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Prior to the COVID-19 pandemic, the university educational system in Nigeria largely employed traditional, face-to-face classroom approaches for teaching. This study examines how mathematics lecturers adapted to online teaching in response to COVID-19 restrictions. A mixed methods approach was used to obtain both qualitative and quantitative data from ten mathematics and mathematics education lecturers, using questionnaires and semi-structured interviews. The results highlight mathematics and mathematics education lecturers' use of virtual boards, writing pads, and WhatsApp to improve interactions while teaching online via Zoom.

This paper investigates the challenges, mitigation strategies and transformative approaches in educational programme delivery in South African education amidst the adverse influence of the pandemic in schools' Further Education and Training phase with a focus on the integration of technology-enhanced effective teaching and learning; using data obtained from interviews of a data-rich sample of the school management team and teachers of five schools. The noteworthy contribution of this paper to knowledge in the context of Comparative and International Education pertains to transformative strategies for technology-enhanced programme delivery in education. This paper's final objective is to link the explored findings of challenges, trends and innovations in the South African education system to the theme of this book focusing on the different worlds common education challenges. Furthermore, the findings emphasised the need for innovation and transformation toward a technology-enhanced education environment, especially in the Fifth Industrial Revolution milieu. In addition, this paper presented noteworthy recommendations for educational stakeholders and future research. [For the complete Volume 22 proceedings, see ED656158.]

Due to the COVID-19 pandemic, there has been a significant change in college mathematics education toward online learning, which has advantages and disadvantages for students, instructors, and institutions. To ensure the effectiveness of online learning, it is crucial to understand the factors that influence its success. This study looks at the many variables that affect how the pandemic affects online college mathematics instruction. The article begins with a detailed literature review considering student characteristics, telecommunications infrastructure, instructional design, teacher-student interaction, and evaluation methods. Theoretical pillars of the research include social constructivism, the Technology Acceptance Model (TAM), self-regulated learning theory, and the Community of Inquiry Framework. The study highlights the importance of online mathematics instruction for meeting various learning needs and promoting educational equity, particularly in the COVID-19 era. Critical studies have emphasized the cognitive advantages of teaching mathematics via online learning objects, such as fostering mathematical thinking, problem-solving skills, metacognition, and learning transfer. It also looks at motivating factors, including interaction, relevance, authenticity, goal-setting, measuring progress, and opportunities for collaborative learning. A mathematical growth mindset is teaching mathematics using online learning objects, with strategies emphasizing effort, persistence, constructive criticism, a positive learning culture, and building a sense of community. We look at the neuroscientific aspects of using online learning objects to teach math. Multimodal learning strategies, the cognitive load theory, active learning strategies, effective feedback and reinforcement strategies, customization, and adaptivity are some of these features. In conclusion, online learning tools in math lessons may improve students' understanding and mathematical abilities. By using the advantages of online learning objects and comprehending the cognitive and motivational aspects, teachers may create a helpful learning environment that encourages a development mindset and unleashes students' potential in mathematics. [For the full proceedings, see ED652261.]

The research presents the objective of analyzing the challenges and potentialities of teaching with the use of m-learning, in literacy classes during remote teaching caused by the COVID-19 pandemic, based on learning results regarding the appropriation of the writing system alphabetical. In view of the constant social and educational changes caused by the COVID-19 pandemic, in which social isolation became a security measure imposed to reduce the circulation of the virus, they led to the reconfiguration of educational spaces and the adoption of strategies for the continuation of formal education, as an alternative, emergency remote teaching was adopted. Remote teaching has driven changes in education, such as the use of mobile and wireless technologies, cell phones, tablets and notebooks, m-learning, to facilitate the teaching-learning process. A bibliometric review was carried out in order to study and explore the phenomenon with the identification of relevant scientific publications, which were obtained by applying quality and approach evaluation criteria, which showed scientific interest in m-learning and remote teaching. This is a qualitative research on the challenges and potential of using mobile learning with Brazilian children in literacy classes and is configured as an ethnographic case study. The locus of the research were two classes of the 1st year of Elementary School in a public school of the State Department of Education of the Federal District - SEEDF, Brazil, Brasília, Federal District, with a temporal cut of the 1st semester of 2021, having as research subjects 26 children of approximately 6 and 7 years old. The results indicate that despite the challenges faced, the data presented reveal that activities mediated by educational tools such as Google Classroom, Google Meet and the use of student interaction platforms such as the use of digital games and presentation of videos, music and stories interactive activities, among many other factors, demonstrates the potential of m-learning, with the appropriate interventions and pedagogical mediations, however, it is worth noting that access to the online teaching-learning process is still worrying, due to the difficulty of students accessing the internet and the lack of technological devices to monitor the educational proposals, such as computers or smartphones, and the formative weaknesses in relation to the use of TDIC's, therefore, teaching mediated by m-learning, can be considered as a modality of high potential, among other factors, if it is accessible to all. [For the full proceedings, see ED639391.]

Universities around the globe have begun implementing outcome-based learning (OBE). The curriculum will be revised, evaluated, and the outcomes of the assessments will be reported as part of this OBE implementation. Due to the importance of the evaluation method, several lecturers are searching for innovative approaches for assessing the effectiveness of the Program Learning Outcome (PLO) and Course Learning Outcome (CLO). This study examined outcome-based education for decision-making instruction and learning in the context of the COVID-19 pandemic. This pandemic has effects on the healthcare industry, such as the exhaustion of the healthcare system, disruption of the educational system, and harm to the economy and several other industries. E-learning platforms played a crucial role in helping schools and universities throughout the pandemic by allowing student learning while they were closed. There is a larger need for lifelong learning as a result of the rising need for qualified professionals in education. On the other hand, current trends favour the paradigms of social and practice-based learning. As a result of digitization, our methods of communication and education are changing. The teaching and learning that took place during COVID-19 had a substantial impact on outcome-based learning. We find it fascinating to show how COVID-19 affects outcome-based education (OBE) in a risk decision support system. [For the complete proceedings, see ED655360.]

