Turkey

1. 1.Общ контекст и описание на ситуацията в началото на пандемията, включително готовност за преминаване към електронно обучение. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

Distance learning, learning analytics, COVID-19, technology- enhanced learning

usage of the tool increased substantially at the start of lockdown, with the bulk of study activity occurring on weekday mornings.

positive aspects of online education

online education had a negative effect on the quality of teaching.

motivation personalization

All stakeholder supporting

focus on the methods and activities that work in the virtual as in the traditional classroom.

like in Finland, but technological

Distant and Remote Communication

method

Humanistic Learning Theory

What have been the decisive positive and negative changes and challenges in the teachers' professional roles and teacher-student relationship? • What tools and strategies have the teachers used to overcome difficulties and strengthen their ability to cope? • How has EDT affected teachers' health and well-being?

similarly to FInland

vocational programs and students from low socioeconomic backgrounds

some students had benefitted from EDT and showed higher attendance than before. The

A qualitative narrative design

The purpose of this study was to explore the Swedish upper secondary school teachers' experiences of Emergency Distance Teaching during the first year of the Covid-19 pandemic. Three research questions were considered sufficient to answer this aim.

upcoming challenges

exception in Sweden

1. Налични нормативни и прагматични предпоставки за преминаване към дистанционно обучение, ускорено от пaндемията Covid19

the Pandemic did not cause a reprioriti- zation of the national curriculum or new educational policies at the national level. All

Norwegian municipalities (“school owners”) are responsible for ensuring that their school is managed in accordance with the Act relating to Primary and Secondary Education (the Education Act, 1998). During the Pandemic, these municipalities also became responsible for appropriate infection control measures (the Norwegian Directorate of Health, 2020).

homeschooling = remote learning deceptive, since homeschooling in the US is considered different

homeschooling = remote learning deceptive, since homeschooling in the US is considered different

strategies

1. 1.Общ контекст и описание на ситуацията в началото на пандемията, включително готовност за преминаване към електронно обучение.

homeschooling Norway

of quality teacher educa- tion.

easy access to digi-tools.

continue to follow a long- term education policy

infrastructure, connectivity

policies

educational improvements

the development of digi- pedagogy strategies beginning in the 1980s, the implementation of these strategies,

and masters-level teacher education, which emphasizes the learning of competences needed in professional learning, have made it possible for teachers to transition to teaching online rather seamlessly.

Google Meet; 5.a.

digital pedagogy or digi-pedagogical innovations.

Finally, teachers’, principals’ and students’ engagement and well-being during the pandemic

organization and experiences of teaching and learning during this time are described based on representative surveys conducted during and after the spring 2020 distance teaching period.

pre conditions

referring to the literature, most serous issues with online ed for students: Internet connection and technology in other countries, but not the Netherlands in her school lack of interaction fear of failing exams lack of engagement and motivation

like the Finish school, this one also did an evaluation (survey?)

assignments like in Finland teachers not showing for online meetings, differently from Finland

too much assignments lack of communication teacher student lack of motivation

high school students learning of biology online in the Netherlands

three issues re 1.

students ready, but teacher's inability to generate learning material and use technology to the fullest 1.

5.a.

1. preparedness

General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

analysis of the quantitative data

consistent with the findings in Australia Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. The Australian Educational Researcher, 48(4), 585–604. https://doi.org/10.1007/s13384-020-00409-5

most of these findings a repetition from the lessons from Walden, Capella

advanced learning skills and motivation needed discusses only motivation, though 10.

methods for online ed differs from F2F

1. this article reaffirms....

