На училище по време на пандемия : за и против
Защо децата отново тръгват на училище, а студентите продължават да учат дистанционно? За мнозина това решение е нелогично. Но то е факт не само в България, а и в много други държави.
Пандемия и образование
Пандемия обнажила целый ряд проблем, связанных с качеством образования в России: содержанием, технологией обучения и его организацией. В особенности с использованием современной компьютерной техники и телекоммуникационных средств связи, что требует более системной проработки и реализации проблем создания электронных учебников и методических материалов, цифровых программных продуктов и формирования соответствующей профессиональной культуры учителей школ, преподавателей вузов и других учебных заведений, руководителей всех уровней системы образования России.
The global pandemic as learning opportunities about the world: Extending school curriculum
The purpose of this essay is to offer middle grades educators with suggestions on promoting students' global perspectives by using the international pandemic as a main topic during and after the COVID-19 crisis. The outbreak of the coronavirus has affected individuals' lives and education around the world including the United States. This phenomenon invites educators to work with students for deepening their understanding about the interconnected world as global citizens. Yet, education about the world is severely lacking. There is little in-depth discussion on how educators can help young adolescents to learn this interconnected world concept by using the current reality in the middle grades field. Grounded in broader constructs of global, critical, and multicultural literacy, this essay provides specific instructional suggestions on how the global pandemic can be used as learning opportunities about the world as a way to extend school curriculum. The essay contributes to the middle grades field by offering new insights to educators who seek ways to engage young adolescents about the world through meaningful literacy activities across content areas.
Образовательный процесс в условиях пандемии
Пандемия коронавируса запустила цифровую трансформацию образовательного процесса на всех его уровнях, и произходит она гораздо быстрее, чем это планировалось последние несколько лет в рамках различных образовательных проектов. Можно сказать что цифровозация уже не будущее, это сегоднешняя реальность.
Teaching during the COVID-19 pandemic
The coronavirus pandemic has had a profound impact on teaching. As a result of the crisis, instructors world-wide had to quickly adapt and shift to remote teaching. This paper describes three useful methods of instruction used in Northern New York State Colleges (United States) and KOSEN's National Institute of Technology at Suzuka College (Japan), during the crisis. It also provides suggestions to enhance one's teaching experiences as well as students' learning during the pandemic. General information about the coronavirus is included too.
Эффективность дистанционного обучения в школе в период пандемии
В современном мире мы всё чаще обращаемся к современным технологиям. Необходимо уточнить, что основная тема исследования сосредоточена именно на дистанционном обучении в период пандемии и представляет собой краткий обзор. Основное внимание также уделено описанию платформ для обучения.
Learning as we go: principles for effective assessment during the COVID-19 pandemic
This paper summarizes the findings from a panel of assessment experts on diagnostic assessments and their role in helping educators and parents support student learning. Teachers, schools, and school systems will face unprecedented challenges when schools eventually reopen after pandemic-related closures. One of the central challenges will be figuring out how to meet the individual needs of students who had dramatically different experiences while schools were shuttered, and who will need dramatically different academic and nonacademic interventions and supports as schooling resumes this fall. Parents, too, will need reliable information to advocate for their children, and--if needed--to continue their education at home. Many stakeholders have recognized the likely value of diagnostic assessments in providing this information, yet others question the quality of the information existing assessments yield for diagnosing individual student needs and have expressed concern about the potential loss of instructional time and the over-remediation of students.
Виртуальный класс как новый сценарий обучения в вузе в условиях пандемии
В статье на материалах интервью представлен анализ отношения студентов первого года обучения УрФУ к модели виртуального класса. По результатам исследования выделены преимущества и недостатки виртуального класса. Даны рекомендации преподавателям и студентам для преодоления барьеров онлайн-обучения в условиях цифровизации высшего образования.
