@misc{peter_walker_covid_2021, title = {Covid has eroded progress by disadvantaged pupils in {England}, finds study}, url = {http://www.theguardian.com/education/2021/jun/04/covid-has-eradicated-disadvantaged-pupils-progress-finds-study}, abstract = {Research shows regional disparities, with some children in the north losing twice as much learning}, language = {en}, urldate = {2021-06-04}, journal = {The Guardian}, author = {{Peter Walker}}, month = jun, year = {2021}, note = {Section: Education}, } @misc{sally_weale_labour_2021, title = {Labour flags concern over outsourcing of {England} catch-up tuition}, url = {http://www.theguardian.com/politics/2021/jun/03/labour-flags-concern-over-outsourcing-of-england-catch-up-tuition}, abstract = {Contract worth £25m given to giant HR conglomerate with ‘little tutoring experience’, says Labour}, language = {en}, urldate = {2021-06-04}, journal = {the Guardian}, author = {Sally Weale}, month = jun, year = {2021}, note = {Section: Politics}, } @misc{sally_weale_education_2021, title = {Education recovery chief quits in {English} schools catch-up row}, url = {http://www.theguardian.com/politics/2021/jun/02/education-recovery-chief-kevan-collins-quit-english-schools-catch-up-row}, abstract = {Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package}, language = {en}, urldate = {2021-06-04}, journal = {the Guardian}, author = {{Sally Weale}}, month = jun, year = {2021}, note = {Section: Politics}, } @article{pokhrel_literature_2021, title = {A {Literature} {Review} on {Impact} of {COVID}-19 {Pandemic} on {Teaching} and {Learning}}, volume = {8}, issn = {2347-6311}, url = {https://doi.org/10.1177/2347631120983481}, doi = {10.1177/2347631120983481}, abstract = {The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94\% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place., Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.}, language = {en}, number = {1}, urldate = {2021-04-26}, journal = {Higher Education for the Future}, author = {Pokhrel, Sumitra and Chhetri, Roshan}, month = jan, year = {2021}, note = {Publisher: SAGE Publications India KerkoCite.ItemAlsoKnownAs: 2129771:453NWPFU 2129771:6AZHFYDS}, keywords = {Internet Use, Learning, Pedagogy, Teaching (Academic)}, pages = {133--141}, } @article{cavus_efficacy_2021, title = {Efficacy of {Social} {Networking} {Sites} for {Sustainable} {Education} in the {Era} of {COVID}-19: {A} {Systematic} {Review}}, volume = {13}, copyright = {http://creativecommons.org/licenses/by/3.0/}, shorttitle = {Efficacy of {Social} {Networking} {Sites} for {Sustainable} {Education} in the {Era} of {COVID}-19}, url = {https://www.mdpi.com/2071-1050/13/2/808}, doi = {10.3390/su13020808}, abstract = {The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies.}, language = {en}, number = {2}, urldate = {2021-10-05}, journal = {Sustainability}, author = {Cavus, Nadire and Sani, Abdullahi S. and Haruna, Yusuf and Lawan, Abdulmalik A.}, month = jan, year = {2021}, note = {Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13020808 2129771:8Q4P3QRG}, keywords = {COVID-19, \_genre:LR-literature\_review, eLearning, education, social media, social networking sites}, pages = {808}, } @article{bellini_covid-19_2021, title = {{COVID}-19 and education: restructuring after the pandemic}, volume = {34}, issn = {1432-2277}, shorttitle = {{COVID}-19 and education}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/tri.13788}, doi = {10.1111/tri.13788}, abstract = {COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.}, language = {en}, number = {2}, urldate = {2021-10-05}, journal = {Transplant International}, author = {Bellini, Maria Irene and Pengel, Liset and Potena, Luciano and Segantini, Luca and Group, ESOT COVID-19 Working}, year = {2021}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/tri.13788 KerkoCite.ItemAlsoKnownAs: 10.1111/tri.13788 2129771:9PEEZPV5 2129771:XYU7E8M5}, keywords = {COVID-19, \_genre:LR-literature\_review, education, pandemic, telemedicine, webinar}, pages = {220--223}, } @article{hassan_education_2020, title = {Education and {Management} {Engineering}}, volume = {10}, doi = {10.5815/ijeme.2020.05.03}, abstract = {The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.