COVID-19 hugely impacted the students' learning, in which experiential learning was not allowed to be implemented to decelerate the spread of the virus. Thus, educators used whatever capacities and abilities they had to ensure that the students learned the skills, especially for certain skill-based occupational therapy subjects. However, studies regarding occupational therapy students' viewpoint of their real-life experiences in learning skill-based subjects via online distance learning were lacking in number. Therefore, a descriptive phenomenological study was used to describe occupational therapy students' personal experiences in studying skill-based subjects via online distance learning during the COVID-19 pandemic. Ten undergraduate occupational therapy students were interviewed, ranging from 45 to 60 minutes on their experiences in learning skill-based subjects via online distance learning. The essence of the student's experiences was described in four main themes: (i) the impacts of COVID-19, (ii) adapting to the COVID-19 outbreak, (iii) the downside and upside of learning skill-based subjects via online distance learning and (iv) perceived supports. Even though they struggled to learn the skill-based subjects without hands-on face-to-face sessions, occupational therapy students felt that few strategies effectively enhanced their learning experiences during the period. This study concludes that occupational therapy students formed impactful memories and described their struggles with online distance learning since the sudden transition to ODL during the pandemic. Thus, the experiences highlight a few learning strategies educators can adopt when it comes to skill-based occupational therapy subjects. [For the full proceedings, see ED654100.]

The abrupt change from face-to-face to Online Learning (OL) in the emergency COVID-19 semester surprised and forced students to alter their study habits. Then came the second online period, and students were expected to be happier and more successful since now they were familiar with OL. Was this the case? Had the ways students learned, their perceptions of human interactions among teachers and students in OL, their opinions on the learning environment and their computer literacy changed? Our paper aims to answer those questions using comparative analyses of data sets from the first and second OL periods and attempts to uncover the positive and negative shifts and the topics that remained unchanged. The study's findings show that COVID-19 related educational changes had multidirectional influences on students' learning, ingroup interactions, and views about education and OL. Hopefully, the empirical data collected in this study will provide valuable information about OL's immediate and prolonged effects. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

When the COVID-19 pandemic forced school closures, science, technology, engineering, and mathematics (STEM) teachers were left with the challenging task of devising ways for students to conduct experiments at home. This was necessary because experiments and other hands-on activities are integral to STEM education and are linked to the development of students' critical thinking skills, academic achievement, and science-related real-world skills. Based on a literature review, this study examines the methods used at the time to conduct STEM experiments remotely and provides recommendations for educational policy and practice. Findings indicate that experiential and immersive learning were the two main strategies used to accomplish home-based STEM experiments. However, experiential learning appeared to be the most prevalent and easiest to implement, especially in disciplines such as biology and environmental science. Based on the successes and limitations of the two approaches, the study concludes that consciously incorporating experiential and immersive learning into educational policies and practises would be a significant step toward better preparing teachers and students to employ them in emergency situations when teaching and learning have to be conducted remotely. [For the complete Volume 21 proceedings, see ED629259.]

While the COVID-19 pandemic had a significant negative impact on the world economy, international research collaborations were disrupted by problems like hiring freezes, stopped lab and fieldwork, delayed research infrastructure, health effects, and restricted travel. This study aims to identify the most critical indicators with the highest relevance to explain the overall impact of the pandemic on international research collaboration. For this purpose, it uses a pilot interview conducted through the Zoom platform at a public research university in the U.S. The interview included six questions designed to reveal the impact of the pandemic on international research collaboration and its indicators. Thirty participants from different departments were interviewed. The findings of this study reveal the most important indicators for the overall impact of the pandemic on international research collaboration. The results can help design research programs, particularly those involving international collaboration, to reduce the adverse impacts of such adverse conditions. [For the full proceedings, see ED656038.]

The COVID-19 pandemic that started on the Spring of 2020 posed a considerable challenge for college students and educators. The lockdown that took place after Spring Recess of that year demanded urgent adjustments in instruction as well as instructional methods. The sudden shift, from in-person to online teaching, required the immediate use of asynchronous learning to guarantee effective communication between students, faculty and the administration. While new initiatives emerged as possible solutions to the crisis, the issue of whether they actually allowed students to accomplish their educational expectations became an important question. This study summarizes the results of a research work which main purpose was to measure the degree to which students felt cared about during instruction before and after the pandemic, before and after online teaching. The results are evident as it becomes clear that, despite qualitative accounts of feeling cared about, online teaching does quantitatively decrease the perception students have about been cared about by their professor. Both, the quantitative and qualitative data sets have been important in understanding the broad general points of my research as well as the details and depth associated with two very different instructional methods and sets of circumstances. [For the full proceedings, see ED656038.]

