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

The COVID-19 pandemic caused changes in the entire social and economic life worldwide in 2020 and 2021. Nearly 1.6 billion learners (94% of the world’s student population) were affected by the closure of educational institutions at the peak of the COVID-19 crisis.

The editors of this book – Harald Burgsteiner and Georg Krammer – want to shed light on the effects of Distance Learning in different regions of the world. For this purpose, we invited contributions addressing specifically these changes in countries and regions across the world. This allows 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 – positive and/or negative – it has had, is having or may have in the future.

Bestellschein Leykam-Verlag


Hier finden Sie das Buch zum Download: 

Einzelne Kapitel:

1) Preface (Seiten 9–11); doi.org/10.56560/isbn.978-3-7011-0496-3_1; LINK

2) The things we (might) lose. Content and context of online learning in times of COVID-19 (Seiten 15–37); doi.org/10.56560/isbn.978-3-7011-0496-3_2; LINK

3) Describing and Understanding Changes in Learning Practices During a COVID-19 Lockdown (Seiten 38–58); doi.org/10.56560/isbn.978-3-7011-0496-3_3; LINK

4) The Role of Team Psychological Safety and Self-regulated Learning Behaviours of Students in a Largely Remote Onboarding (Seiten 59–78); doi.org/10.56560/isbn.978-3-7011-0496-3_4; LINK

5) Students’ Experiences About Entering Higher Education During Pandemic (Seiten 79–99); doi.org/10.56560/isbn.978-3-7011-0496-3_5; LINK

6) Motivational Beliefs and Positive Achievement Emotions During COVID-19 (Seiten 100–125); doi.org/10.56560/isbn.978-3-7011-0496-3_6; LINK

7) Students’ Perceptions of Online Learning During the COVID-19 Lockdown (Seiten 126–144); doi.org/10.56560/isbn.978-3-7011-0496-3_7; LINK

8) Isolation or Interaction? – Challenges in Studying Online Teacher Training Students and their Experiences with Online Teaching (Seiten 145–162); doi.org/10.56560/isbn.978-3-7011-0496-3_8; LINK

9) The Relationship of Students’ Loneliness and Smartphone Use in a Time of Distance Learning Due to the COVID-19 Pandemic (Seiten 163–176); doi.org/10.56560/isbn.978-3-7011-0496-3_9; LINK

10) Implementing Conditions of Hybrid Teaching and Learning Environment in Cambodian Higher Education before and during COVID-19 (Seiten 177–202); doi.org/10.56560/isbn.978-3-7011-0496-3_10; LINK

11) Learning from Student Feedback – Developing University-Wide Guidelines to Support Distance Learning after COVID-19 (Seiten 203–227); doi.org/10.56560/isbn.978-3-7011-0496-3_11; LINK

12) The Impact of COVID-19 Pandemic on the Child-Parent-Teacher Triad Functioning and Migrant Children’s Distance Learning in Poland (Seiten 231–254); doi.org/10.56560/isbn.978-3-7011-0496-3_12; LINK

13) Implementation of Emergency Remote Education (ERE) in the Brazilian Context  (Seiten 255–273); doi.org/10.56560/isbn.978-3-7011-0496-3_13; LINK

14) The Effect of Open Learning Environments in Designing and Implementing Successful Distance Learning Programmes During School Closures (Seiten 274–306); doi.org/10.56560/isbn.978-3-7011-0496-3_14; LINK

15) Thinking about the Relationship between Distance Learning and Territories through the Study of Three Breton “Prépa Numérique” Training Systems (Seiten 307–322); doi.org/10.56560/isbn.978-3-7011-0496-3_15; LINK

16) How the COVID-19 Pandemic Changed Swiss Primary School Teachers’ Perceptions of Job Stress, Emotional Exhaustion, and Personal Resources (Seiten 325–349); doi.org/10.56560/isbn.978-3-7011-0496-3_16; LINK

17) GOOD LACK – (Good) Lessons Learnt from Distance Learning During the COVID-19 Pandemic in Styrian Schools (Seiten 350–374); doi.org/10.56560/isbn.978-3-7011-0496-3_17; LINK

18) Teaching Practices in the Covid-19 Emergency. The Italian Teachers’ Perspective (Seiten 375–398); doi.org/10.56560/isbn.978-3-7011-0496-3_18; LINK

19) Music Teachers’ Motivation and Need Satisfaction Before and During the COVID-19 Crisis (Seiten 399–420); doi.org/10.56560/isbn.978-3-7011-0496-3_19; LINK

20) STEM Teachers’ Experiences with Online Teaching During the COVID-19 Pandemic: A Canadian Context (Seiten 421–444); doi.org/10.56560/isbn.978-3-7011-0496-3_20; LINK

21) Shifting Identities and Changing Mindsets: A Case of Lecturers Adopting Digital Pedagogies in Vietnam (Seiten 445–467); doi.org/10.56560/isbn.978-3-7011-0496-3_21; LINK

22) Adapting to an Online Learning Environment in the Midst of the Global Pandemic: Insights from a Private Higher Institution in Cyprus (Seiten 468–488); doi.org/10.56560/isbn.978-3-7011-0496-3_22; LINK

23) Instructors’ Stressors, Stress, and Resources During Remote Teaching in the COVID-19 Pandemic: the Role of Gender and Professional Status (Seiten 489–525); doi.org/10.56560/isbn.978-3-7011-0496-3_23; LINK

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