Pub Date : 2022-10-01DOI: 10.2478/eurodl-2022-0006
Kathrina Walther, Silvia Fränkel, Thomas Hennemann, Dennis C. Hövel
Abstract The virtual school board (VSB) offers teachers a browser-based platform to support a multilevel, evidence-based educational plan. The present study examines teachers’ use of the VSB. Based on technology acceptance model (TAM), 17 teachers from nine schools were interviewed about their use of the VSB. The evaluation was based on qualitative content analysis (QCA). For seven categories the intercoder reliabilities were acceptable. After 24 months, the users said that they used the VSB for support planning, diagnostics, discussions with parents and other documentation. They rated the overview gained and the interdisciplinary exchange as beneficial. However, a lack of technical expertise within the staff, the technical equipment and the user interface hindered teachers, such that almost a fifth never used the software completely. The challenges are complex. Needless to say, missing, little or old technical hardware is likely to decrease the usage of a digital tool; the implementation also faces the challenges of recontextualisation, and additionally faces the resource-labelling dilemma. Therefore, these challenges must be dealt with in the mutual interaction between school practice, educational research and professional information and communication technology (ICT) development.
{"title":"Challenges and opportunities of using a cooperative digital educational plan. Evaluation of the implementation","authors":"Kathrina Walther, Silvia Fränkel, Thomas Hennemann, Dennis C. Hövel","doi":"10.2478/eurodl-2022-0006","DOIUrl":"https://doi.org/10.2478/eurodl-2022-0006","url":null,"abstract":"Abstract The virtual school board (VSB) offers teachers a browser-based platform to support a multilevel, evidence-based educational plan. The present study examines teachers’ use of the VSB. Based on technology acceptance model (TAM), 17 teachers from nine schools were interviewed about their use of the VSB. The evaluation was based on qualitative content analysis (QCA). For seven categories the intercoder reliabilities were acceptable. After 24 months, the users said that they used the VSB for support planning, diagnostics, discussions with parents and other documentation. They rated the overview gained and the interdisciplinary exchange as beneficial. However, a lack of technical expertise within the staff, the technical equipment and the user interface hindered teachers, such that almost a fifth never used the software completely. The challenges are complex. Needless to say, missing, little or old technical hardware is likely to decrease the usage of a digital tool; the implementation also faces the challenges of recontextualisation, and additionally faces the resource-labelling dilemma. Therefore, these challenges must be dealt with in the mutual interaction between school practice, educational research and professional information and communication technology (ICT) development.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76333674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.2478/eurodl-2022-0005
Gül Karakuş
Abstract This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.
{"title":"Examining academicians’ COVID-19 anxiety and digitalisation in terms of different variables","authors":"Gül Karakuş","doi":"10.2478/eurodl-2022-0005","DOIUrl":"https://doi.org/10.2478/eurodl-2022-0005","url":null,"abstract":"Abstract This study examines academicians’ COVID-19 anxiety and digitalisation regarding different variables. The sample of this study consists of 103 academicians from various universities. A survey model was used. The data collection tools were the “Coronavirus Anxiety Scale” to measure anxiety caused by COVID-19 and the “Academicians Digitalisation Scale” to determine academicians’ digitalisation. Results indicated that while there was a significant difference in academicians’ COVID-19 anxiety and digitalisation regarding different variables, there was no relationship between their COVID-19 anxiety and digitalisation.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77317894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/02680513.2022.2118573
D. Gooch, J. Rosewell, D. Leith, M. Richards
Parallel and distributed computing (PDC) is now considered a threshold concept for computing, and is embedded in computing curricula across the globe. While the costs of traditional computing clusters have made developing practical activities challenging, the rise of low-cost computers, particularly the Raspberry Pi, has led to an exploration of how PDC can be taught to students using Raspberry Pi clusters. Building on this work, we report our experiences from developing a series of low-cost Raspberry Pi clusters for use with open distance university students. Based on survey results from 484 students, we argue that our work demonstrates the benefits that remote practical activities can have for teaching PDC concepts, as well as engaging students. We conclude with a discussion of two key challenges: supporting active learning through student-led programming on the clusters, and supporting lower-performing students at a distance.