Healthcare workers, especially the nurses, are considered as frontliner workers who are dealing directly with the risk of COVID-19 transmission, so they must be a priority for recipients of COVID-19 vaccine. Some studies show the prevalence of willingness to accept the COVID-19 vaccine among healthcare workers. And also this study aims to show the prevalence of the willingness to get vaccines and provide some suggestions to interested parties regarding the target group that will be the focus of attention in the intervention program about the importance of COVID-19 vaccine. The online survey conducted in this study among nurses in Indonesia (n=443). The data were analyzed using binary logistic regression analysis. The results show that the prevalence of nurses to receive COVID-19 vaccine is 78%. Beside that, the nurses who have been infected with COVID-19 and who have chronic diseases are associated with the willingness to receive the COVID-19 vaccine significantly (p<0,05). The nurses who have been infected with COVID-19 (56%) and also the nurses who have the chronic disease (68%) show less prevalence to accept COVID-19 vaccine. Thus, this result is expected to be used as a suggestion for interested parties. The government must increase education and socialization programs regarding the importance of the COVID-19 vaccine to some groups who still have low willingness to receive COVID-19 vaccines. [ABSTRACT FROM AUTHOR]

This study aimed to investigate how the enforced online language teaching operated in a limited resource context, i.e. Egypt. Based on the Technology Acceptance Model (TAM), a nation-wide survey examined how 258 language teachers perceived the sudden move to remote online teaching and whether such perceptions had an impact on their readiness and intention to use this mode during and after the pandemic. Confirmatory factor analysis was used and revealed that four factors constitute teachers' perceptions. Results showed that participants have positive perceptions of online teaching, which consequently indicate that they were ready to use online language teaching even after switching back to face-to-face. Demographic data had no statistically significant effect on the participants' perceptions of enforced online teaching. Teachers identified training needs that show readiness and intention to engage more with this mode of teaching. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

While the COVID-19 pandemic disrupted educational learning, the impacts of the pandemic may vary based on student demographics. The main purpose of this study was to determine if there were differences in student performance due to COVID-19 across several demographic variables. Multilevel mixed effects models compared the effects of COVID-19 in a large-scale math and English Language Arts (ELA) assessment for sixth grade students. By creating a cohort variable pertaining to the 2019 (pre-pandemic) or 2021 (post-pandemic) assessment, a single model was built with all 2019 and 2021 data combined. Interaction terms between the cohort variable and covariates allowed for comparison of covariates between cohorts. Coefficients from the 2021 covariates were compared to the 2019 covariates to understand and identify how changes in academic instruction due to COVID-19 may have impacted student learning. Results showed that assessment scores in 2021 were significantly lower than 2019 with math scores showing the largest decrease. The greatest decrease in scaled score between the 2019 and 2021 test administrations is seen in students who identify as female, Black, economically disadvantaged, and English language learner. ELA results showed that rural schools scored higher than city schools in 2021, and math results showed that suburban, town, and rural schools all scored higher than city schools in 2021. There was no significant difference in scaled score between public and private schools in either 2019 or 2021.

In test equating, one critical equating property is the group invariance property which indicates that the equating function used to convert performance on each alternate form to the reporting scale should be the same for various subgroups. To mitigate the impact of disrupted learning on the item parameters during the COVID-19 pandemic, a pre-equated approach was frequently implemented for student scoring in the spring 2021 administration of large-scale assessments. This study examines how much the group invariance property was satisfied for various subgroups when pre-equating was applied to large-scale assessments in spring 2021. While most studies for invariance property have been for post-equating, this study investigated the invariance property with pre-equating. Due to the potential impact on live calibration and equating, many large-scale assessment programs have opted to reuse previously administered forms and applied pre-equating rather than developing new forms and post-equating in 2021. This study included grades 6 and 8 ELA and Math from a spring 2021 large-scale assessment program and examined the invariance property for four subgroups: gender, SES, ethnicity, and LEP. Three different scoring methods were studied: unrounded equated scores, rounded equated scores, and MLE as IRT pattern scoring. As evaluation criteria, RMSD and REMSD indices were included (Dorans & Holland, 2000). The effect size was also used for evaluating the equating function differences between each subgroup's categories and the population. Invariance property is often studied when post-equating is performed with alternate forms under common (i.e., anchor) item design. In this case, the quality and number of anchor items between alternate forms influence the equating results and invariance property. In general, if anchors are close to a minimal test version, equating results can be better with many anchor items. Pre-equating design fully satisfies the requirement of the maximum number of anchor items because all items can be used as anchor items. Therefore invariance property can be better achieved than post-equating with some common items under the same condition. RMSD and REMSD values for ELA, where students' performances were not much impacted by the pandemic, showed the same results. However, there were some deviations in the invariance property for Math where students' performances appeared to be impacted.

The purpose of the current research study was to investigate the extent to which student performance was influenced by the disruption to learning that occurred due to the COVID-19 pandemic. To explain observed differences in performance, we compared outcomes from a state-wide summative testing program between students who were administered the test in 2019 and 2021. Because the background and demographic characteristics of the two testing populations differed on several variables, including race/ethnicity, locale, and subgroup membership, propensity score matching was used to develop comparable groups for analyses. Independent samples t-tests were then conducted to assess whether there were significant differences in mean scaled scores and domain subscores between the two matched groups. In addition, the same procedures were used to develop and analyze differences for specific student subgroups (students with disabilities, economically disadvantaged students, and English language learners). Overall, results indicated that the 2021 test-takers earned lower scores than students who tested in 2019 for all subjects and grade levels, except English Language Arts (ELA) grade 8. Moreover, larger score differences were observed for mathematics than ELA. Lastly, results from subgroup analyses indicated that in mathematics all subgroups earned significantly lower scores in 2021 than 2019, whereas in ELA grades 5 through 7, English Language Learners and economically disadvantaged subgroups earned lower scores in 2021 than 2019. The results of this study suggest that after controlling for differences between the 2021 and 2019 populations, student performance was likely influenced by the disruption to learning due to pandemic-related factors.

