I need to know the extent of the success of the e-learning plan in countries of different capabilities, Thank you (*-*)
I may have to gather empirical data on this but for the most part it is keeping students engaged and on task in a very challenging time.
You can find on my page a paper on this entitled "Learning at Tanta University During the Covid-19 Pandemic"
Some analysis done for Sri Lanka can be found in the following articles.
https://www.adb.org/sites/default/files/publication/635911/online-learning-sri-lanka-during-covid-19.pdf
https://www.ips.lk/talkingeconomics/2020/07/13/distance-education-during-and-after-covid-19-long-road-ahead-for-sri-lanka/
It is not a straightforward number thing. For technical subjects (e.g. programming, databases) drastic change in instruction modes in the middle of the semester resulted in higher attrition rates and higher failure rates. However, next semester when both students and staff were mentally ready to online learning, the results, failure rate and attrition rates went back to what we experienced in the previous years.
Some data from Uganda,
Article Survey on general awareness, mental state and academic diffi...
No doubt that COVID-19 has badly effected all spheres of life. However, the main affected are the children outside the schools. because only few percent availed teaching learning opportunity through online mode. The reason is that public schools teachers and students were unable to access the online resources due to unavailability of these resources. especially those kids whose parents are illiterate are more affected.
In Zimbabwe the situation is divided. Very few learners can access e- learning devices in rural areas. This means that even the state sponsored radio lessons that were aired for primary school learners did not cover much of the school syllabus. Therefore much of the learning is being done through the whats app platform. However for learning areas like Mathematics, Computer Science and Combined Science have proved to be very difficult to deliver.
I may have to gather empirical data on this but for the most part it is keeping students engaged and on task in a very challenging time.
Also, Mahmoud M. Al Akrimi
The questions you need to ask yourself if there are differences in assessment between online learning and face-to-face teaching may include: 1) How did we manage face-to-face teaching? 2) What were the challenges? 3) How did we prepare and support our staff to get things, right? 4) How did we support our students during face-to-face teaching? 5) What other areas of deficiencies that contributed to that difference. Here you will discover the gaps you need to work on.
In my opinion, on a scale between 1-10 I consider that a 7 in Spain. Higher education has been adapted appropriately, since they have a virtual platform that was already used regularly to support teaching. However, in primary and secondary education, the educational models are based entirely on face-to-face education and have gone against the tide during the worst moments of Covid 19
Dear Mahmoud M. Al Akrimi ,
I can say here in Brazil, that in public schools it was a disaster. In private schools it was not good, but it was not a complete disaster.
Children, in spite of becoming familiar with technology, in the case of private schools, the distance decreases the charge and this leads to a typical latency of a low cost student (public or private schools).
Public schools (states and municipalities) do not have the structure to attend something of this nature and students also do not have the necessary resources for distance classes, without computers, internet and food (snacks and meals served in schools), making teaching 2020 a failure complete.
In state of São Paulo classes 2021 were started in person, with part of students a week in person and another week away. As I said, this works in private schools, but it will not be enough for a good learning in the public network.
I hope I helped you.
Regards,
Prof. Wiltgen
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