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Воронцова, Анна Сергіївна, Анна Сергеевна Воронцова, Anna Serhiivna Vorontsova, and Limor Dahari. "Challenges facing education during COVID-19 pandemic." Thesis, Czech University of Life Sciences Prague, 2021. https://essuir.sumdu.edu.ua/handle/123456789/86401.
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ВООЗ оголосила COVID-19 пандемією, яка становить безпосередню глобальну загрозу для світу. Це спричинило глобальне припинення економічної та соціальної діяльності, зокрема освіти. Онлайн-навчання стало основною освітньою платформою, що призвело до трансформації та кризи в навчальних закладах. У зв’язку з цим дане дослідження має на меті проаналізувати основні виклики, які стоять перед інклюзивною освітою під час пандемії COVID-19.<br>ВОЗ объявила COVID-19 пандемией, которая представляет непосредственную глобальную угрозу для всего мира. Это вызвало глобальное прекращение экономической и социальной деятельности, включая образование. Онлайн-обучение стало основной образовательной платформой, что привело к трансформации и кризису в образовательных учреждениях. В связи с этим данное исследование направлено на анализ основных проблем, с которыми сталкивается инклюзивное образование во время пандемии COVID-19.<br>The WHO declared COVID-19 a pandemic that poses an immediate, global threat for the world. It caused a global shutdown of economic and social activities, including education. Online learning has become the primary educational platform, leading to transformation and crisis in educational institutions. In this regard, this study aims to analyze the main challenges facing inclusive education during the COVID-19 pandemic.<br>This research was funded by the grant from the Ministry of Education and Science of Ukraine
«Reforming the lifelong learning system in Ukraine for the prevention of the labor emigration: a
coopetition model of institutional partnership» (reg. n. 0120U102001), «Convergence of economic
and educational transformations in the digital society: modeling the impact on regional and national
security» (reg. n. 0121U109553).
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Kamoga, Seguya. "Investigating the effects of the Covid-19 pandemic in Swedish Physical Education." Thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94469.
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The emergence of the new corona virus (Covid-19) in the world has shaken many parts and aspects of our society. Sources have shown that due to the fear and panic caused by the outbreak of Covid-19, many countries have implemented lockdown measures. Schools in several countries have been closed as a result of Covid-19. In Sweden, however, the situation has been handled differently. Primary schools and lower secondary schools have stayed open, while some upper secondary schools stayed open for some time before they turned to online teaching. This investigation examines the effects the Covid-19 pandemic has had on Physical Education (PE). Specifically, the purpose of this study is to investigate how the teaching of PE in Sweden has been affected by Covid-19. Data were generated through online interviews. Seven primary and lower secondary school PE teachers took part in this study. The Deleuze-Guattarian concept of ‘becoming’ along with the concept of ‘precarity’ have been used to analyze and interpret the data in this study. The results indicate that there have been major changes in the context and content of the PE subject. PE lessons have been moved outdoors and important activities, such as cardiopulmonary resuscitation (CPR) and swimming, have been postponed as a consequence of Covid-19. Hygiene routines, such as changing clothes and showering before and after PE, have also been removed in the subject. The duties of PE teachers today also involve cleaning equipment in order to control the spread of the virus. The results also revealed how some PE teachers have moved away from using physical contact in their lessons.
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Оvdienko, Valeriia, and Валерія Овдієнко. "Problems of financing academic education under the influence of the COVID-19 pandemic." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/51241.
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1. Ofitsiinyi sait Natsionalnoho instytutu stratehichnykh doslidzhen [Elektronnyi resurs]. − Rezhym dostupu: http://old2.niss.gov.ua/articles/1537/.
2. Koronavirus ta osvita: analiz problem i naslidkiv pandemii [Elektronnyi resurs]. − Rezhym dostupu: https://cedos.org.ua/uk/articles/koronavirus-ta-osvita-analiz-problem-i-naslidkiv-pandemii.<br>Academic education has always had and continues to retain significant socio-economic and political significance for the development of any country. In modern conditions, the place and importance of higher education in the system of priorities set by each country, reflect the level of socio-economic development of the nation. Only having higher education in accordance with modern standards can a country claim a worthy place and recognition in the world.<br>Академічна освіта завжди мала і продовжує зберігати значне соціально-економічне та політичне значення для розвитку будь-якої країни. У сучасних умовах місце та значення вищої освіти в системі пріоритетів, визначених кожною країною, відображають рівень соціально-економічного розвитку нації. Лише маючи вищу освіту відповідно до сучасних стандартів, країна може претендувати на гідне місце та визнання у світі.