{"title":"Passive or active learning: the challenges of teaching distributed computing using Raspberry Pi clusters to open distance university students","authors":"D. Gooch, J. Rosewell, D. Leith, M. Richards","doi":"10.1080/02680513.2022.2118573","DOIUrl":"https://doi.org/10.1080/02680513.2022.2118573","url":null,"abstract":"Parallel and distributed computing (PDC) is now considered a threshold concept for computing, and is embedded in computing curricula across the globe. While the costs of traditional computing clusters have made developing practical activities challenging, the rise of low-cost computers, particularly the Raspberry Pi, has led to an exploration of how PDC can be taught to students using Raspberry Pi clusters. Building on this work, we report our experiences from developing a series of low-cost Raspberry Pi clusters for use with open distance university students. Based on survey results from 484 students, we argue that our work demonstrates the benefits that remote practical activities can have for teaching PDC concepts, as well as engaging students. We conclude with a discussion of two key challenges: supporting active learning through student-led programming on the clusters, and supporting lower-performing students at a distance.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46363674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-13DOI: 10.1080/02680513.2022.2112661
C. Herodotou, M. Aristeidou, E. Scanlon, S. Kelley
This paper examines the pedagogical integration of Virtual Microscopes (VMs) in Virtual Learning Environments (VLEs), to identify best practice and improve online pedagogy. It has captured the perspectives of 12 Health and Earth Science university teachers, through in-depth interviews, about the current integration of the VM in online teaching, benefits and challenges, and their recom- mendations for enhancing online and distance learning. Findings revealed that the VM has been integrated in online courses in varied ways, addressing diverse learning objectives. Teachers noted two particular challenges: (a) the need for support throughout the lifecycle of a course, and while students are using the VM, that will complement the introductory support currently provided, and (b) the design of VM learning activities that promote higher order thinking skills. Implications about the significance of enga- ging teachers with the process of designing online courses and using the VM to enable remote learning in cases of emergency are discussed. tutor. They then add their cell counts into a tutor group wiki, so between them they have counted a large number of fields on the slide [. . .] They then independently analyse and present the results.” (Ac7, VM learning activity author)
{"title":"Virtual Microscopes and online learning: Exploring the perceptions of 12 teachers about pedagogy","authors":"C. Herodotou, M. Aristeidou, E. Scanlon, S. Kelley","doi":"10.1080/02680513.2022.2112661","DOIUrl":"https://doi.org/10.1080/02680513.2022.2112661","url":null,"abstract":"This paper examines the pedagogical integration of Virtual Microscopes (VMs) in Virtual Learning Environments (VLEs), to identify best practice and improve online pedagogy. It has captured the perspectives of 12 Health and Earth Science university teachers, through in-depth interviews, about the current integration of the VM in online teaching, benefits and challenges, and their recom- mendations for enhancing online and distance learning. Findings revealed that the VM has been integrated in online courses in varied ways, addressing diverse learning objectives. Teachers noted two particular challenges: (a) the need for support throughout the lifecycle of a course, and while students are using the VM, that will complement the introductory support currently provided, and (b) the design of VM learning activities that promote higher order thinking skills. Implications about the significance of enga- ging teachers with the process of designing online courses and using the VM to enable remote learning in cases of emergency are discussed. tutor. They then add their cell counts into a tutor group wiki, so between them they have counted a large number of fields on the slide [. . .] They then independently analyse and present the results.” (Ac7, VM learning activity author)","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45736300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1080/02680513.2022.2108314
Vesna Svalina, Ana Ristivojevic
This paper presents the results of empirical research conducted to examine the opinion of teachers of vocal, instrumental, and theoretical teaching at Croatian and Serbian music schools on distance learning. The survey was conducted during May 2020, at a time when all music schools have completely switched to a distance learning system due to the COVID-19 pandemic. The results showed that teachers, despite numerous problems, especially poor internet connections and poor sound quality obtained by electronic devices, have successfully coped with the realization of distance music teaching. Statistically significant differences were found in teachers' responses about distance learning regarding the type of classes led by teachers, so teachers who lead instrumental and vocal classes are better at performing distance learning compared to those who lead theoretical classes. Despite the belief of teachers that the transfer of complete knowledge is impossible through technology, most of them are open to the possibility of meaningful application of ICT. Therefore, the issue of professional development and continuous support to teachers by the competent institutions of Croatia and Serbia is intensifying.
