The pandemic education shock has raised five critical issues that demonstrate how student learning and achievement and social well-being are far from mutually exclusive.
Academic rigour, journalistic flair
Articles on Online learning
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Watching my teens play video games for hours on end tells me that video game designers understand something that my fellow teachers and I had not!
Insights of neuroscientist Ian McGilchrist, philosopher Nel Noddings and physicist Ursula Franklin help centre students and our collective future in debates about education and technology.
People tend to think of digital media as entertainment, so they devote less mental effort than when they’re reading a printed book.
Since the pandemic began, parents have had to negotiate their own workplace demands and other responsibilities with around-the-clock child care responsibilities.
In New South Wales and Victoria the number of students being home educated increased by 20% in 2020 (1,224 extra children) compared with 2019. But the rise has been evidenced for a decade.
The coronavirus pandemic has entrenched educational technologies in schools. Parents and guardians have been forced to relinquish their children’s privacy, without assurance of protection.
The forced transition to online university learning will mean teaching practices will be permanently changed.
A policy of “choice” for full-time online schooling would weaken public education, erode funding for in-classroom supports and drive those who can afford it to private education.
Treating online education as a cheap alternative to lectures will be a mistake. At first universities will probably have to allow more preparation time and invest more in training and technology.
Not everyone needs to be on campus to learn. Governments, which subsidize higher education, need to change their funding models to support affordable remote learning.
Necessity truly can be the mother of invention. A new university president explains how the pandemic forced massive changes at his institution — and why smart use of technology was invaluable.
Real-life experience suggests that game-based learning (GBL) techniques can be useful in reducing student anxiety toward technical and/or abstract concepts and in increasing class involvement.
Australia’s mature-age students often must juggle work, children and study, are studying off campus and have a higher risk of dropping out. Higher education can do better for these 430,000 students.
It is morally unjustifiable for tech companies to walk away from the pandemic with massive profits while schools are burdened with debt.
South Africa’s constitution provides for equal access to education and its inclusive education policy exists to make this a reality. But in practice students’ diverse needs are not being met.
High school pupils enjoy using mobile devices for socialising. But their motivation to use devises decreases when it comes to studying online, especially unsupervised.
Student respondents to a survey discussed memories of historical trauma of infectious disease and displacement, financial hardship related to Alberta tuition hikes and mental health concerns.
About two-thirds of Australian universities won’t be offering on-campus lectures in 2021. But that’s not all the pandemic’s fault – it simply accelerated a shift away from the traditional format.
What if one of the answers to the challenges of distance learning was to go back to basics and set up less “tech” and more human contexts?
Top contributors
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Senior Lecturer in Technology Enhanced Learning, Lancaster University
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Professor of learning technologies, University of Minnesota
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Associate Professor, Faculty of Education, University of Windsor
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Professor and Co-Director, Centre for Research in Assessment and Digital Learning, Deakin University
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Senior Lecturer in Education, Queensland University of Technology
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Director of UWA Centre for Software Practice, The University of Western Australia
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Professor Emeritus, The University of Queensland
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Emeritus professor, Deakin University
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Deputy Associate Dean (Academic), Faculty of Humanities and Social Sciences; Associate Professor of Educational Psychology, School of Education, The University of Queensland
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Pro Vice-Chancellor (Learning Transformations), Swinburne University of Technology
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CEO of Smart Sparrow and Adjunct Lecturer, School of Computer Science and Engineering, UNSW Sydney
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Professor Emerita of Linguistics, American University
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Postdoctoral Researcher, University of California, Irvine
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Chief Executive Officer, Australian Institute of Business
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Professor in the Practice of Higher Education Policy, Australian National University