Covid-19 or SARS-COV2 became a pandemic since discovering the covid-19 case in Wuhan, China, in December 2019. Now the pandemic has hit almost 200 countries. The government of Indonesia enacted covid-19 as a national disaster after discovering the covid-19 case in early March 2020. The number of sufferers, the number who recovered, and the number who died occur fluctuate, but the tendency is to increase. Health service facilities are the gatekeeper that serves covid-19 patients. As referral services from primary healthcare, the hospitals face many problems due to unpreparedness to face a pandemic. This research used a qualitative method by taking a case study in public hospital R.A.A Soewondo in the district of Pati, Indonesia. The data was collected from May until August 2020 by conducting in-depth interviews with hospital managers and staff related to handling covid-19 patients. The data was analyzed using the content analysis method. The handling of covid-19 patients is still constrained by limited facilities (especially isolation rooms), medical equipment (ventilator, personal protective equipment), and hospitals' ability to quickly adapt to external changes due to pandemics. Zoning arrangements and covid-19 patient pathways have been carried out. [ABSTRACT FROM AUTHOR]

This study examined the impact of COVID-19 on the beliefs of high school mathematics teachers in Pakistan regarding the use of digital resources. Participants were six mathematics teachers from both private and government schools with varying years of teaching experience. The responses indicate that despite facing issues, teachers' beliefs have significantly changed due to COVID-19 online teaching. Teachers' beliefs are subject to the opportunities and constraints that exist in the social context of teaching mathematics, which includes the influence of students, parents, schools, peers, and senior teachers. The regular practice and use of digital resources may further deepen teachers' beliefs and their use in mathematics teaching.

COVID-19 pandemic lockdown is an emergency period in education where assessment of teaching and learning became inevitable to determine effectiveness of the digital processes used. The objectives of this research are to; (a) investigate the types of assessment used during the COVID-19 pandemic in Nigeria; (b) establish the effectiveness of the assessment tools used for distance/online teaching and learning; (c) identify the challenges of educational assessment during the pandemic era. The research questions include: (a) what are the types of assessment used during COVID-19 pandemic? (b) How effective were the assessment tools? (c) What are the challenges of educational assessment during the COVID-19 pandemic period? The findings on types of online assessment are; online discussion, written assignment, field work/practical tasks, virtual presentation, multiple choice examination questions and quizzes, short questions and answers text messaging, homework hotlines and others . The research identifies ongoing COVID-19 implications on students and the schools as; learning losses and increased inequality, internet connection problems, increased pressure on schools and school system, increased school dropouts, unequalled access to learning due to lack of access to digital learning portals and additional pressure on teachers to acquire digital knowledge update. All these affected proper assessment negatively. The research design include; library information, interview and participatory observation. The research concludes by noting that assessment if properly used can help mitigate the impact of the COVID-19 pandemic on educational system in Nigeria. It can encourage innovations and flexibility. Thus, the work encourages further discussions among educators, researchers, policy makers and the general public to work towards making sure educational assessments are part of a system to further teaching and learning especially online and to further the pursuit of equity. [For the full proceedings, see ED631133.]

During such an unprecedented time of the largest public health crisis, the COVID-19 pandemic, nursing students are of the utmost concern regarding their psychological and physical well-being. It is important to identify and establish influences and associations within multilevel factors, including the effects of the COVID-19 pandemic on psychological distress among nursing students. The research in this study utilized a mixed-methods, convergent study design. The study population included a convenience sample of undergraduate nursing students from Southeastern U.S. with 202 students completing the quantitative survey and 11 students participating in the qualitative follow-up interview surveys. Statistical tests were performed and identified the effects of independent variables on psychological distress. Coding and qualitative content analysis were performed and identified overarching themes within participants' interviews. The findings are significant, specifically regarding contributing factors of nursing students' psychological distress, which will help to improve learning in the academic environment. [For the full proceedings, see ED631133.]

The Coronavirus (SARS-CoV-2), which emerged on December 31, 2019 in the People's Republic of China, has been declared as a global epidemic by the World Health Organization. Countries primarily aimed to reduce the spread of the epidemic so that health services would not be disrupted and loss of life would be prevented. In addition to the health measures taken, countries have also taken actions to maintain the balance of income distribution and ensure the continuation of judicial, educational and working life. It can be said that the physical distance and closure, which are at the beginning of the measures taken, affect the professional world differently on a sectoral basis and change the expectations of employees and employers. In this process, concepts such as remote work, online work, working from home, flexible working, which are often used interchangeably, have quickly entered our lives. The use of various applications that already exist has also become widespread with COVID-19. Individuals in professional life faced the risks of losing their jobs, changing their personal rights and income insecurity. Employees needed to follow the transformation of professions and jobs and new skill requirements have emerged according to this transformation. The epidemic affects individuals in different ways according to age and chronic disease status. This effect varies according to working conditions along with the risk of catching an epidemic. On the other hand, although young people differ from the rest of the population in terms of their ability to adapt to the changing dynamics of business life and technology, they have encountered various disadvantages such as the limitation of job opportunities, lack of technological tools and equipment, working conditions, and not being able to benefit from national and international internship opportunities, especially in the COVID-19 process. From a sociological point of view, this paper discusses how the changes in the social structure accelerated by COVID-19 affect professional life especially for young employees. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 64-73.]

The COVID-19 pandemic has affected all global spaces. Higher education institutions were not left out of the effect of COVID-19 as it impacted the teaching and learning needs of both faculty members and students. Through a comprehensive literature search, this paper explored teaching and learning in higher education institutions in a post-COVID era as a consequence to the pandemic. This review examined nine databases for peer-reviewed articles and book chapters published between 2020 and 2021 relating to the COVID-19 pandemic and higher education. The search terms used were 'COVID-19', 'blended learning', 'higher education', 'online learning', and 'post-COVID era'. Studies were eligible for inclusion if they related to the aforementioned items. The literature search revealed that higher education institutions in some countries, were least prepared to address the disruption that the pandemic caused especially in terms of availability of technological infrastructure. However, they adapted to the situation by being innovative and using available technological resources, though not without challenges. Further, the review indicated that COVID-19 has legitimized the acceptance of online education in most developing countries where traditional teaching methods have been the most recognized form of teaching and learning. Therefore, there was a need for retraining faculty members and support staff in digital literacy. Some of the teaching and learning methods that were adapted have continued even in the post-COVID era. Higher education in Sub-Saharan Africa, especially, has recognized the need for investment in extensive ICT infrastructure and the adaptation of a blend of face to face and online engagement of students. Varied ways of student assessment and innovative methods of teaching have been adopted. COVID-19 has fast-tracked higher education institutions' digital transformation by expediting the adoption of digital technology. The digital inequality educational divide has also been shown in the post-COVID era among others. [For full proceedings, see ED628982.]

