Post COVID-19 education strategies: Envisaging learning in a post COVID-19 pandemic world
##plugins.themes.bootstrap3.article.main##
Abstract
In the context of the COVID-19 pandemic, learning has metamorphosed rapidly as never envisaged before. Accordingly, lessons learnt as a result of the pandemic will influence and shape the future of learning and assessment as the pandemic has brought about a unique opportunity to actualise changes in the education sub-sector that had hitherto been proposed but never really implemented until the pandemic struck, catching the vast majority of educational systems unawares. Notably, the COVID-19 pandemic led to worldwide closure of institutions of learning, leaving educators and learners’ to undertake learning in completely different modes, situations and locations. Consequently, remote learning was offered without much preparation and in some cases, without prior digital experience. This article, thus, explores education during and after the COVID-19 pandemic. The authors attempt to envisage education in a post COVID-19 world in light of the changes made as the pandemic raged. It is, thus, hoped that education and assessment post COVID-19 will be enhanced by the lessons learnt during the pandemic and will remain global, innovative, digital, student centred, personalised and practical.
##plugins.themes.bootstrap3.displayStats.downloads##
##plugins.themes.bootstrap3.article.details##
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This open-access article is distributed under a Creative Commons Attribution (CC-BY-NC-SA) license.
You are free to:
Share — copy and redistribute the material in any medium or format.
Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Josephine Oranga, Kisii University, Kenya
https://orcid.org/0000-0002-1406-5839Audrey Matere, Kisii University, Kenya
How to Cite
References
Alawamleh, M. (2020). COVID-19 and higher education economics. Journal of Economics and Economic Education Research, 21(2), 1-2. Retrieved from https://www.abacademies.org/articles/covid19-and-higher-education-economics-9191.html
Bashir A, Bashir S, Rana K, Lambert P, Vernallis A. (2021). Post-COVID-19 adaptations the shifts towards online learning, hybrid course delivery and the implications for biosciences courses in the higher education setting. Frontis Education, 6, 1–13. https://doi.org/10.3389/feduc.2021.711619
Barber, M., & Mourshed, M. (2010) Shaping the future: How good educationsystems can become great in the decade ahead: Report on the International Education Roundtable (7 July 2009, Singapore), Educational Studies, 3, 6-31.
Dorn et al., Dorn, E., Hancock, B., Sarakatsannis, J., and Viruleg, E. (2020). COVID-19 and Learning Loss—Disparities Grow and Students Need Help. Chicago, IL: McKinsey & Company.
Duckworth & Yeager, 2015 Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251. https://doi.org/10.3102/0013189X15584327
Darby, F. (2020). Low-Tech, Time-Saving Ways to Teach Online During Covid-19. Chronicle of Higher Education, 7 (6), 39 -54.
Gülbahar.Y, & Madran, R. O. (2009). Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey. International Review of Research in Open and Distance Learning; (10)2.
Hayat, A.A., Keshavarzi, M. H., & Zare, S (2021). Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study. BMC Med Educ. 21, 247.
Kallio, J. M., & Halverson, R. (2020). Distributed leadership for personalized learning. Journal of Research on Technology in Education, 52(3), 371–390.
Kallick, B., & Zmuda, A. (2017). Students at the center: Personalized learning with habits of mind. Alexandria,VA: ASCD.
Kamanetz, A. (2020, March 19). ’Panic-gogy’: Teaching Online Classes during the Coronavirus Pandemic. NPR. Retrieved from https://www.npr.org/2020/03/19/81788 5991/panic -gogy-teach ing-onlin e-class esduring-the-corona virus-pandemic.
Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world. IAU Global Survey Report, 23.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
Mugo, K. J., Oanga, J., & Singal, N. (2010). Testing Youth Transitions in Kenya: Are Young People with Disabilities Falling through the Cracks? RECOUP Working Paper No. 34. https://www.dfid.gov.uk/R4D/PDF/Outputs/ImpOutcomes_RPC/WP34-JKM.pdf
Oranga, J., Nyakundi E. & Obuba, E. (2020). Is internationalization of higher education the way to go? Journal of Research Innovation and Implications in Education, 4(3), 133-144.
Trust.T, & Whalen.J, (2020). Should Teachers Be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2): 189–199.
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
Tucker, C. R. (2020). Balance with Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your Life. Thousand Oaks, CA: Corwin.
UNICEF. (2020). ‘What will a return to school during the COVID-19 pandemic look like?’ UNICEF. Retrieved from https://www.unice f.org/coron aviru s/what-will-retur n-schoo l-durin g-covid -19-pande mic-look.
United Nations. (2020, August). Policy Brief: Education during COVID-19 and beyond. United Nations. Retrieved from https: //www.un.org/devel opmen t/desa/dspd/wp-conte nt/uploa ds/sites/22/2020/08/sg_polic y_brief covid -19_and_educa tion_augus t_2020.pdf.
UNESCO. (2020). “290 Million Students out of School due to COVID-19: UNESCO releases first global numbers and mobilizes response”: Retrieved from https://en-unesco.org/news UNESCO.
Wagner, T., & Dintersmith, T. (2016). Most Likely to Succeed: Preparing Our Kids for the Innovation Era. New York: Scribner.
Wehmeyer, M., & Zhao, Y. (2020). Teaching Students to Become Self-Determined Learners. Alexandria, VA: ASCD.
Zhao, Y., and Watterston, J. (2021). The Changes We Need: Education post COVID-19. J.
Educ. Change 22 (1), 3–12. doi:10.1007/s10833-021-09417-3
Zhao, Y. (2020). Tofu Is Not Cheese: Rethinking Education Amid the COVID-19 Pandemic. ECNU Review of Education, 3(2), 189–203.
Zhao, Y. (2018). Personalizable Education for Greatness. Kappa Delta Pi Record, 54(3), 109–115.
Zhao & Tavangar 2016 Zhao, Y., & Tavangar, H. S. (2016). World class learners : personalized education for autonomous learning and student-driven curriculum. Thousand Oaks, California: Corwin.
Zhao, Y., Wehmeyer, M., Basham, J., & Hansen, D. (2019). Tackling the wicked problem of measuring what matters: framing the questions. ECNU Review Education, 2(3), 262–278.