}, journal = {International Journal of Education and Management Engineering}, author = {Hassan, Malik and Mirza, Tabasum and Hussain, Mirza}, month = dec, year = {2020}, pages = {17--27}, } @article{wilcha_effectiveness_2020, title = {Effectiveness of {Virtual} {Medical} {Teaching} {During} the {COVID}-19 {Crisis}: {Systematic} {Review}}, volume = {6}, copyright = {Unless stated otherwise, all articles are open-access distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work ("first published in the Journal of Medical Internet Research...") is properly cited with original URL and bibliographic citation information. The complete bibliographic information, a link to the original publication on http://www.jmir.org/, as well as this copyright and license information must be included.}, shorttitle = {Effectiveness of {Virtual} {Medical} {Teaching} {During} the {COVID}-19 {Crisis}}, url = {https://mededu.jmir.org/2020/2/e20963}, doi = {10.2196/20963}, abstract = {Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.}, language = {EN}, number = {2}, urldate = {2021-10-05}, journal = {JMIR Medical Education}, author = {Wilcha, Robyn-Jenia}, month = nov, year = {2020}, note = {Company: JMIR Medical Education Distributor: JMIR Medical Education Institution: JMIR Medical Education Label: JMIR Medical Education Publisher: JMIR Publications Inc., Toronto, Canada KerkoCite.ItemAlsoKnownAs: 10.2196/20963 2129771:F9FPSVS2}, keywords = {\_genre:LR-literature\_review}, pages = {e20963}, } @article{tadesse_impact_2020, title = {The {Impact} of {COVID}-19 {Pandemic} on {Education} {System} in {Developing} {Countries}: {A} {Review}}, volume = {8}, copyright = {http://creativecommons.org/licenses/by/4.0/}, shorttitle = {The {Impact} of {COVID}-19 {Pandemic} on {Education} {System} in {Developing} {Countries}}, url = {http://www.scirp.org/Journal/Paperabs.aspx?paperid=103646}, doi = {10.4236/jss.2020.810011}, abstract = {Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures.}, language = {en}, number = {10}, urldate = {2021-10-05}, journal = {Open Journal of Social Sciences}, author = {Tadesse, Seble and Muluye, Worku}, month = sep, year = {2020}, note = {Number: 10 Publisher: Scientific Research Publishing}, pages = {159--170}, } @techreport{chaka_higher_2020, type = {preprint}, title = {Higher education institutions and the use of online instruction and online tools and resources during the {COVID}-19 outbreak - {An} online review of selected {U}.{S}. and {SA}'s universities}, url = {https://www.researchsquare.com/article/rs-61482/v1}, abstract = {Abstract This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.}, language = {en}, urldate = {2021-10-05}, institution = {In Review}, author = {Chaka, Chaka}, month = aug, year = {2020}, doi = {10.21203/rs.3.rs-61482/v1}, } @article{carrillo_covid-19_2020, title = {{COVID}-19 and teacher education: a literature review of online teaching and learning practices}, volume = {43}, issn = {0261-9768}, shorttitle = {{COVID}-19 and teacher education}, url = {https://doi.org/10.1080/02619768.2020.1821184}, doi = {10.1080/02619768.2020.1821184}, abstract = {The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined.}, number = {4}, urldate = {2021-04-26}, journal = {European Journal of Teacher Education}, author = {Carrillo, Carmen and Flores, Maria Assunção}, month = aug, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/02619768.2020.1821184 KerkoCite.ItemAlsoKnownAs: 10.1080/02619768.2020.1821184 2129771:IDTKRE42 2129771:K5S5HT2G 2129771:SREBALP3}, keywords = {Covid-19, Online learning, online practices, teacher education}, pages = {466--487}, } @article{upoalkpajor_impact_2020, title = {The {Impact} of {COVID}-19 on {Education} in {Ghana}}, issn = {2581-6268}, url = {https://www.journalajess.com/index.php/AJESS/article/view/30238}, doi = {10.9734/ajess/2020/v9i130238}, language = {en-US}, urldate = {2021-10-05}, journal = {Asian Journal of Education and Social Studies}, author = {Upoalkpajor, Joshua-Luther Ndoye and Upoalkpajor, Cornelius Bawa}, month = jun, year = {2020}, keywords = {COVID-19, Epidemic, impact, lockdown, virus}, pages = {23--33}, } @incollection{shelton_resisting_2020, title = {Resisting {Dehumanizing} {Assessments}: {Enacting} {Critical} {Humanizing} {Pedagogies} in {Online} {Teacher} {Education}}, isbn = {978-1-939797-49-0}, shorttitle = {Resisting {Dehumanizing} {Assessments}}, abstract = {With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind.}, author = {Shelton, Catharyn and Aguilera, Earl and Gleason, Benjamin and Mehta, Rohit}, month = jun, year = {2020}, pages = {125--128}, } @article{mehta_critical_2020, title = {A critical approach to humanizing pedagogies in online teaching and learning}, volume = {37}, issn = {2056-4880}, url = {https://www.emerald.com/insight/content/doi/10.1108/IJILT-10-2019-0099/full/html}, doi = {10.1108/IJILT-10-2019-0099}, abstract = {Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.