According to teachers, distance learning should be based on a school's strategy where everyone is equally committed and responsible for students

1. how to structure to resolve equality
2. equality after overcoming disparities
3. securing equality will remain a permanent concern

1. indirectly
2. directly lack of social relationships.

the value of online learning versus F2F

1. Findings, solutions and good practices in regard of online learning during the pandemic.

5.a.

workload discrepancy

1. Tracking and assessment of students’ progress and assessment during the pandemic online education.

despite teachers' lament, there is a compiling literature about the controversy: https://blog.stcloudstate.edu/ims/2021/07/13/dealing-with-digital-fatigue/ https://blog.stcloudstate.edu/ims/2021/01/15/why-turn-off-webcams/ https://blog.stcloudstate.edu/ims/2020/11/21/webcam-policies/

3. 6.

discussions and the introverts online gives them a chance, nothing new

1. Pros and cons of the crisis accompanying the pandemic transition to online learning.

difference between humanities and STEM disciplines, whereas latter requires more efforts. asking for help: #backchanneling

group work needs more. again immersive teaching and learning offers more opportunities

student challenges pressure, overload, deadlines

same as shared on FB group https://www.facebook.com/groups/onlinelearningcollective

5.b.

teacher challenges excessive number of tasks,

1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning.

1. Findings, solutions and good practices in regard of online learning during the pandemic. mixed method approach

• collect data through surveying students each week
• analyze quantitative data using ANOVA
• compare results to the analysis from qualitative data triangulation: quantitative, qualitative data and literature

nothing new from the last 20 years

https://blog.stcloudstate.edu/ims/2016/02/08/student-engagement-in-online-classes/

immersive teaching and learning is where current developments promise to replace the platforms at the moment: zoom, teams, meet etc.

3. 6.

students benefiting : self-directed 8.

8. 9.

digital inequality during the pandemic is an issue not only in Finland, but also in the Netherlands https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7446757/ van Deursen, A. J. (2020). Digital Inequality During a Pandemic: Quantitative Study of Differences in COVID-19–Related Internet Uses and Outcomes Among the General Population. Journal of Medical Internet Research, 22(8), e20073. https://doi.org/10.2196/20073

Katz, V. S., Jordan, A. B., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates. PloS One, 16(2), e0246641. https://doi.org/10.1371/journal.pone.0246641

Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

Covid-19 is increasing digital inequality: We need human connectivity to close the digital divide. (2020, April 13). Oxford Law Faculty. https://www.law.ox.ac.uk/research-and-subject-groups/oxfordshire-digital-inclusion-project/blog/2020/04/covid-19-increasing

Burgess, G. (2020, August 13). Beyond the pandemic: Tackle the digital divide. University of Cambridge. https://www.cam.ac.uk/stories/BeyondThePandemic_digitaldivide

Robinson, L., & Schulz, J. (2020). Digital inequalities in time of pandemic: COVID-19 exposure risk profiles and new forms of vulnerability | First Monday. First Monday, 25(7). https://doi.org/10.5210/fm.v25i7.10845

6.

1. authors list general challenges prior to the pandemic and juxtapose to the ones triggered by the pandemic

1. Tracking and assessment of students’ progress and assessment during the pandemic online education. not assessment but practices in general

5.b.

1. Model of learning and learning collaboration in the time of pandemic online learning.

1. Model of learning and learning collaboration in the time of pandemic online learning.

8.

5.a.

https://blog.stcloudstate.edu/ims/2019/12/10/finlands-phenomenon-based-learning/

1. Disparities caused and/or exacerbated as a result of the forced transition to online learning.

https://www.npr.org/sections/ed/2014/08/27/343549939/the-l-a-school-ipad-scandal-what-you-need-to-know shoveling technology in schools does not teach, if teachers are not trained to use them

Ministry of Education and Culture launched a survey

support needed w IT issues

1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

1. Previous experience
2. Wilma
3. hi speed Internet

4. borrow devices

5. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

The main reason for students’ high learning outcomes is mostly found in teacher autonomy, since teachers are used to taking a leadership role and making decisions in their work.

1. Findings, solutions and good practices in regard of online learning during the pandemic

1. Tracking and assessment of students’ progress and assessment during the pandemic online education

The educational system is decentralized in Finland, and the responsibility for educational quality is held by local authorities.

1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.
2. The presence of policies and pragmatic conditions to transition to distance education, accelerate by COVID19

1. The presence of policies and pragmatic conditions

1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.