{"title":"Distance learning in Croatian and Serbian music schools","authors":"Vesna Svalina, Ana Ristivojevic","doi":"10.1080/02680513.2022.2108314","DOIUrl":"https://doi.org/10.1080/02680513.2022.2108314","url":null,"abstract":"This paper presents the results of empirical research conducted to examine the opinion of teachers of vocal, instrumental, and theoretical teaching at Croatian and Serbian music schools on distance learning. The survey was conducted during May 2020, at a time when all music schools have completely switched to a distance learning system due to the COVID-19 pandemic. The results showed that teachers, despite numerous problems, especially poor internet connections and poor sound quality obtained by electronic devices, have successfully coped with the realization of distance music teaching. Statistically significant differences were found in teachers' responses about distance learning regarding the type of classes led by teachers, so teachers who lead instrumental and vocal classes are better at performing distance learning compared to those who lead theoretical classes. Despite the belief of teachers that the transfer of complete knowledge is impossible through technology, most of them are open to the possibility of meaningful application of ICT. Therefore, the issue of professional development and continuous support to teachers by the competent institutions of Croatia and Serbia is intensifying.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46138542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Course satisfaction and perceived learning among distance learners in Malaysian Research Universities: the impact of motivation, self-efficacy, self-regulated learning, and instructor immediacy behaviour","authors":"Azadeh Amoozegar, Mohamed Abdelmagid, Temoor Anjum","doi":"10.1080/02680513.2022.2102417","DOIUrl":"https://doi.org/10.1080/02680513.2022.2102417","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44216300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1080/02680513.2022.2081071
Denise Whitelock
We know that learning is a complex business, and various theories emphasise different facets of learning (Illeris, 2009) which leaves problems about how we study learning and the technologies used to facilitate learning (Laurillard, 2002). Learning can become even more difficult when the delivery medium changes and students are charting new waters as during the pandemic when teaching and learning was delivered completely online. The OpenVoices on COVID-19 special issue of Open Learning (Whitelock et al., 2021) reflected upon the shift to online learning, prompting changes to teaching, learning and assessment, emphasising approaches that have been tested and shown to be effective in enabling students’ growth and development. This issue continues to highlight further deliberations around digital learning and how it supports student success. One of the major questions for both students and teachers alike, when moving into an emergency digital ecosystem, is how will learners cope in order to succeed? The first paper in this edition, by Alqurashi (2022), throws some light on this question. Alqurashi used publicly available data from a United States National Survey of Student Engagement analysing over 16,500 responses from undergraduates designated as high or low performers, who took all their courses on line. The purpose of the study was to investigate whether there was a difference between high and low achieving students’ engagement compared to their subsequent course achievement. Alqurashi selected seven engagement indicators that focussed on teaching and learning practices: higher-order learning, reflective and integrative learning, learning strategies, quantitative reasoning, collaborative learning, student–faculty interaction and effective teaching practices. The statistical analysis revealed that high achieving students were significantly higher than low achieving students in higher-order learning, effective learning strategies, effective teaching practices, and reflective and integrative learning. The interesting finding for course design and resourcing was that low achieving students were significantly higher than high achieving students in student–faculty interaction, suggesting more help is sought from tutors by the lower achieving students. The study can only speculate on the type of help sought by these students from staff. However, using lack of engagement as reported by Herodotou et al. (2020) can act as a pre indicator of drop out which in turn alerts tutors to provide further support. No differences were found in the collaborative learning variable, when it could be postulated that lower achieving students would seek more support from their peers through the use of online discussion forums. The second paper by Griffin and Roy (2022) employed a suite of studies to investigate the efficacy of online discussion forums. This research was conducted with students from the UK’s Open University with 429 responses to questions sent to 5,748 stu
