Article 3: An Exploratory Study On The Emergency Remote Education Experience

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	==Overview==		==Overview==
		+	The purpose of this paper is to gain a deeper understanding of how learning was mediated by technology during the early stages of the COVID-19 pandemics and the ways students and teachers experienced this change. The near-instantaneous transition from in person to virtual learning had grievous impacts that are still being felt and unpacked. It is of great importance to evaluate the experiences that were had during this time to provide well-designed distance learning efforts in the future. Recognizing this importance, researchers Oliveira et. al (2021) followed a qualitative research design, conducting thirty in-depth interviews with 20 students and 10 educators. Their aim was to identify and characterize the education process, the technology used in said process, and the personal adaptation of higher education students and teachers who were experiencing an emergency in education for the first time. The results from these interviews were then analyzed following a thematic analysis approach, stated to provide evidence of impacts of remote education on the education process, ICT platform usage, and personal adaptation. They found mixed outcomes, overall bringing new insights for higher education institutions on future actions to take to curate the learning experience with new standards, appropriate training for both students and educators, and improved remote evaluation practices.
	==Strengths and Weaknesses==		==Strengths and Weaknesses==

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Revision as of 19:26, 7 December 2023

Marín-Díaz, V., Reche, E., & Martín, J. (2022). University Virtual Learning in Covid Times. Technology, Knowledge and Learning, 27(4), 1291–1309.

DOI: https://doi.org/10.1007/s10758-021-09533-2

https://link.springer.com/article/10.1007/s10758-021-09533-2

Contents 1 Context 2 Overview 3 Strengths and Weaknesses 4 Assessment

Context

This article serves to showcase the results of a study of Portuguese speaking higher education students’ and educators’ experiences during the COVID-19 pandemic. Amidst the unprecedented onset of the COVID-19 pandemic, the educational landscape underwent a seismic shift, swiftly transitioning from traditional in-person learning to a predominantly virtual format. This rapid change had profound and enduring repercussions that continue to reverberate within educational spheres. Understanding the multifaceted implications of this transformation has become imperative. The findings of this study will be discussed further in the Overview, but overall, it was found that innovative practices and solutions need to be implemented to improve distance education programs in higher education.

Overview

The purpose of this paper is to gain a deeper understanding of how learning was mediated by technology during the early stages of the COVID-19 pandemics and the ways students and teachers experienced this change. The near-instantaneous transition from in person to virtual learning had grievous impacts that are still being felt and unpacked. It is of great importance to evaluate the experiences that were had during this time to provide well-designed distance learning efforts in the future. Recognizing this importance, researchers Oliveira et. al (2021) followed a qualitative research design, conducting thirty in-depth interviews with 20 students and 10 educators. Their aim was to identify and characterize the education process, the technology used in said process, and the personal adaptation of higher education students and teachers who were experiencing an emergency in education for the first time. The results from these interviews were then analyzed following a thematic analysis approach, stated to provide evidence of impacts of remote education on the education process, ICT platform usage, and personal adaptation. They found mixed outcomes, overall bringing new insights for higher education institutions on future actions to take to curate the learning experience with new standards, appropriate training for both students and educators, and improved remote evaluation practices.

Strengths and Weaknesses

Assessment

Jw21mx 22:30, 7 December 2023 (UTC)