Fostering an interactive social studies classroom instruction during a pandemic: experience, practice, and advice
This essay expounds on the merits and demerits of two social studies instructional strategies (cooperative learning and discussions) through virtual means in the current COVID-19 global pandemic, and offers eight helpful guidelines in addressing the strategies for social studies instructors. The merits of virtual cooperative learning and discussions include distance learning, elicitation and extraction, introduction to new virtual technological tools, appreciation of diversity and diverse opinions, and sharing of external resources. The demerits include the fear of large class sizes, the disconnect in classroom interactions, cultural and socio-cultural differentiations, non-constructive discourses, "the preferential syndrome," classroom discussion tardiness, and verbose posts. Eight recommendations for instructors include the use of Voice Threads for audio and video discussions, a synchronous class introduction, responding to peers with minimal or no responses to their posts, assigning chapters of reading for students to present, balancing complimentary remarks with analytical critiques to posts, instructors working with students to plan alternatives during technological challenges, and a formative and summative assessment of students' engagement, discussion, and learning experiences.
Online teaching during COVID-19 pandemic: were students’ expectations met?
The aim of this paper was to investigate whether the expectations of students were met by teaching them online during (COVID-19) pandemic. Results showed that more than 85% of students attended more than 50% of online lectures. Although most students, over 70% of them haven’t had any online classes taught through an e-platform before this pandemic, most of them (80%) didn’t find it difficult to follow through Meet Google platform. Almost 90% of them have graded that all lectures were accompanied by appropriate extra material put on the platform. Most of the students consider that online teaching and using online platforms for studying brings them both an easier and faster approach to relevant information, an individual way of teaching, an active way of studying, and more successful acquisition of new knowledge.
Как се справят училищата в Европа в условията на пандемия?
Училищата в Европа отново отварят врати след края на лятната ваканция и правителствата настояват учениците да се върнат в класните стаи след месеци на онлайн обучение заради коронавирусната пандемия. Страните предприемат различни подходи за минимизиране на заразата в училищата.
Socio-еducational policies and COVID-19: A case study on Finland and Sweden in the spring 2020.
The present study compared socio-educational policies and argumentation in Sweden and Finland during Covid-19 pandemic in March-May 2020. Countries were selected, first, due to similar tuition-free basic education, which performed high in global surveys. Second, no pandemic socio-educational research existed from Nordic countries. National responses were different. Sweden kept the society open, while Finland declared emergency and partially closed the schools. Research method was hermeneutic and phenomenological.
Too many schools leave learning to chance during the pandemic
This brief summarizes our findings from a review of COVID-19 response plans of 477 school districts across the country. Key findings include: (1) 1 in 3 school districts have been communicating an expectation that teachers will provide instruction while schools remain closed; (2) Urban and suburban districts have been significantly more likely than rural and small-town districts to communicate an expectation that teachers will provide instruction; and (3) The most affluent districts were more than twice as likely as the districts with the highest concentrations of low-income students to require at least some teachers to provide live, real-time instruction. They were also significantly more likely to formally track student attendance and engagement during remote learning. Some districts have made extraordinary efforts to overcome the digital divide and deliver instruction despite the unprecedented disruptions created by this pandemic. But these results send a clear signal that most students, especially those in rural and small districts, will be far behind where they should be next year. School systems and educators must prepare now to limit learning losses and address individual student needs.
Analysis of the forms of online trainings during a pandemic
The COVID-19 pandemic is unprecedented in its scale in the lifetime of most of us. The sport industry suffered a severe blow to the restrictions imposed to us by the government. However, the internet and online education make it possible to practice sport with a coach in the environment of our own house. The present study explores the online sport activities that the National Sports Academy “Vassil Levski” undertook, its reach and impact, in order to maintain citizens active through sport as well as to lead the path for the other sport organization in Bulgaria and try to minimize the negative effect of the social isolation.