Aberration in teaching and learning caused by the Coronavirus (COVID-19) pandemic is still a stark reality. Efforts at ameliorating havoc in Nigeria necessitated the Global Partnership for Education (GPE) Accelerated Fund to support state-driven interventions to address gaps in delivering Education in Emergencies (EiE) and inequalities existing within the education sector. GPE is supported Nigeria with a COVID-19 response programme entitled 'Continuing learning through alternate home-based platforms' in 16 states across Nigeria to develop capacities of teachers and school leaders on effective use and application of technology in teaching and learning. The programme included a teacher capacity development component to enable teachers to utilize flexible digital and remote/home-based learning resources. The programme hopes to enhance teachers' and school leaders' capacity to deploy technology in classrooms and improve online and offline distance learning methods. Training needs assessment was conducted to ensure digital training was designed to fit the identified digital skills gap of teachers in Nigeria. This paper scrutinized secondary data to discuss various processes of the intervention. It further discussed outcomes of the programme on teachers who were target beneficiaries of the program and education in Nigeria. It then concluded with a focus on benefits of partnerships between donor agencies and Teachers Registration Council of Nigeria (TRCN), the training goal, desired outcomes, methodology, challenges, the way forward, and implications for school administrators on teaching and learning in Nigeria. [For full proceedings, see ED628982.]

The COVID-19 pandemic shocked the world. The pressure on students and higher education institutions is high. Universities have been closed, but solutions to continue teaching and learning activities were offered by the online platforms. Hence, the aim of this study was to investigate how university medical students perceive this current form of education. The results of the survey highlighted that most of the students were satisfied with the measures taken by the university during the COVID-19 outbreak and the way the teaching-learning-assessment process took place. However, some negative aspects were reported, such as: lack of an adequate infrastructure for some students, less effective teacher-student communication and interaction, impossibility of performing practical applications, lack of socialization, less objective examination, possibility of physical and mental health problems. The main conclusion is that the students prefer to continue with hybrid model of learning, where the theoretical classes could be online, but practical classes would be face-to-face. Universities, now more than ever, should invest in teacher professional development of their faculty -- for teachers to be updated on effective pedagogical methods with or without the use of online technologies. [For the complete Volume 20 proceedings, see ED622631.]

COVID-19 hastened a trend that was already ongoing before the pandemic outbreak: the progressively increasing use of distance and online teaching and learning, alongside with lectures and classes. The potentialities of online teaching allowed a didactic continuity that would have been impossible otherwise, and this approach is likely to be maintained even after COVID-19 related restrictions end. From these remarks, it immediately follows that it is of great importance that teachers, students and other personnel, such as technicians and program managers, possess digital skills devoted to education. In the context of security and defence, areas with a strong international vocation, these skills are even more valuable. This research investigates the impact of COVID-19 on education in these contexts: the changes caused by the pandemic, the teachers' perception about some aspects of their job, such as the way they relate with students, and their ability to perform the same commitments in a different scenario. The research has been conducted based on the analysis of an online anonymous questionnaire with more than 500 responses. Results suggested the importance of the development of a training devoted to improving teachers' digital skills, since they live frontline in education, and they have been directly impacted by disruptive changes. This study is part of the European project Digital Competences for Improving Security and Defence Education - DIGICODE. Pursuing to the Digital Education Action Plan, the project aims at improving education quality in security and defence, by means of digital tools in didactics, and the development of teachers' professional competences. [For the full proceedings, see ED639633.]

Corona Virus Disease 2019-Covid-19 is one of the most severe and acute disease that affected the economy and wellbeing of the globe. The Covid-19 diagnostic method was carried out in two broad categories: RT-PCR in the laboratory and chest radiography (X-ray and CT scan). Recently, the rapid researches have pioneered to collaborate the healthcare with Artificial Intelligence (AI). With focus of AI, the huge studies on going in the COVID-19 disease for obtaining the ultimate accuracy results and diagnosis the disease at an early time. This survey provides systematic review and meta-analysis with highlighting novelty for the future research directions and mostly concentrated on analysis work of previous models on classification of dataset which is containing Covid-19, Pneumonia, SARS-COV2, and Normal lungs of CT (Computerized Tomography) scan images using the techniques of Deep Learning. [ABSTRACT FROM AUTHOR]

