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Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education

International Perspectives

 
 
 
 
 

The worldwide imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distance Learning. With 22 double blind peerreviewed articles of researchers reporting on 17 different countries, the editors of this book want to shed light on the effects of Distance Learning in different regions of the world.

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Beschreibung

The worldwide imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distance Learning. The changes in everyday teaching brought by Distance Learning were felt worldwide. With 22 double blind peerreviewed articles of researchers reporting on 17 different countries, the editors of this book want to shed light on the effects of Distance Learning in different regions of the world. This will allow for a value-free comparison of how the COVID-19 pandemic has been addressed in education in different parts of the world and what impacts it has had, is having or may have in the future.

Zusätzliche Informationen

Anzahl Seiten

525

ISBN

978-3-7011-0496-3

DOI

https://doi.org/10.56560/isbn.978-3-7011-0496-3

Bibliographische Angaben

Harald Burgsteiner, Georg Krammer (Eds.): Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives. Graz – Wien, 2022.

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    Harald Burgsteiner, Georg Krammer (Eds.): Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives. Graz – Wien, 2022.

    DOI: https://doi.org/10.56560/isbn.978-3-7011-0496-3

    Preface
    Harald Burgsteiner & Georg Krammer
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_1
    9–11
    I Learners (From Young to Old Students)
    The things we (might) lose. Content and context of online learning in times of COVID-19
    Emilia Kmiotek-Meier, Meike Bredendiek & Lena Hoffmann
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_2
    15–37
    Describing and Understanding Changes in Learning Practices During a COVID-19 Lockdown
    Bernadette Charlier, Joris Felder, Laura Molteni & Katharina Baran
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_3
    38–58
    The Role of Team Psychological Safety and Self-regulated Learning Behaviours of Students in a Largely Remote Onboarding
    Charlotte de Boer, Emilie Vayre & Nathalie Delobbe
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_4
    59–78
    Students’ Experiences About Entering Higher Education During Pandemic
    Leena Penttinen & Riitta Miettinen
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_5
    79–99
    Motivational Beliefs and Positive Achievement Emotions During COVID-19
    Charlott Rubach, Luise von Keyserlingk, Sandra D. Simpkins &
    Jacquelynne S. Eccles
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_6
    100–125
    Students’ Perceptions of Online Learning During the COVID-19 Lockdown
    Oluwatoyin Ayodele Ajani
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_7
    126–144
    Isolation or Interaction? – Challenges in Studying Online Teacher Training Students and their Experiences with Online Teaching
    Leena Bröll & Aline Haustein
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_8
    145–162
    The Relationship of Students’ Loneliness and Smartphone Use in a Time of Distance Learning Due to the COVID-19 Pandemic
    Kristi Baerg MacDonald & Julie Aitken Schermer
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_9
    163–176
    Implementing Conditions of Hybrid Teaching and Learning Environment in Cambodian Higher Education before and during COVID-19
    Sopheap Kaing
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_10
    177–202
    Learning from Student Feedback – Developing University-Wide Guidelines to Support Distance Learning after COVID-19
    Marjo Joshi, Satu Helmi & Milla Roininen
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_11
    203–227
    II Learners & Teachers (Mixed Target Groups)
    The Impact of COVID-19 Pandemic on the Child-Parent-Teacher Triad Functioning and Migrant Children’s Distance Learning in Poland
    Anzhela Popyk
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_12
    231–254
    Implementation of Emergency Remote Education (ERE) in the Brazilian Context: An Analysis from Students’ and Professors’/Instructors’/Teachers’ Perspectives
    Gustavo Henrique Silva de Souza, Tarrara Alves Horsth, Écila Campos Mota, Rafael Farias Gonçalves & Romaro Antonio Silva
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_13
    255–273
    The Effect of Open Learning Environments in Designing and Implementing Successful Distance Learning Programmes During School Closures
    Ramona Obermeier, Sonja Lenz & Christoph Helm
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_14
    274–306
    Thinking about the Relationship between Distance Learning and Territories through the Study of Three Breton “Prépa Numérique” Training Systems: A Contribution to the Notion of Enabling Environment
    David Puzos & Magali Hardouin
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_15
    307–322
    III Teachers (From Teaching Younger to Teaching Older)
    How the COVID-19 Pandemic Changed Swiss Primary School Teachers’ Perceptions of Job Stress, Emotional Exhaustion, and Personal Resources – Insights from a Longitudinal Study
    Christine Wolfgramm, Simone Berweger, Andrea Keck Frei, Zippora Bührer & Christine Bieri Buschor
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_16
    325–349
    GOOD LACK – (Good) Lessons Learnt from Distance Learning During the COVID-19 Pandemic in Styrian Schools
    Harald Burgsteiner
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_17
    350–374
    Teaching Practices in the Covid-19 Emergency. The Italian Teachers’ Perspective
    Stefania Capogna & Maria Chiara De Angelis
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_18
    375–398
    Music Teachers’ Motivation and Need Satisfaction Before and During the COVID-19 Crisis
    Martin Wieser, Florian H. Müller & Verena Novak-Geiger
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_19
    399–420
    STEM Teachers’ Experiences with Online Teaching During the COVID-19 Pandemic: A Canadian Context
    Isha DeCoito & Mohammed Estaiteyeh
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_20
    421–444
    Shifting Identities and Changing Mindsets: A Case of Lecturers Adopting Digital Pedagogies in Vietnam
    Anne Herbert, Shaun Nykvist, Bui Thi Hoa Man, Huong Ta Thi Mai, Linh Do Thi Thuy & Tuyet Thi Anh Truong
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_21
    445–467
    Adapting to an Online Learning Environment in the Midst of the Global Pandemic: Insights from a Private Higher Institution in Cyprus
    Antonios Kafa & Nikleia Eteokleous
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_22
    468–488
    Instructors’ Stressors, Stress, and Resources During Remote Teaching in the COVID-19 Pandemic: the Role of Gender and Professional Status
    Jannika Haase & Lysann Zander
    https://doi.org/10.56560/isbn.978-3-7011-0496-3_23
    489–525

     

    © privat
    © privat
    HS-Prof. Ing. Mag. Dipl.-Ing. Dr. techn., University College Professor for Computer Science and Media at the Institute for Digital Media Education at the University College for Teacher Education Styria.
    © privat
    © privat
    HS-Prof. Mag. Dr., University College Professor for Educational Measurement and Applied Psychometrics at the Institute of Practical Education and Practitioner Research at the University College for Teacher Education Styria.

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