我们知道学习是一项复杂的业务，各种理论强调学习的不同方面（Illeris，2009），这就留下了我们如何研究学习以及用于促进学习的技术的问题（Laurillard，2002）。当教学媒介发生变化，学生们正在绘制新的水域时，学习可能会变得更加困难，就像疫情期间完全在线教学一样。《关于新冠肺炎的开放之声》特刊《开放学习》（Whitelock et al.，2021）反思了向在线学习的转变，促使教学、学习和评估发生了变化，强调了经过测试并证明有效促进学生成长和发展的方法。这个问题继续强调围绕数字学习及其如何支持学生成功的进一步讨论。当学生和教师进入紧急数字生态系统时，他们面临的一个主要问题是，学习者将如何应对才能取得成功？本版的第一篇论文由Alqurashi（2022）撰写，对这个问题进行了一些阐述。Alqurashi使用了美国全国学生参与度调查的公开数据，该调查分析了16500多名被指定为表现优秀或表现不佳的本科生的回答，他们在线学习了所有课程。这项研究的目的是调查与随后的课程成绩相比，成绩高和成绩低的学生的参与度是否存在差异。Alqurashi选择了七个专注于教学和学习实践的参与度指标：高阶学习、反思和综合学习、学习策略、定量推理、协作学习、师生互动和有效的教学实践。统计分析显示，在高阶学习、有效的学习策略、有效的教学实践以及反思性和综合性学习方面，成绩优异的学生显著高于成绩较差的学生。关于课程设计和资源配置的一个有趣发现是，在师生互动中，成绩较差的学生明显高于成绩较高的学生，这表明成绩较低的学生会向导师寻求更多帮助。这项研究只能推测这些学生向工作人员寻求的帮助类型。然而，根据Herodotou等人的报告，利用缺乏参与。（2020）可以作为辍学的预先指标，从而提醒导师提供进一步的支持。合作学习变量没有发现差异，可以假设成绩较低的学生会通过使用在线论坛寻求同龄人的更多支持。Griffin和Roy（2022）的第二篇论文采用了一系列研究来调查在线讨论论坛的功效。这项研究是对英国开放大学的学生进行的，共向5748名学生发送了429份问题回复。尽管总体应答率只有7.5%，但研究生模块的应答率更高。这些问题探讨了学生在参加“导师小组”论坛时对自己感受的看法。他们发现消极和积极的学生开放学习：《开放、距离和电子学习杂志2022》，第37卷，第3期，215–218https://doi.org/10.1080/02680513.2022.2081071
{"title":"Deliberations about digital learning: finding a way forward","authors":"Denise Whitelock","doi":"10.1080/02680513.2022.2081071","DOIUrl":"https://doi.org/10.1080/02680513.2022.2081071","url":null,"abstract":"We know that learning is a complex business, and various theories emphasise different facets of learning (Illeris, 2009) which leaves problems about how we study learning and the technologies used to facilitate learning (Laurillard, 2002). Learning can become even more difficult when the delivery medium changes and students are charting new waters as during the pandemic when teaching and learning was delivered completely online. The OpenVoices on COVID-19 special issue of Open Learning (Whitelock et al., 2021) reflected upon the shift to online learning, prompting changes to teaching, learning and assessment, emphasising approaches that have been tested and shown to be effective in enabling students’ growth and development. This issue continues to highlight further deliberations around digital learning and how it supports student success. One of the major questions for both students and teachers alike, when moving into an emergency digital ecosystem, is how will learners cope in order to succeed? The first paper in this edition, by Alqurashi (2022), throws some light on this question. Alqurashi used publicly available data from a United States National Survey of Student Engagement analysing over 16,500 responses from undergraduates designated as high or low performers, who took all their courses on line. The purpose of the study was to investigate whether there was a difference between high and low achieving students’ engagement compared to their subsequent course achievement. Alqurashi selected seven engagement indicators that focussed on teaching and learning practices: higher-order learning, reflective and integrative learning, learning strategies, quantitative reasoning, collaborative learning, student–faculty interaction and effective teaching practices. The statistical analysis revealed that high achieving students were significantly higher than low achieving students in higher-order learning, effective learning strategies, effective teaching practices, and reflective and integrative learning. The interesting finding for course design and resourcing was that low achieving students were significantly higher than high achieving students in student–faculty interaction, suggesting more help is sought from tutors by the lower achieving students. The study can only speculate on the type of help sought by these students from staff. However, using lack of engagement as reported by Herodotou et al. (2020) can act as a pre indicator of drop out which in turn alerts tutors to provide further support. No differences were found in the collaborative learning variable, when it could be postulated that lower achieving students would seek more support from their peers through the use of online discussion forums. The second paper by Griffin and Roy (2022) employed a suite of studies to investigate the efficacy of online discussion forums. This research was conducted with students from the UK’s Open University with 429 responses to questions sent to 5,748 stu","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48350357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.1080/02680513.2022.2072721