With the COVID-19 outbreak at the beginning of 2020, many language teachers worldwide who were successfully implementing face-to-face teaching had to abruptly switch to online education, which was not something they were trained for or had experience with. Were they successful? The present study asked students from Turkey (TUR), Poland (POL), the Republic of North Macedonia (RNM), and Bosnia and Herzegovina (B&H) to evaluate their teachers' professional adaptation and success during the first emergency online teaching semester. The results of the study showed that there were important similarities in the ways students in the examined four countries approached and evaluated the level of professionalism of their teachers in the first COVID-19 period regarding their teachers' computer literacy, online teaching skills, creation of materials appropriate for online teaching. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Corona Virus Disease or known as COVID-19 has had a profound impact that has spread among every cycle of educational context in a short period of time. In the wake of the COVID-19 outbreak, foreign language education, which was one of those affected cycles of educational context, had to be conducted by quitting physical settings, and the new normal was changed into working or studying from home. In the emergency circumstances in the pandemic, failure of education and losing social relationships were the most common types of threat experienced by all stakeholders such as students, teachers and educators. However, with the help of video conferencing tools, those threats were easily overcome. Thus, in foreign language education online synchronous lessons, classes and meetings became the new routine. This means in the age of lockdowns due to COVID-19, video conferencing tools helped people stay connected. One of those platforms used for foreign language teaching and learning was Google Meet. Driven by this perspective, the objective of the present study is to document the positive aspects of Google Meet by thematically analyzing the related literature. For the data collection phase of this qualitative descriptive study, the three words - "Google Meet", "language education" and "COVID"- were searched by using Google Scholar, and among the results, the three studies indexed in Web of Science were selected for analysis. The following seven themes were generated by the thematic analysis of the three studies on Google Meet in foreign language education context: Google Meet (1) is easy to access, (2) aids the transition from face to face to online teaching, (3) acts an effective and efficient synchronous tool for online foreign language education, (4) is user-friendly, (5) reduces the fear factor during the pandemic, (6) provides a safe environment, and (7) mediates real-time communication and interaction. The results of this study are thought to provide contributions for efficient and effective use of video conferencing tools for online foreign language education. [This paper was published in: "Proceedings of the 7th International Mardin Artuklu Scientific Researches Conference: Social Sciences and Humanities," edited by Omer Gokhan Ulum and Hendri Hermawan Adinugraha, Farabi Publishing House, 2021, pp. 112-18.]

The COVID-19 pandemic has deeply affected all aspects of life, including the foreign language teaching contexts. Universities and schools abandoned classrooms and moved into online education settings. During immediate lockdowns which brought physical distancing, terms like "online", "virtual", and "distant" education started to dominate language teaching and learning. Universities and related institutions tried to ease the immediate transition from face-to-face education to online platforms while students and teachers began working from their homes. Educational institutions have taken advantage of various online synchronous platforms to quickly find an alternative way for face-to-face classes in the COVID-19 pandemic. One of those platforms that have been extensively used during these emergency circumstances is Zoom which is a video conferencing and online meeting service for both individual and group classes. Within this frame, this qualitative descriptive study aims to conceptualize the benefits of Zoom as a synchronous tool for online foreign language education at tertiary level during the COVID- 19 pandemic. In order to reach the objective, first the related literature on three specific words "Zoom", "language education" and "COVID-19" was concentrated by using Google Scholar search engine. Then, in order to limit the studies, the researchers focused on the ones indexed in the Web of Science. Thus, a total of four theoretical and empirical studies were collected and inductively analyzed. This inductive analysis revealed five main themes; Zoom (1) embodies beneficial functions and tools for educational contexts, (2) mediates the transition from face-to-face education to online education, (3) creates a psychologically comfortable atmosphere for online education, (4) provides synchronous interaction, communication and cooperation, and (5) helps develop foreign language skills. Additionally, based on these themes and the relevant literature on the benefits of Zoom, the researchers uncovered the associations among these five themes to conceptualize the actions and processes of forming the positive contributions of Zoom on foreign language teaching and learning during the COVID-19 pandemic. [This paper was published in: "Proceedings of the 7th International Mardin Artuklu Scientific Researches Conference: Social Sciences and Humanities," edited by Omer Gokhan Ulum and Hendri Hermawan Adinugraha, Farabi Publishing House, 2021, pp. 104-11.]

Semarang City is one of the four highest Covid-19 cases in Central Java Province on May 8, 2021. There are many clusters of Covid-19 transmission, including in the workplace. However, studies identifying the risk factors for Covid-19 transmission are scarce. This study objective is to identify the risk factors for Covid-19 transmission at work in Semarang City. This study was a descriptive study using a qualitative approach to get the data on the risk factors for Covid-19 transmission in the workplace in Semarang City from January to March 2021. There were 55 cases of Covid-19 identified as clusters in the workplace. The triangulation method was performed to confirm the information given by the primary informants. The study shows from the results of the study conducted; it was found that the risk factors for the transmission of Covid-19 in the workplace include contact with a confirmed Covid-19 person, a distance of <1 meter, not using the appropriate mask, using sharing work tools, eating together, official travel history, and poor air circulation. The findings of this study can be considered when prevention was planned to reduce the transmission of Covid-19 in the Semarang City workplace. [ABSTRACT FROM AUTHOR]

This research was conducted to determine the opinions of psychological counselors working in Gaziantep about their professional experiences during the COVID-19 epidemic period. The semi-structured interview form prepared for data collection was applied face to face in accordance with the course of the epidemic process. The data obtained from the data collection tools used in the research were coded and the quantitative data were analyzed using SPSS and the qualitative data were analyzed using MAXQUADA2020. As a result of the analysis, it was determined that psychological counselors faced problems such as internet connection problems during distance education, low participation of students, difficulty in using the Web tool, high number of siblings in the family, late arrival of tablets to be delivered to students to benefit from online education, lack of privacy due to family members being at home. In addition, it was observed that psychological counselors were worried about revealing their images in online interviews. It has been determined that online guidance services are mainly carried out in the form of group guidance and educational guidance services. In addition, it was stated that psychological counselors had hesitations about opening the camera during the online video training and guidance process they carried out with the students. It was found and discussed that the psychological counselors were able to benefit from the online training they received during the epidemic, that they were of the opinion that distance education should not continue after the epidemic is over, and that they did not find their professional and personal satisfactions satisfactory throughout the process. [For the full proceedings, see ED630948.]

