Pub Date : 2023-10-13DOI: 10.1007/s11159-023-10011-3
Elena De Gioannis, Gabriele Ballarino, Davide Cartagini
Abstract After the outbreak of the COVID-19 pandemic, most countries decided to close schools in 2020 to slow down the spread of the virus. The abrupt closure of schools required teachers and families to adapt quickly to an online setting for school activities. The literature review presented here focuses on this adaptive process, summarising research on how parents and teachers tried to curtail the potentially detrimental effects of school closure and remote schooling on students’ learning, identifying the compensatory strategies adopted and analysing their impact on students’ learning experience and performance. The review highlights that the shift from in-person to remote learning led to significant learning losses, as well as to the emergence of new inequalities and the exacerbation of old ones. Teachers and parents played a pivotal role in minimising learning loss due to emergency remote teaching (ERT). Concerning parents, the three main types of strategies were related to: (1) parental socioeconomic and/or demographic factors; (2) parental involvement and support in learning activities; and (3) the family environment. Concerning teachers, two strategies emerged: (1) the implementation of activities favouring interaction between teachers and students and/or among students; and (2) ad-hoc teaching activities. In almost all cases, the compensatory strategies identified were positively associated with students’ learning experience, with a few exceptions.
{"title":"Parents and teachers’ compensatory strategies during COVID-19 school closures: A scoping review","authors":"Elena De Gioannis, Gabriele Ballarino, Davide Cartagini","doi":"10.1007/s11159-023-10011-3","DOIUrl":"https://doi.org/10.1007/s11159-023-10011-3","url":null,"abstract":"Abstract After the outbreak of the COVID-19 pandemic, most countries decided to close schools in 2020 to slow down the spread of the virus. The abrupt closure of schools required teachers and families to adapt quickly to an online setting for school activities. The literature review presented here focuses on this adaptive process, summarising research on how parents and teachers tried to curtail the potentially detrimental effects of school closure and remote schooling on students’ learning, identifying the compensatory strategies adopted and analysing their impact on students’ learning experience and performance. The review highlights that the shift from in-person to remote learning led to significant learning losses, as well as to the emergence of new inequalities and the exacerbation of old ones. Teachers and parents played a pivotal role in minimising learning loss due to emergency remote teaching (ERT). Concerning parents, the three main types of strategies were related to: (1) parental socioeconomic and/or demographic factors; (2) parental involvement and support in learning activities; and (3) the family environment. Concerning teachers, two strategies emerged: (1) the implementation of activities favouring interaction between teachers and students and/or among students; and (2) ad-hoc teaching activities. In almost all cases, the compensatory strategies identified were positively associated with students’ learning experience, with a few exceptions.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858827","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 : 2023-10-10DOI: 10.1007/s11159-023-10043-9
Simin Zeng
{"title":"Insights into senior foreign language education","authors":"Simin Zeng","doi":"10.1007/s11159-023-10043-9","DOIUrl":"https://doi.org/10.1007/s11159-023-10043-9","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352939","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 : 2023-10-01DOI: 10.1007/s11159-023-10050-w
Paul Stanistreet
{"title":"Life under lockdown: A fading dream of different and the search for a new “normal”","authors":"Paul Stanistreet","doi":"10.1007/s11159-023-10050-w","DOIUrl":"https://doi.org/10.1007/s11159-023-10050-w","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"32 1","pages":"593 - 601"},"PeriodicalIF":3.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139329212","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 : 2023-09-23DOI: 10.1007/s11159-023-10036-8
Ted Fleming
{"title":"Discourses, dialogue and diversity in biographical research: An ecology of life and learning","authors":"Ted Fleming","doi":"10.1007/s11159-023-10036-8","DOIUrl":"https://doi.org/10.1007/s11159-023-10036-8","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135959257","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":"Editorial introduction","authors":"P. Belanger, E. Gelpi","doi":"10.1007/BF01257774","DOIUrl":"https://doi.org/10.1007/BF01257774","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"40 1","pages":"191-193"},"PeriodicalIF":3.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/BF01257774","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42744239","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 : 2023-08-01DOI: 10.1007/s11159-023-09997-7
Inusah Salifu, I. Biney