Mindel van de Laar, R. West, Paris Cosma, Dennis Katwal, Cristina Mancigotti
{"title":"The value of educational microcredentials in open access online education: a doctoral education case","authors":"Mindel van de Laar, R. West, Paris Cosma, Dennis Katwal, Cristina Mancigotti","doi":"10.1080/02680513.2022.2072721","DOIUrl":"https://doi.org/10.1080/02680513.2022.2072721","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41794440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.21608/jdlol.2022.222753
A. Gadelmawla, aya Gadelmawla
Google Cards (GC) are the cards that appeared in the results of Google search engine that contain an image with text, or shapes with text to provide educational rules or information, the current research aimed to introduce a program based on GC and problem-based learning (PBL) to improve writing s among EFL young children with learning disabilities. After the literature review of PBL and writing, a list of writing skills was prepared, as a guide for the proposed program. The results indicated the program sessions should be in 8 basic elements for each session: Title, objectives, teaching aids, Warm-up, procedures of learning writing skills using GC and PBL, directions to improve the learning of EFL young children with learning disabilities, evaluation, homework. The results were discussed in detail, and recommendations were provided. ARTICLE INFO
{"title":"Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities","authors":"A. Gadelmawla, aya Gadelmawla","doi":"10.21608/jdlol.2022.222753","DOIUrl":"https://doi.org/10.21608/jdlol.2022.222753","url":null,"abstract":"Google Cards (GC) are the cards that appeared in the results of Google search engine that contain an image with text, or shapes with text to provide educational rules or information, the current research aimed to introduce a program based on GC and problem-based learning (PBL) to improve writing s among EFL young children with learning disabilities. After the literature review of PBL and writing, a list of writing skills was prepared, as a guide for the proposed program. The results indicated the program sessions should be in 8 basic elements for each session: Title, objectives, teaching aids, Warm-up, procedures of learning writing skills using GC and PBL, directions to improve the learning of EFL young children with learning disabilities, evaluation, homework. The results were discussed in detail, and recommendations were provided. ARTICLE INFO","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83473521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.21608/jdlol.2022.222754
N. Zampieri, R. Castellani
COVID-19 has stopped the world and child life. The aim of this study was to report our project with distant learning. Methods: a project was conducted at elementary school with an interesting purpose: scientist for a day; Results: 25 children worked at this project with many interesting results expecially about their wishes and their klowledge about COVID-19 nad future. Parents were able to classify their satisfaction about this project and about their sons partecipation with emotional status; Conclusions: distant learning is essential to help children during quarantine and focusing on a special issue demonstrate that they require more attention and needs many projects to be protagonists during this difficult era ARTICLE INFO
{"title":"Covid-19: the virus that stopped the world. A Child perspective","authors":"N. Zampieri, R. Castellani","doi":"10.21608/jdlol.2022.222754","DOIUrl":"https://doi.org/10.21608/jdlol.2022.222754","url":null,"abstract":"COVID-19 has stopped the world and child life. The aim of this study was to report our project with distant learning. Methods: a project was conducted at elementary school with an interesting purpose: scientist for a day; Results: 25 children worked at this project with many interesting results expecially about their wishes and their klowledge about COVID-19 nad future. Parents were able to classify their satisfaction about this project and about their sons partecipation with emotional status; Conclusions: distant learning is essential to help children during quarantine and focusing on a special issue demonstrate that they require more attention and needs many projects to be protagonists during this difficult era ARTICLE INFO","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":4.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79127231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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