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Wheatley, Alex W. "Perceptions of Special Education Services Delivered Through Online Learning Environments During COVID-19." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9082.
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Elementary and secondary schools saw a major shift in how instruction was delivered during the COVID-19 pandemic. Schools across the United States shut down or participated in online learning. This shift to online learning led many to question how special education services should be delivered to students with disabilities. The purpose of this study was to gauge perceptions of special education services delivered in a remote learning environment during a public health crisis. Teachers, related service providers, and parents of students with disabilities (n = 108) from across the United States were surveyed. Results showed synchronous online learning to be the most prevalent form of providing special education services. However, participants largely viewed online instruction as ineffective at providing quality services for students with disabilities. Implications for improving online services for students with disabilities could include identifying specific reasons for participants' negative views which may lead to more actionable steps in improving online learning moving forward. In addition, examining actions taken by schools that have led to positive impressions of online learning among parents and educators could also be used to improve perceptions of online instruction for students with disabilities. Directions for future research are also discussed.
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Rager, Lexi E. "The Impact of COVID-19 on Recruitment, Enrollment, and Freshman Expectations in Higher Education." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1597095836717798.
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Jalava, Vilma. "A Comparative Analysis on Formative vs Summative Assessment in Remote Education Caused by the COVID-19 Pandemic." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302799.
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Due to the COVID-19 Pandemic, educational institutions around the globe had to switch to distance education. The purpose of this study was to investigate whether there were any notable differences in grades received by first-year computer science students at KTH who had online education vs those from previous years who did the same courses on campus. Specifically, the study looked at one course which used formative assessment, a programming course and one course which used summative assessment, a mathematics course. The analysis was done by gathering data from course results from the students assessed during the pandemic and comparing it to the average results received by students pre-pandemic using Pearson’s chi-square analysis. The results showed there were no notable differences for the formative course and that the students had performed as expected. However, the results for the summative course were a lot lower than those expected. One factor that could have affected this result was how the structure of the seminaries and bonus points for the exam had been changed for remote education. Another factor was demonstrated by a previous study about Computer Science students at KTHs experiences with the distance education performed by PhD student Emma Riese. She found out that a majority of students felt that the pandemic had a negative effect on their studies. Factors such as finding the general quality of education having declined, combined with a lack of motivation and self-discipline, could also play a part. However, limited data resulting in some assumptions having to be drawn combined with a limited span of courses and students included in the analysis makes it hard to draw any factual conclusions. Further research is needed to address the weaknesses of the study.<br>I samband med COVID-19-pandemin fick utbildningsinstitutioner världen över anpassa sig till distansutbildning. Syftet med denna studie var att undersöka om det fanns några anmärkningsvärda skillnader i betygen hos första årets Datateknikstudenter på KTH som hade distansundervisning jämfört med studenter från tidigare år som gjorde samma kurser på campus. Specifikt undersökte studien en kurs som använde formativ bedömning, en programmeringskurs och en kurs som använde summativ bedömning, en matematikkurs. Analysen gjordes genom att samla in data från kursresultaten från studenterna som examinerades under pandemin och jämföra dem med de genomsnittliga resultaten som studenter fick före pandemin med användning av Chitvåfördelning. Resultaten visade att det inte fanns några anmärkningsvärda skillnader för den formativa kursen och att eleverna hade presterat som förväntat. Resultaten för den summerande kursen var dock mycket lägre än förväntat. En faktor som kan ha påverkat detta resultat var hur seminariernas struktur och bonuspoäng för examen hade ändrats för distansundervisning. En annan faktor demonstrerades av en tidigare studie på KTHs Datatekniksstudenters upplevelse av distansstudier utförd av doktoranden Emma Riese. Hon kom fram till att en stor majoritet av studenterna kände att pandemin hade en negativ effekt på deras studier. Faktorer som studenterna nämnde enligt hennes studie var till exempel en minskning i den allmänna kvaliteten på utbildningen. Detta i kombination med den rapporterade brist på motivation och självdisciplin som studenterna kände, kan spela roll i resultaten denna studie kom fram till. Men med begränsad data som resulterade i att vissa antaganden behövde dras i kombination med ett begränsat spann av kurser och studenter som ingick i analysen gör det svårt att dra några faktiska slutsatser. Ytterligare forskning behövs för att hantera svagheterna i studien.