One of the global challenges that the COVID-19 pandemic has posed, is the transition to an online learning format. The goal of this research is to show the results of study, how effective online learning was during the corona pandemics. The research was conducted in 8 Journalism schools of Georgian Universities and on the whole, 174 students participated. This representative study included 3 state and 5 private universities and quota selection was carried out--22 students participated from each university. This survey was conducted using Google forms from 20 August 2021 till 20 December 2021. The main research questions were: how effective is online learning? what are the advantages and the disadvantages of full online learning? And would you like to use online learning after the end of pandemic? As the research revealed, a large number of students negatively evaluate online learning, especially in practical journalism courses, and prefer face-to-face learning. [For the full proceedings, see ED631133.]

The COVID-19 pandemic has affected the lives of many people around the world. However, college-age students have been identified as a population whose lives have been particularly disrupted (Browning, et al., 2021; Madrigal & Blevins, 2021), thus placing higher education institutions in a position where they need to find ways to support their students. One way that American universities have attempted to help support their students is through the use of increased communications. The present study examined the effects of university communications on student resilience and engagement. A total of 148 students at a small, private, Midwestern university completed an online survey in which they rated university communications in terms of thoroughness, helpfulness, and thoughtfulness and responded to questions regarding their resilience and engagement. University communication did not significantly relate to resilience; however, communication did significantly predict student engagement, with communication thoughtfulness being the key predictor. Implications for universities are discussed. [For the full proceedings, see ED626668.]

This paper aims to demonstrate how a South African secondary school responded to the negative impact of COVID-19 and still ensures quality education. This paper's final objective is to link this experience to the theme of this book focusing on the next epoch of education. The paper commences with an orientation and autobiographical reflection on the case study-school (cs-school). The findings revealed how this school adopted and established an online digital education solution to ensure the continuation of effective teaching and learning amid, as well as after the pandemic. However, the findings also indicate challenges that this school experienced. [For the complete Volume 20 proceedings, see ED622631.]

The COVID-19 pandemic has created many problems in our society today from psychological, political, economic and educational standpoints, just to name a few. This is a generational event that we will look back on as creating "the new normal" for our society. In March of 2020, Purdue University transitioned from teaching students in a traditional face-to-face format to an online format. Over Spring Break of that year, faculty and staff worked tirelessly to create an online environment that served over 40,000 students in thousands of classes to complete the spring 2020 semester. The following semesters have led to additional changes as we have eased back into the classroom. In this paper we are going to focus on how this pandemic has influenced the classrooms over the last two years at our regional campus in Columbus. While we hope to get back to the way things were done in the classroom before the pandemic, some things are going to change permanently. The good news is, some of these changes are positive for our campus. We will take a look at what we think will be the permanent impact on our higher education classroom environments. In our presentation, we would also like to hear from you and learn what your thoughts are on how the teaching processes and techniques will be affected in the years to come. [For the full proceedings, see ED622414.]

Due to COVID-19, all classes in schools have been converted to distance learning using online platforms. However, various problems were raised when converting face-to-face classes to online distance learning. In particular, the difficulties were more pronounced for practical design courses because they include practical experience. In this context, this study focused on actual online distance learning classroom cases in design education. Based on the qualitative case study methodology, four instructors were interviewed about their experience with distance learning courses that actively utilized online platforms for college design courses as research cases. In design education, which aims at interdisciplinary and convergence thinking, online distance learning is meaningful in that it can expand experience and opportunities for the overall formative design through the development of technology. On the other hand, there are clear limitations in terms of practical production activities for existing online distance learning methods. Therefore, it is necessary to explore whether to develop classes based on the recently used effective activities or whether to find new strategies in the case that these limitations are fundamental to online distance learning. [For the complete proceedings, see ED639262.]

The paper analyses the grades assigned by the professors of the University of Milan to their students at the end of written exams, comparing what happened in academic year 2018-19 and in academic year 2020-21, i.e., before and during the crisis caused by the COVID-19 pandemic. In March 2020, the lockdown closed the classrooms, stopping face-to-face interactions among professors and students: it became then necessary to identify possible scenarios for carrying on written exams online, suitably monitoring student behaviors, and to propose them to the University professors. Main purpose of the analysis reported in this paper is a preliminary evaluation of the effectiveness of these scenarios, through comparison of the grades the professors assigned to their students. [For the full proceedings, see ED639633.]

With the outbreak of COVID-19, universities worldwide were forced to quickly transition to online emergency teaching in order to secure the well-being of students and teachers. The paper analyses students' attitudes towards the use of the Microsoft Teams platform in the instruction of English for Specific Purposes (ESP) at the Faculty of Technical Sciences Cacak during the winter semester 2020. The study focuses on students' engagement with e-learning, their motivation, and overall satisfaction with ESP instruction during pandemic conditions. The study was conducted with first-year students of engineering (N=79) using an online survey as an exploratory, qualitative research instrument. The findings of the research revealed that students have positive attitudes towards the use of Microsoft Teams in ESP instruction as the e-learning environment. The results suggest that all the available features of the tool are perceived as beneficial and easy to adapt to, with the recorded sessions of online lectures and online testing rated the most useful segments of the online ESP instruction. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

Due to the COVID-19 pandemic, the on-campus teaching mode at local universities in Iceland changed to distance teaching and synchronous classes online. This rapid and unexpected change also affected the learners. Although videoconferencing was used as the main point of reference, this method turned out to be less suitable for synchronous online classes with instant feedback. Therefore, a new format of synchronous classes online was adopted. This enabled the teacher and the learners to interact with each other during the online classes. The present article describes a case study of international and foreign students attending regular online classes of Icelandic as a foreign and second language (L2) at a local university in Reykjavik during fall 2020. Attitudes of 26 students toward a changed teaching mode were examined. Data were collected using an online questionnaire at the end of the course and answers analysed based on responses to 72 questions in ten different themes that guided the construction of ten research questions. The results suggest that the teacher's approach to online class organisation could be improved to achieve a better wellbeing among students and create a more effective online teaching environment. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