Psychological consequences of self-isolation and online education of sports students during a pandemic
The pandemic COVID-19 constituted one of the greatest ordeals the world has seen in the last decades. Social isolation has changed students’ lives completely and brought a number of consequences. The aim of this study was to investigate the dominant psychic conditions and perfectionism and their relation to the preferred coping strategies during the pandemic COVID-19 among sports students from Bulgaria and to outline their specificity depending on their gender, kind of sport, and qualification.
The impact of COVID-19 pandemic on the evaluation of the effectiveness of online distance learning
According to the outbreak of COVID-19 pandemic situation, the educational system was one of the sectors that had to move very quickly and adapt the learning process, and millions of young people to complete their education in an online environment, others to move to a higher educational level, and of course there are thousands of specialists who ask the question “was this education really effective?”. The transition to entirely online form of education was necessitated by the anti-epidemic measures in connection with COVID-19, and due to the uncertainty in controlling the virus, will probably continue in 2020/21 academic year. The aim of this study is to check whether there is a change in the opinion of experts from the National Sports Academy “Vassil Levski” (NSA) regarding the indicators for assessing the effectiveness of the online learning at the moment of online education, compared to 2016 theoretical model. The results that were derived after the processing showed a significant rearrangement of the factors (indicators) for evaluating the effectiveness and greater concentration and attention on the selected criteria. In conclusion, it could be summarized that the factors influencing the evaluation of effectiveness are several and they are all significant and of particular importance. There is a need a lot of work to be done to improve the communication in the online platform, especially for online video conferencing with many participants, which should be integrated into the platform so as to create a convenient, easy and with many functional possibilities for work and study in a virtual environment.
Master’s program high performance sport e-learning during COVID-19 pandemic
The COVID-19 pandemic put to the test the learning process in master’s degree High Performance Sport. An urgent reorganization of both the theoretical and the sports modules was made. The main problems were what online platforms or tools of communication to be used and how effective this learning would be. This work provides an overview of the extent to which blended education has been highlighted by the pandemic. It helps understand the challenges lecturers may face in the new Internet era in relation to designing applicable materials and using non-standard learning methods to support students and education as a whole.
State actions to support social, emotional, and academic development: fostering connectedness in the pandemic era.
Social distancing and school closures forced by the COVID-19 pandemic present extraordinary challenges for education. While the nation is just beginning to understand the impact of the last few months and what the months ahead will mean for students, families, and educators, the depth of students' connectedness to school and the quality of their relationships with adults and peers in school are critical to learning and thriving in life. State leaders can take action now and through the 2020-21 school year and legislative sessions to advance policy solutions that develop, maintain, and strengthen the crucial connections and relationships that are necessary for healing and learning. This document recommends 10 actions designed to help state education leaders maintain focus on fostering social and emotional development and school connectedness.
The psychological impact of COVID-19 on university lecturers in the field of sports education
The COVID-19 pandemic sets a precedent in modern history and is a threat to almost all countries in the world while challenging all existing systems. Efforts to reduce the spread of the COVID-19 virus among the younger and adult populations has prompted the widespread closing of schools, colleges, universities, and other educational institutions in many countries. The aim of this study is to establish the influence and interrelations between the psychological aspects of perceived stress, post-traumatic stress symptoms and well-being in university lecturers in the field of sports education with distance teaching during COVID-19.
Съществува ли депресия в детска възраст и как да я познаем?
До 70-те години на миналия век съществува убеждението, че състояния, подобни на депресията при възрастни, е възможно да бъдат наблюдавани едва по време на юношеството. През 80-те години някои автори започват да описват детските депресии с термини, подобни на използваните при възрастните и техните данни показват, че депресивните състояния при деца и юноши имат сходни симптоми с тези в по-късната възраст, а също така става ясно, че могат да се срещат при много по-малки деца, отколкото първоначално се е смятало. Вследствие на тези наблюдения вече се приема, че голяма част от симптомите на депресията при възрастните се появяват в различна степен и през детството и юношеството.