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This article looks into the impact of COVID-19 on the digitization of work and learning, specifically for adult educators (post-secondary educators and trainers) around the world. It provides a comparison of adult educators in Singapore and their international counterparts from the United Kingdom, European Union countries, and the United States. Results show international respondents tended to view transition to online learning, teaching, and assessment (LTA) as a temporary response to the emergency due to COVID-19, while the perceptions of respondents from Singapore seemed to represent a general sentiment toward a more permanent shift to online LTA rather than an emergency response.
» [Full Article]
TYPE: INTERNATIONAL ONLINE EDUCATION
The recent outbreak of the COVID-19 has led to the need for alternate sources of learning for students in tertiary institutions. The use of online learning has been adopted by some students. There has not been any evaluation of students' attitude to online learning during this period. Thus, this study seeks to determine the attitude of higher education students in Nigeria to online learning. Data was collected using an online survey tool. The results show that Nigerian students are engaged in online learning. It was recommended that the certificates be recognized and online learning be introduced to tertiary institutions.
» [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION
Through a collaborative opportunity, educators from the U.S. and China share examples and comparisons of online learning, or distance education, occurring in their respective nations. This article draws from experience on both sides to explore online course design, learning management systems (LMS), and course evaluation. In all situations, the universities had well developed online offerings for students. However, as LMS and support were similar in the U.S. when compared to Chinese counterparts, variance was visible in a number of areas. Discussion stems from the perceived strengths and weaknesses of distance education foundations, training, and support.
» [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION
The COVID-19 pandemic challenges higher-education institutions in Latin America. Switching from face-to-face to online instruction has profound implications regarding access in a strikingly unequal geographical region. The article highlights that the pandemic may have lasting consequences in the ways we understand the provision of higher education in Latin America. The increasing volatile and uncertain scenario requires institutions, educators, and students to adapt to the new normal shortly.
» [Full Article]
TYPE: INTERNATIONAL ONLINE EDUCATION
Due to the COVID-19 pandemic, online education has become the mainstream offering at all levels?from primary schools to higher education institutions. The pandemic has forced more than 1.6 billion learners, close to 80 percent of the world's enrolled students, to stay physically away from their educational institutions in 161 countries, missing their traditional in-person classroom lectures and related academic activities. Since the beginning of 2020, the pandemic has been a significant challenge to educational institutions and imposed severe restrictions on their traditional mode of conducting academic and assessment activities. Educational institutions were forced to swiftly transform into online offerings for their students, making the significant transition from their traditional mode of educational services.
» [Full Article]
TYPE: INTERNATIONAL ONLINE EDUCATION
This work reports on an international virtual exchange experience based on a digital health discipline that embedded a shared module with curricula addressing mobile communications to face health crises. This course took place in the context of COIL through a partnership between the Federal University of Pernambuco and the SUNY Downstate School of Public Health. The purpose of the experience was for students to develop skills to collaborate in teams made up of health professionals from different countries. The students were able to analyze specific population contexts concerning their communication resources and propose mobile communication strategies to face health crises.
» [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION
This project used blended learning and virtual connections to infuse global perspectives in U.S. curriculum by preparing pre-service teachers with intercultural competence, understanding of global issues from diverse viewpoints, and the ability to use online technologies to develop critical thinking and digital literacy. Global themes were addressed in online synchronous sessions with teachers in other countries and purposefully combined with pre-readings and online and classroom discussions.
» [Full Article]
TYPE: PROFESSIONAL DEVELOPMENT, INTERNATIONAL ONLINE EDUCATION, K-12 BLENDED AND ONLINE LEARNING