The COVID-19 pandemic and resulting school closures have confronted the educational sector with numerous challenges. This study focuses on how teachers faced these challenges and examines what we can learn from the crisis for prospective digitally-enhanced English language teaching (ELT) and teacher education. It follows a qualitative research design and is based on semi-structured interviews with 20 foreign language teachers. The transcripts were analysed using qualitative content analysis to investigate teachers' perspectives on their work during the pandemic and to describe needs concerning their professionalisation. First results suggest that Computer Assisted Language Learning (CALL) needs to be integrated better in teacher education to foster teachers' competences for teaching languages online. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

The Philippines has been confronting a tremendous problem in its COVID-19 response. The country has adopted measures such as lockdowns, travel restrictions, and forced wearing of masks to stop the spread of the illness. The objective of the study is to determine the efficiency rating among different provinces in Central Visayas based on the number of COVID-19 facilities, government expenditures, and bed capacity as main inputs and COVID-19 cases and mortality rate as main outputs. The research made use of document analysis and desktop search in the data collection process and used the Constant-Return-to-Scale Data Envelopment Analysis model in the analysis. The results indicate that the efficiency rating of Bohol, Cebu, and Negros Occidental is 13.07%, 7.47%, and 19.53% respectively. The results also showed that Siquijor has the highest technical efficiency and is the frontier for COVID-19 response in Central Visayas. [ABSTRACT FROM AUTHOR]

The distribution pattern of Corona Virus Disease 19 (Covid-19) cases in Batang Regency showed an increasing number of cases and infection areas from April 4, 2020, until nowadays. Increasingly, the number of cases and infected areas to 2,282 cases in 209 villages was recorded in December 2020. There was diversity in environmental characteristics, which correlated with the increase in the number and distribution cases. This study aimed to analyze of the distribution Covid-19 cases based on epidemiology characteristics by spatial approach in Batang Regency. The type of research is descriptive with an explanatory spatial design with a sample were 248 villages in Batang District. The results showed that 209 villages (84.3%) were identified to have Covid-19 disease with the highest proportion were female 55.7%, adult age (20 - 60 years) 78.7%, recovered cases 80 %, people without symptoms 73.5% and people without close contact were 61.6%. The Spearman rank test showed a significant correlation between population density and altitude of the area with Covid-19 cases (p-value = 0.01). The Moran's index showed the pattern of Covid-19 incidence has significant spatial autocorrelation with p-value <0.01 and Z-score> 2.58. The distribution pattern of Covid-19 based on environmental characteristics showed the relationship and spatial autocorrelation in the study period forming a clustered pattern. [ABSTRACT FROM AUTHOR]

This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers. [This paper was published in: "Proceedings of IRC 2021 Dortmund International Research Conference, June 24-26, 2021," Fachhochschule Dortmund, 2021.]

Due to the COVID-19 Pandemic, there was a sudden shift from face-to-face to distance education in all schools and universities in Saudi Arabia (SA) starting March 2020. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and Internet access. On the other hand, some households have high-speed Internet and even a device for each child. This study investigates the digital equity in accessing online courses by students in low-income families, orphanages, and remote areas. A sample of school and university teachers and students from different regions in SA was interviewed. The subjects reported that lack of devices/Internet access was overcome by: (i) Governorates donating thousands of tablets to disadvantaged students; (ii) charity organizations and affluent individuals donate tablets/laptops and financial aid; (iii) some school teachers collect money to buy tablets for needy students; (iv) students who do not have devices and/or Internet go to school few times a week and meet with teachers face-to-face to teach them and help them with homework; (v) needy college students are allowed to use devices and Internet at their college computer laps or library; (vi) some underprivileged students reported borrowing a smartphone/laptop from relatives or neighbours and/or use relatives and neighbours' Internet; (vii) Saudi mobile companies offer special Internet packages for students and teachers. Sample regions, types of disadvantaged students and help provided to bridge the digital and distance education gap in SA during COVID-19 are given in detail.

The coronavirus disease 2019 (COVID-19) pandemic has led to a number of problems of which the implications for the future are not minor. The main consequence of the COVID-19 breakout was that almost 100% of the Spanish population had to be confined from March to June. Despite the progressive normalisation of learning, the effects of the pandemic are expected to last for many years. This paper suggests the implications of those side effects that will require not few efforts to become overcome through a descriptive methodology. These effects are not only educational but may also have, according to several studies hereby addressed, an economic effect on the youth. The paper concludes that remedial measures should include additional teaching staff to increase the number of teaching hours in the academic year 2021-2022. [This paper was published in: "New Trends and Issues Proceedings on Humanities and Social Sciences." Volume 8, Issue 3, pp 30-36, 2021.]

With an urgent change of the learning approach from face-to-face to online learning in academic institutions due to the COVID 19, this medium's effectiveness is arguable, particularly in the case of practicalbased courses. This paper discusses our experience in handling photography course during this pandemic time using an online simulator and proposes an interactive VR-based camera simulator to learn photography course using online platform. Photography has been selected as the main course based on the actual learning experience at the Applied Media Department, Higher Colleges of Technology (HCT), Men's Campus Abu Dhabi, UAE. We explore 10 online digital camera simulators and present an analysis of these applications' features, usability, and interactivity. Then, one chosen simulator is implemented to teach a 15 weeks photography course through a digital platform, and the feedbacks from students were collected and discussed. It is found that using a DSLR simulator allows students to explore and understand the concept of using a camera and photography. This paper presents the proof of concept for a DSLR simulator based on immersive environment and virtual reality, which is enhanced with interactive features that mimic the actual DSLR camera. Our proposal includes suggestions of missing features for the current simulators to overcome the course's physical and practical issues. [For the full proceedings, see ED623569.]