Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

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dc.contributor.authorStracke, Christian M.
dc.contributor.authorBurgos, Daniel
dc.contributor.authorSantos-Hermosa, Gema
dc.contributor.authorBozkurt, Aras
dc.contributor.authorSharma, Ramesh Chander
dc.contributor.authorSwiatek Cassafieres, Cécile
dc.contributor.authordos Santos, Andreia Inamorato
dc.contributor.authorMason, Jon
dc.contributor.authorOssiannilsson, Ebba
dc.contributor.authorShon, Jin Gon
dc.contributor.authorWan, Marian
dc.contributor.authorObiageli Agbu, Jane-Frances
dc.contributor.authorFarrow, Robert
dc.contributor.authorKarakaya, Özlem
dc.contributor.authorNerantzi, Chrissi
dc.contributor.authorRamírez-Montoya, María Soledad
dc.contributor.authorConole, Grainne
dc.contributor.authorCox, Glenda
dc.contributor.authorTruong, Vi
dc.date.accessioned2022-04-07T10:56:23Z
dc.date.available2022-04-07T10:56:23Z
dc.date.issued2022-02-07
dc.date.updated2022-02-11T14:46:25Z
dc.description.abstractThis paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied from conservative to radically innovative. Universally, the COVID-19 pandemic disrupted and shocked societies worldwide, and education systems were on the front line. The lockdowns largely stopped face-to-face and formal education in almost all countries, and in most cases, distance learning soon became the ‘new normal’. A central challenge concerned sustaining educational visions and ideals in such circumstances. To better understand the state of the art in the educational landscape, we collected case studies from 13 countries during the first year of the pandemic starting on 11 March 2020 (when the World Health Organization declared a pandemic). This paper presents summaries of the full country reports that were collected and describe lessons learned. Our overall aim was to identify good practices and recommendations from the collected case studies that can be taken forward in the future. We categorised the responses on the three generic educational levels (macro, meso and micro) and identified seven key aspects and trends that are valid for all or most countries: (1) formal education at a distance for first time; (2) similar approaches for formal education; (3) missing infrastructure and sharing open educational resources; (4) diverse teaching and learning methods and practices; (5) open education and access to open educational resources; (6) urgent need for professional development and training for teachers and (7) assessing and monitoring learning environments, teachers and students. Finally, we identified key recommendations on how open education and open science can benefit formal education in schools and universities in the future, namely, improved awareness of open educational practices, provision of ICT infrastructure, embracing and sustaining the practice of open access publications and OERs, capacity building for stakeholders and finally encouraging research and development in the area of open education and open science. We found significant evidence for the proposition that open education and open science can support both traditional face-to-face and distance learning.
dc.identifierdoi: 10.3390/su14031876
dc.identifier.apacitationStracke, Christian M., Burgos, D., Santos-Hermosa, G., Bozkurt, A., Sharma, R. C., Swiatek Cassafieres, C., ... Truong, V. (2022). Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education. <i>Sustainability</i>, 14(3), http://hdl.handle.net/11427/36288en_ZA
dc.identifier.chicagocitationStracke, Christian M., Daniel Burgos, Gema Santos-Hermosa, Aras Bozkurt, Ramesh Chander Sharma, Cécile Swiatek Cassafieres, Andreia Inamorato dos Santos, et al "Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education." <i>Sustainability</i> 14, 3. (2022) http://hdl.handle.net/11427/36288en_ZA
dc.identifier.citationStracke, Christian M., Burgos, D., Santos-Hermosa, G., Bozkurt, A., Sharma, R.C., Swiatek Cassafieres, C., dos Santos, A.I. & Mason, J. et al. 2022. Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education. <i>Sustainability.</i> 14(3) http://hdl.handle.net/11427/36288en_ZA
dc.identifier.ris TY - Journal Article AU - Stracke, Christian M. AU - Burgos, Daniel AU - Santos-Hermosa, Gema AU - Bozkurt, Aras AU - Sharma, Ramesh Chander AU - Swiatek Cassafieres, Cécile AU - dos Santos, Andreia Inamorato AU - Mason, Jon AU - Ossiannilsson, Ebba AU - Shon, Jin Gon AU - Wan, Marian AU - Obiageli Agbu, Jane-Frances AU - Farrow, Robert AU - Karakaya, Özlem AU - Nerantzi, Chrissi AU - Ramírez-Montoya, María Soledad AU - Conole, Grainne AU - Cox, Glenda AU - Truong, Vi AB - This paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied from conservative to radically innovative. Universally, the COVID-19 pandemic disrupted and shocked societies worldwide, and education systems were on the front line. The lockdowns largely stopped face-to-face and formal education in almost all countries, and in most cases, distance learning soon became the &lsquo;new normal&rsquo;. A central challenge concerned sustaining educational visions and ideals in such circumstances. To better understand the state of the art in the educational landscape, we collected case studies from 13 countries during the first year of the pandemic starting on 11 March 2020 (when the World Health Organization declared a pandemic). This paper presents summaries of the full country reports that were collected and describe lessons learned. Our overall aim was to identify good practices and recommendations from the collected case studies that can be taken forward in the future. We categorised the responses on the three generic educational levels (macro, meso and micro) and identified seven key aspects and trends that are valid for all or most countries: (1) formal education at a distance for first time; (2) similar approaches for formal education; (3) missing infrastructure and sharing open educational resources; (4) diverse teaching and learning methods and practices; (5) open education and access to open educational resources; (6) urgent need for professional development and training for teachers and (7) assessing and monitoring learning environments, teachers and students. Finally, we identified key recommendations on how open education and open science can benefit formal education in schools and universities in the future, namely, improved awareness of open educational practices, provision of ICT infrastructure, embracing and sustaining the practice of open access publications and OERs, capacity building for stakeholders and finally encouraging research and development in the area of open education and open science. We found significant evidence for the proposition that open education and open science can support both traditional face-to-face and distance learning. DA - 2022-02-07 DB - OpenUCT DP - University of Cape Town IS - 3 J1 - Sustainability KW - school education KW - higher education KW - distance education KW - online learning KW - open education KW - open science KW - COVID-19 pandemic LK - https://open.uct.ac.za PY - 2022 T1 - Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education TI - Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education UR - http://hdl.handle.net/11427/36288 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/36288
dc.identifier.urihttps://doi.org/10.3390/su14031876
dc.identifier.vancouvercitationStracke Christian M, Burgos D, Santos-Hermosa G, Bozkurt A, Sharma RC, Swiatek Cassafieres C, et al. Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education. Sustainability. 2022;14(3) http://hdl.handle.net/11427/36288.en_ZA
dc.publisherMultidisciplinary Digital Publishing Institute
dc.rights.licensehttps://creativecommons.org/licenses/by/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.sourceSustainability
dc.source.journalissue3
dc.source.journalvolume14
dc.source.urihttps://www.mdpi.com/journal/sustainability
dc.subjectschool education
dc.subjecthigher education
dc.subjectdistance education
dc.subjectonline learning
dc.subjectopen education
dc.subjectopen science
dc.subjectCOVID-19 pandemic
dc.subjectimpact
dc.subjecteducational innovation
dc.subjectinternational practices and case studies
dc.titleResponding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education
dc.typeJournal Article
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