
Language: English
Authors: Bozkurt, Aras (ORCID 0000-0002-4520-642X), Jung, Insung (ORCID 0000-0001-5959-1245), Xiao, Junhong (ORCID 0000-0002-5316-2957), Vladimirschi, Viviane (ORCID 0000-0002-3034-5152), Schuwer, Robert (ORCID 0000-0001-5756-5406), Egorov, Gennady (ORCID 0000-0002-5170-7968), Lambert, Sarah R. (ORCID 0000-0003-2722-9684), Al-Freih, Maha (ORCID 0000-0003-3767-8635), Pete, Judith (ORCID 0000-0003-0971-5945), Olcott, Don (ORCID 0000-0003-4542-9305), Rodes, Virginia (ORCID 0000-0002-7229-4998), Aranciaga, Ignacio (ORCID 0000-0002-2866-6811), Bali, Maha (ORCID 0000-0002-8142-7262), Alvarez, Abel V. (ORCID 0000-0002-2319-6881), Roberts, Jennifer (ORCID 0000-0002-7084-4036), Pazurek, Angelica (ORCID 0000-0001-9933-8877), Raffaghelli, Juliana Elisa (ORCID 0000-0002-8753-6478), Panagiotou, Nikos (ORCID 0000-0002-2902-858X), de Coëtlogon, Perrine (ORCID 0000-0001-7868-7189), Shahadu, Sadik (ORCID 0000-0001-6394-0276), Brown, Mark (ORCID 0000-0002-7927-6717), Asino, Tutaleni I. (ORCID 0000-0002-9667-8603), Tumwesige, Josephine (ORCID 0000-0003-2861-148X), Reyes, Tzinti Ramírez (ORCID 0000-0002-8342-3257), Ipenza, Emma Barrios (ORCID 0000-0002-9287-2185), Ossiannilsson, Ebba (ORCID 0000-0002-8488-5787), Bond, Melissa (ORCID 0000-0002-8267-031X), Belhamel, Kamel (ORCID 0000-0002-9099-8040), Irvine, Valerie (ORCID 0000-0002-8067-1300), Sharma, Ramesh C. (ORCID 0000-0002-1371-1157), Adam, Taskeen (ORCID 0000-0003-2467-5726), Janssen, Ben (ORCID 0000-0003-4762-8981), Sklyarova, Tatiana (ORCID 0000-0002-1169-5624), Olcott, Nicoleta (ORCID 0000-0002-2441-8634), Ambrosino, Alejandra (ORCID 0000-0002-5174-0952), Lazou, Chrysoula (ORCID 0000-0003-2956-9762), Mocquet, Bertrand (ORCID 0000-0002-9406-4587), Mano, Mattias (ORCID 0000-0002-1889-6533), Paskevicius, Michael (ORCID 0000-0001-7391-0783)
Source: Asian Journal of Distance Education. 2020 15(1):1-126.
Availability: Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.org
Peer Reviewed: Y
Page Count: 126
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, School Closing, Elementary Secondary Education, Postsecondary Education, Foreign Countries, Online Courses, Distance Education, Educational Technology, Social Bias, Equal Education, Access to Computers, Parent Role, Trauma, Stress Variables, Anxiety, Teaching Methods, Caring, Affective Behavior, Empathy, Student Evaluation, Evaluation Methods, Social Justice, Open Educational Resources, Open Education, Gender Bias, Soft Skills, Cultural Differences, Educational Policy, Teacher Role, School Role, Student Role
Geographic Terms: Asia, Africa, Europe, Australia, North America, South America
ISSN: 1347-9008
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290039
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: School Closing
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      – SubjectFull: Student Role
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      – SubjectFull: Asia
        Type: general
      – SubjectFull: Africa
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      – SubjectFull: Europe
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      – SubjectFull: Australia
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      – SubjectFull: North America
        Type: general
      – SubjectFull: South America
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      – TitleFull: A Global Outlook to the Interruption of Education Due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 1347-9008
          Numbering:
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              Value: 15
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Asian Journal of Distance Education
              Type: main
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