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Pegoraro, Alessia <1996>. "Distance education during Covid-19 pandemic: an explorative study into remote learning in an Italian high school." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19724.
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This thesis aims at exploring how remote learning has been performed in an Italian high school. The investigation has been carried out taking into account the opinions and the digital skills of students and teachers, as well as the economic and the psychological aspects. Both parts involved responded spontaneously and anonymously to an online questionnaire. The central question of this explorative study seeks to point out whether the change caused by the COVID-19 pandemic has left something positive in the Italian educational system. The data that has been gathered confirmed that students and teachers are more aware of these new technological devices and more willing to integrate remote learning as a tool of learning support.
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Kladias, Angela. "Parent-Child Relationships and Student Outcomes in Children: A Comparison Before and During the COVID-19 Pandemic." Otterbein University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbnhonors1620458607619877.
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Persson, Niklas. "The Dawn of Digital Classroom : Experiencing the English school subject through distance education during the covid-19 pandemic." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50752.
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As a result of the Covid-19 pandemic, peoples’ everyday lives have been affected, including the teachers and students in Swedish upper-secondary schools while teaching and learning English. Due to this, both parties have had to experience the English classroom in the shape of distance education through computer-mediated communication (CMC). A convenience sampling consisting of four teachers and four students was used to provide statements regarding the participants’ experiences of the virtual classroom, in comparison to the physical classroom. The study also examined how the four language skills of listening, speaking, reading, and writing have been affected while teaching and learning English, due to distance education. The main findings consist of teachers claiming to have experienced difficulties regarding testing the English language skills known as reading and listening. In addition, a lack of non-verbal interaction was missed, according to the teachers, resulting among other things in the linguistic phenomenon such as turn-taking, to have taken place. The students on the other hand, have experienced difficulties regarding autonomy while studying English at home during the distance education as well as a different linguistic issue known as overlap in conjunction with a lack of non-verbal interaction and several people speaking simultaneously. The reported effects due to the covid-19 pandemic in conjunction with distance education are discussed along with the consequences of the obtained results and further suggestions regarding the topic.
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Merello, Álvaro. "Barriers and facilitators for children with special educational needs education during the COVID-19 pandemic : A systematic literature review in 2020." Thesis, Jönköping University, HLK, CHILD, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52410.
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Although COVID-19 has undoubtedly altered the lives of most human beings, one could argue that the education of children with special needs has been drastically affected. Measures taken by governments and consequences of the pandemic per se have changed the notion of traditional education shifting it to a virtual plane. A total of 6 articles extracted from different databases were included in this systematic review. The aim was to explore the literature on special education and the development of children with special educational needs in relation to the barriers and facilitators they have encountered in coping with the pandemic. Findings show a significant difference between the number of facilitators and barriers found. The high number of barriers in the environment, activities and participation and mental functions, gives an overview of the obstacles that children with special educational needs have faced during the pandemic. Most of the barriers encountered appeared to be interrelated and have reshaped the way education is understood. To address this problem and try to overcome the challenges they pose, efforts must be made at higher levels of society, such as policies, laws, or government support, to ensure the proper development of children.
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Nickel, Bethany J. "High School Band Communities of Practice During COVID-19: A Multiple Case Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1623155976075894.
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Lamb, Dedra. "A Phenomenological Study Examining How the COVID-19 Pandemic Changed the Way Teachers Use Technology to Deliver Instruction from March 2020 - May 2021." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3975.
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The purpose of this qualitative study was to examine teacher perception of changes in the instructional delivery and learning opportunities via technology during and throughout the COVID-19 pandemic from March 2020 until May 2021. The COVID-19 pandemic has greatly affected educational organizations. School closures in March 2020 forced teachers to change their instructional delivery from an in-person platform to a virtual platform. This disruption to the delivery of instruction with the use of technology changed the way teachers plan for learning, delivery content, present learning activities, and assessment. The urgency required teachers to develop new strategies and experiment with adaptations to their traditional instructional delivery. The purpose of this phenomenological study was to describe the experiences of teachers as they adapted their instruction to a new platform. The theoretical framework used was change theory. The research was accomplished by interviewing 11 core-content classroom teachers from different school systems. Participants described their experiences and approach to the challenges faced while teaching during the uncertainty of the pandemic. The participants in the study described factors that influenced changes in their use of technology and how the different platforms changed the way they used technology for instructional delivery. The researcher used the Change Theory Framework to code responses and identify the internal and external factors that influenced the changes.