7.Позитиви и негативи от кризата във връзка с дигитализацията на обучението

https://blog.stcloudstate.edu/ims/2021/11/08/acue-association-of-college-and-university-educators/ сертификат за завършването на уъркшопа

това е много важно което тя го казва и отговаря на

1. 7.Позитиви и негативи от кризата във връзка с дигитализацията на обучението

като това повече е

1. Model of learning and learning collaboration in the time of pandemic online learning. model of TEACHING

1. Model of learning and learning collaboration in the time of pandemic online learning.

5.a.b.

1. Structuring the online learning during the pandemic.
2. Model of learning and learning collaboration in the time of pandemic online learning.

https://blog.stcloudstate.edu/ims/2020/08/13/against-cameras-on/

attendance: which of the ten issues it will be housed under?

compare to our q/s

1. Structuring the online learning during the pandemic.
2. School experience obtained during the employment of online education in the time of the pandemic.

1. lack of policies

1. General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning.
2. Disparities caused and/or exacerbated as a result of the forced transition to online learning.
3. School experience obtained during the employment of online education in the time of the pandemic.

emergency distance education, https://blog.stcloudstate.edu/ims?s=emergency+distance+education%2C

1. and 3. teachers with online training are better of

1. Structuring the online learning during the pandemic.

digital web based white board 5.a.

selfie groupie from webtools.it

5.a.

as offered in the blog https://blog.stcloudstate.edu/ims?s=mentimeter along with other tools

5.a.

the most important part here is the TEACHER INITIATIVE, namely teachers are left to be innovative, tools are not mandated or standardized

1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning.

this is where we can ask her about the hyflex model; her findings based on the surveys

Attendance

1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning.

1. Structuring the online learning during the pandemic.

1. Disparities caused and/or exacerbated as a result of the forced transition to online learning.

again, well known for the last 20 years

Methods and forms to structure and deliver content and learning materials to bring structure and clarity in the learning process

1. structuring through self-discipline again, may be culturally-bound

this must be approached carefully, considering cultural differences (Swedish students may prefer individual work, students from other cultures, may prefer differently.

question is whether it is possible to have strong rapport with students through a screen, and if so, how can it be achieved? How can teachers and students connect and interact via computer screens to help overcome such feelings of social isolation?

1. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning

answer to q/n Tools for online learning employed and communication media among teachers/students, platforms for synchronous and asynchronous communication

see our questions

so the young ones were opened, the high school students were treated as adults

west coast of Sweden. How safe it is to assume this qualitative study is relatively representative of the median school number in Sweden

General background and description of the situation in the beginning of the pandemic, including the readiness to transition to online learning. The presence of policies and pragmatic conditions to transition to distance education, accelerate by COVID19. Structuring the online learning during the pandemic. Disparities caused and/or exacerbated as a result of the forced transition to online learning. School experience obtained during the employment of online education in the time of the pandemic. Tools for online learning employed and communication media among teachers/students, platforms for synchronous and asynchronous communication Methods and forms to structure and deliver content and learning materials to bring structure and clarity in the learning process Model of learning and learning collaboration in the time of pandemic online learning. Tracking and assessment of students’ progress and assessment during the pandemic online education. Pros and cons of the crisis accompanying the pandemic transition to online learning. Challenges persisting after the initial phase of the COVID19 crisis in regard of online learning. Findings, solutions and good practices in regard of online learning during the pandemic.

upper secondary schools

The purpose of this study was to explore the Swedish upper secondary school teachers' experiences of Emergency Distance Teaching during the first year of the Covid-19 pandemic. Three research questions were considered sufficient to answer this aim.

old curricula

3.Организация на обучението в електронна среда по време на пандемията.

1. Намерени решения на проблеми и добри практики в областта на електронното обучение в условия на пандемия

discussions, assessment, sharing and interaction

both teachers and students were ready with digital skills and tools

Google Classroom Google Meet,

5.a.

1. The presence of policies and pragmatic conditions to transition to distance education, accelerate by COVID19.

see the questions from our study

weaknesses

game-based learning badges

designing

having students learn by designing their own games combines design thinking and game-based learning

are we? in this article, race is the focus. What about #gender, #age, #nonnativeborn

GOogle Glass