Qualitative impact assessment of COVID-19 on the pedagogical, technological and social experiences of higher education students in Taiwan

Experiences of preservice mathematics teachers during their education in times of pandemic

Due to the COVID-19 pandemic, educational institutions at all levels closed their doors and began to operate remotely. In this paper, we analyze the educational experiences of preservice mathematics teachers (PMTs) enrolled in mathematics teacher education programs from three South American universities, as the pandemic was unfolding. An exploratory study was conducted, based on an inductive and thematic qualitative text analysis of narratives written by 24 PMTs. Based on the study, we report on the following aspects: (1) experiences of PMTs in the passage to remote education (RE) mode (considering characteristics of remote classes-interactions, the rhythm of the class, teaching work-time management, home-classroom fusion, and physical and psychological discomfort), and (2) opportunities and limitation experienced by PMTs in relation to the use of technologies. The results of the study suggest the need to rethink teacher education programs regarding the integration of technologies in mathematics classes, the opportunities offered by hybrid education, and teacher education for distance teaching.

Emergency Remote Learning in Higher Education in Cyprus during COVID-19 Lockdown: A Zoom-Out View of Challenges and Opportunities for Quality Online Learning

This study provides a zoom-out perspective of higher education students’ experiences related to the emergency remote learning (ERL) following the first lockdown due to the COVID-19 pandemic as captured by a national, in-depth survey administered to all higher education institutions in Cyprus (different fields of study and educational levels). Quantitative and qualitative analyses of the data collected from 1051 students provide valuable information and insights regarding learners’ prior technology background and level of preparedness for online learning, the challenges and benefits of ERL and how they would like their online learning experience to be improved in case of future ERL. The results underline that students’ knowledge of and self-efficacy in using e-learning tools do not directly equate to being a digital learner equipped with necessary digital skills such as self-regulation to fully benefit from online learning. The educational disparities caused by inequalities in access and accessibility to high-quality education laid bare by the pandemic stressed the need for online environments that would afford quality learning for all learners. Online learning demands are discussed in the article, as well as implications for research, practice and policy making.