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von, Zweigbergk Maria. "Emergency Distance Teaching during the first year of the Covid-19 pandemic : Narratives from upper secondary school teachers in Sweden." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104566.
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Background: In March 2020, because of the Covid-19 pandemic, suddenly and completely unexpected, governments worldwide replaced face-to-face education with emergency distance teaching. Studies showed that students and teachers, in general, had been negatively affected by the strategy. Upper secondary school teachers and students in Sweden were affected and have now worked and studied from home for more than one year. Problem: Teachers were now asked to do extraordinary things regarding course delivery and learning. However, school curricula have not changed, and it has been up to the teachers to adapt their teaching to fulfil the curricula. Few studies provided teachers’ perspectives on this extraordinary situation and why it was essential to enter the teacher’s world and determine how this affected them and their work. Aim: 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. Method: A qualitative narrative design captured the lived experiences of Swedish upper secondary school teachers. Stories from two teachers that worked in two different school contexts were collected. Result: The stories were personal, emotional, and revealing and answered the research questions. The Qualitative content analysis identified three themes: (1) Distant and Remote Communication, (2) Key are to be Present, Kind, and Innovative, and (3) Trials. Both teachers' most decisive change and challenges were the difficulties they experienced with maintaining connectedness and the interrupted teacher-student relationship, which was especially difficult in vocational programs. The result surprisingly showed that some students had benefitted from EDT and showed higher attendance than before. The stories showed how the teachers struggled to be creative to fulfil students' vital needs and often used outside-box strategies to manage. The teachers also showed how they felt lonely and how this had affected their job satisfaction and well-being. Significant, was that the result showed that the teachers had gained new skills and knowledge of how to handle the best teaching during school closure, even if it were not the teaching that they would prefer. Conclusion: Remote and distance teaching will become increasingly important in the future, considering Anthropogenic Climate Change. There is a strong call for a holistic transdisciplinary approach to identify and manage the organizational and psychological impacts of EDT on Swedish upper secondary school teachers. Strategies specifically targeting teachers working with vocational programs and students from low socioeconomic backgrounds are needed to avoid exacerbating existing disparities. Teachers required close contact with their students to have job satisfaction and they needed to be included and receive clear support, trust, and guidelines from school management.
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Ingemarsson, Johanna. "EFL Teachers’ Experiences Teaching Online using ICT : A Case Study of the Transition from Classroom Teaching to Online Teaching during the COVID-19 Pandemic." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84446.
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The aim of this research project was to contribute to the knowledge about the teaching practices taking place during the COVID-19 pandemic, by investigating the use of information and communication technology (ICT) in online teaching by five EFL (English as a foreign language) teachers and their experiences of transforming from classroom teaching to online teaching during the pandemic. Furthermore, this study has also investigated how these teachers believe online teaching has affected their students’ English learning. The data was collected by using semi-structured interviews. The data were later analyzed by thematic analyses, and divided into themes, sub-themes and codes. It was concluded that teachers had both positive and negative experiences from teaching online. The fact that the education could be continued from home and that the teachers had improved their teaching practices was frequently expressed in positive opinions. However, the results from the study also revealed that the teachers had mostly negative experiences in terms of the actual process of teaching online, personal feelings, and the effects on students’ English learning. Issues such as technical difficulties, teaching online being time consuming and inhibited interactions are among the negative experiences regarding online teaching. In addition, suggestions have been made on how to improve distance education and how teaching online in the future requires teachers to be educated in how to implement effective ICT tools in their online teaching.<br>Syftet med denna studie har varit att bidra till kunskap om den undervisning som har skett under COVID-19 pandemin, genom att undersöka användningen av IKT (informations och kommunikations teknik) i den onlineundervisning som bedrivits av fem EFL-lärare (English as a Foreign Language) och deras erfarenheter av övergången från klassrumsundervisning till onlineundervisning. Vidare har denna studie även undersökt hur dessa lärare tror att onlineundervisningen har påverkat elevernas lärande i ämnet engelska. Datan samlades in med hjälp av semistrukturerade intervjuer. Lärarnas svar analyserades senare med hjälp av tematiska analyser och delades in i teman, undertema och koder. Resultatet visade att lärarna hade både positiva och negativa erfarenheter av att undervisa online. Det faktum att eleverna kunde fortsätta sin utbildning hemifrån och att lärarna hade förbättrat sin egen undervisning uttryckets ofta i positiva åsikter. Resultat från studien visade däremot att lärarna hade mest negativa erfarenheter när det gällde den faktiska processen av att undervisa online, personliga känslor, och effekterna onlineundervisning har haft på elevernas lärande i ämnet engelska. Problematik så som tekniska svårigheter, att det var tidskrävande och att interaktionen mellan lärare och elever hämmades tillhör några av de negativa erfarenheter av onlineundervisning som lärarna vittnade om. Denna studie presenterar förslag på hur man kan förbättra distansutbildning och hur fortsatt undervisning online kräver att lärare utbildas i hur man implementerar effektiva IKT-verktyg i sin onlineundervisning.