{"title":"The role of motivational teaching techniques in adult distance learning programmes","authors":"Inusah Salifu, I. Biney","doi":"10.1007/s11159-023-09997-7","DOIUrl":"https://doi.org/10.1007/s11159-023-09997-7","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"69 1","pages":"467 - 485"},"PeriodicalIF":3.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41570172","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 : 2023-08-01DOI: 10.1007/s11159-023-10024-y
Ulrike Hanemann
{"title":"Critical pedagogy and the Covid-19 pandemic: Keeping communities together in times of crisis","authors":"Ulrike Hanemann","doi":"10.1007/s11159-023-10024-y","DOIUrl":"https://doi.org/10.1007/s11159-023-10024-y","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"69 1","pages":"571 - 577"},"PeriodicalIF":3.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46525173","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 : 2023-08-01DOI: 10.1007/s11159-023-10032-y
Courtney N. Miller
{"title":"Theories of workplace learning in changing times","authors":"Courtney N. Miller","doi":"10.1007/s11159-023-10032-y","DOIUrl":"https://doi.org/10.1007/s11159-023-10032-y","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134997012","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 : 2023-08-01DOI: 10.1007/s11159-023-10008-y
Bart Rienties, Blazenka Divjak, Francisco Iniesto, Katarina Pažur Aničić, Mirza Žižak
Abstract It is widely acknowledged that graduates need to develop skills and competences beyond the theoretical knowledge nurtured within higher education curricula. In the last twenty years there has been an increased interest in supporting learners with work-based learning (WBL) (e.g. apprenticeships, practice-based lab sessions, project-based learning). The experience of COVID-19-related lockdowns has ignited a push to support and provide these opportunities for skills development online. In this systematic literature review, the authors explored (1) which innovative technologies and online WBL typologies are implemented in online WBL in higher education; and (2) to what extent there is evidence that online WBL is effective. From an initial pool of 269 studies identified from two datasets, the authors selected thirteen studies which implemented and evaluated online WBL. In total, 1,015 respondents were included in these studies ( M = 84.58, SD = 118.28, range: 7–390). The authors’ findings indicate that most studies used descriptive, qualitative approaches to explore the lived experiences of participants, mostly from Australia. Substantial differences were found in the designs of online WBL practices and technologies, although there was limited robust evidence of effectiveness due to a lack of evidence-based evaluation approaches. The authors encourage WBL researchers to be more precise in their design parameters of online WBL, and to consider (quasi)experimental designs to measure the impact of their approaches.
{"title":"Online work-based learning: A systematic literature review","authors":"Bart Rienties, Blazenka Divjak, Francisco Iniesto, Katarina Pažur Aničić, Mirza Žižak","doi":"10.1007/s11159-023-10008-y","DOIUrl":"https://doi.org/10.1007/s11159-023-10008-y","url":null,"abstract":"Abstract It is widely acknowledged that graduates need to develop skills and competences beyond the theoretical knowledge nurtured within higher education curricula. In the last twenty years there has been an increased interest in supporting learners with work-based learning (WBL) (e.g. apprenticeships, practice-based lab sessions, project-based learning). The experience of COVID-19-related lockdowns has ignited a push to support and provide these opportunities for skills development online. In this systematic literature review, the authors explored (1) which innovative technologies and online WBL typologies are implemented in online WBL in higher education; and (2) to what extent there is evidence that online WBL is effective. From an initial pool of 269 studies identified from two datasets, the authors selected thirteen studies which implemented and evaluated online WBL. In total, 1,015 respondents were included in these studies ( M = 84.58, SD = 118.28, range: 7–390). The authors’ findings indicate that most studies used descriptive, qualitative approaches to explore the lived experiences of participants, mostly from Australia. Substantial differences were found in the designs of online WBL practices and technologies, although there was limited robust evidence of effectiveness due to a lack of evidence-based evaluation approaches. The authors encourage WBL researchers to be more precise in their design parameters of online WBL, and to consider (quasi)experimental designs to measure the impact of their approaches.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135003748","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 : 2023-08-01DOI: 10.1007/s11159-023-10000-6
E. Tympa, V. Karavida, Athina Charissi
{"title":"Greek preschool teachers’ readiness to teach online at the onset of the COVID-19 pandemic","authors":"E. Tympa, V. Karavida, Athina Charissi","doi":"10.1007/s11159-023-10000-6","DOIUrl":"https://doi.org/10.1007/s11159-023-10000-6","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"69 1","pages":"487 - 510"},"PeriodicalIF":3.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45242901","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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