}, language = {en}, number = {3}, urldate = {2021-10-05}, journal = {The International Journal of Information and Learning Technology}, author = {Mehta, Rohit and Aguilera, Earl}, month = apr, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/IJILT-10-2019-0099 2129771:2MGLKIQD 2129771:KTD89SWY}, pages = {109--120}, } @misc{burgess_schools_2020, title = {Schools, skills, and learning: {The} impact of {COVID}-19 on education}, shorttitle = {Schools, skills, and learning}, url = {https://voxeu.org/article/impact-covid-19-education}, abstract = {The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This column discusses what can be done to mitigate these negative impacts.}, urldate = {2021-10-05}, journal = {VoxEU.org}, author = {Burgess, Simon and Sievertsen, Hans Henrik}, month = apr, year = {2020}, } @article{bond_schools_2020, title = {Schools and {Emergency} {Remote} {Education} during the {COVID}-19 {Pandemic}: {A} {Living} {Rapid} {Systematic} {Review}}, volume = {15}, issn = {1347-9008}, shorttitle = {Schools and {Emergency} {Remote} {Education} during the {COVID}-19 {Pandemic}}, url = {https://eric.ed.gov/?id=EJ1285336}, abstract = {The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.}, language = {en}, number = {2}, urldate = {2021-10-05}, journal = {Asian Journal of Distance Education}, author = {Bond, Melissa}, year = {2020}, note = {Publisher: Asian Society of Open and Distance Education KerkoCite.ItemAlsoKnownAs: 2129771:A93NCNTC 2129771:RMI4JBYE}, keywords = {Bibliometrics, COVID-19, Distance Education, Educational Change, Educational Environment, Educational Research, Educational Technology, Electronic Learning, Elementary Secondary Education, Faculty Development, Family Influence, Foreign Countries, Learner Engagement, Literature Reviews, Pandemics, Peer Influence, Research Methodology, School Closing, Teacher Influence, Technology Uses in Education, \_genre:LR-literature\_review, ⛔ No DOI found}, pages = {191--247}, } @article{cachon-zagalaz_systematic_2020, title = {Systematic {Review} of the {Literature} {About} the {Effects} of the {COVID}-19 {Pandemic} on the {Lives} of {School} {Children}}, volume = {11}, issn = {1664-1078}, url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2020.569348/full}, doi = {10.3389/fpsyg.2020.569348}, abstract = {Background: The year 2020 has been marked by the emergence of COVID-19, this virus has reached many countries and has paralysed the lives of many people who have been forced to stay at home in confinement. There have been numerous studies that have sought to analyze the impact of this pandemic from different perspectives, however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the WOS, SCOPUS and DIALNET databases, using as keywords: "COVID-19" and "Children". The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years; (2) papers relating COVID-19 to children; (3) studies analysing the psychological and motor characteristics of children during confinement Results: A total of 9 manuscripts related to psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused attention on the psychological, motor or academic problems that can lead to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.}, language = {English}, urldate = {2021-04-26}, journal = {Frontiers in Psychology}, author = {Cachón-Zagalaz, Javier and Sánchez-Zafra, María and Sanabrias-Moreno, Déborah and González-Valero, Gabriel and Lara-Sánchez, Amador J. and Zagalaz-Sánchez, María Luisa}, year = {2020}, note = {Publisher: Frontiers}, keywords = {COVID-19, Children, Coronavirus, Psychology, physical activity}, } @book{european_commission_joint_research_centre_likely_2020, address = {LU}, title = {The likely impact of {COVID}-19 on education: reflections based on the existing literature and recent international datasets.}, shorttitle = {The likely impact of {COVID}-19 on education}, url = {https://data.europa.eu/doi/10.2760/126686}, language = {en}, urldate = {2021-04-26}, publisher = {Publications Office}, author = {{European Commission. Joint Research Centre.}}, year = {2020}, } @article{mseleku_literature_2020, title = {A {Literature} {Review} of {E}-{Learning} and {E}-{Teaching} in the {Era} of {Covid}-19 {Pandemic}}, volume = {5}, abstract = {The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic.}, language = {en}, number = {10}, author = {Mseleku, Zethembe}, year = {2020}, pages = {10}, }