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Shove, Claire. "More than just a room full of books: Swedish school libraries during distance education." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447174.
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Thus far the research on how schools have managed the sudden transition to distance education due to the COVID-19 pandemic has mainly focused on the experiences of teachers, and the voices of school librarians have gone unexplored. This study aims to explore the transition to distance education from the perspectives of secondary school librarians in Sweden. The study focuses on how this transition affected school librarians’ working practices and the factors that impacted their abilities to rebuild their usual activities and services in new formats. This study uses an infrastructural perspective to analyse the school library as a part of the wider school infrastructure, and considers the enforced transition to distance education as a kind of infrastructural ‘breakdown’. School libraries are treated as multifaceted infrastructures with material, structural and relational/cultural factors which all may contribute to their success. Through a thematic analysis of semi-structured interviews with 14 librarians at 12 secondary schools in Sweden, I identified four themes in the ways informants talked about the transition process: 1. Most well-established practices, relationships and collaborations could be adapted. 2. The library room had social functions that could not be fully rebuilt online. 3. Systematic integration, strong relationships and a culture of library use contributed to successful transitions. 4. Work to make libraries more accessible and visible became more important. This is a two years master's thesis in Library and Information Science.<br>Hittills har forskningen om hur skolor har hanterat den plötsliga övergången till distansundervisning på grund av COVID-19-pandemin fokuserat till största delen på lärares erfarenheter, och skolbibliotekariers röster har inte utforskats. Denna studie syftar till att utforska övergången till distansundervisning utifrån svenska skolbibliotekariers perspektiv. Studien fokuserar på hur denna process påverkade skolbibliotekariers arbetspraktiker, och de faktorer som påverkade deras förmåga att återskapa sina vanliga verksamheter i nya format. Studien använder ett infrastrukturellt perspektiv för att analysera skolbiblioteket som en del av en bredare skolinfrastruktur, och betraktar den påtvingade övergången till distansundervisning som ett slags “infrastrukturellt sammanbrott”. Skolbibliotek behandlas som mångfasetterade infrastrukturer, med materiella, strukturella och relationella/kulturella faktorer som alla kan bidra till deras framgång. Genom tematisk analys av semi-strukturerade intervjuer med 14 bibliotekarier på 12 gymnasieskolor i Sverige identifierade jag fyra teman i hur informanterna pratade om övergångsprocessen: 1. De mest väletablerade praktikerna, relationerna och samarbetena kunde anpassas. 2. Biblioteksrummet hade sociala funktioner som inte helt kunde återskapas på nätet. 3. Systematisk integrering, starka relationer och en kultur av biblioteksanvändning bidrog till framgångsrika övergångar. 4. Arbetet för att göra biblioteken mer tillgängliga och synliga blev viktigare.
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Aberle, Nathalie, and Mayke Martijntje Hoekstra. "Resilience Based Crisis Management in Public Educational Institutions at the Time of Global Pandemic of COVID-19 : The Implication for Ensuring SDG 4." Thesis, Malmö universitet, Malmö högskola, Institutionen för Urbana Studier (US), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18454.
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Purpose: The pursuance of the sustainable development goals, introduced by the United Nations in2015, is of absolute necessity to build a sustainable future. Resilience-based crisis management helps tosustain an organisation and pursue its goal during crises. The aim of this research was to explore thestatus quo of resilience-based crisis management within public primary- and secondary schools in theNetherlands during school closures due to the COVID-19 pandemic. Furthermore, the aim was todiscover which measures were in place to safeguard the provision of SDG 4. The exploration took placeto observe the adaptation capabilities within the educational sector, which could safeguard the provisionof SDG 4. Methodology: The aim was pursued by a qualitative approach. 17 semi-structured interviews with 18people were conducted during the time of the immediate Coronavirus crisis. All interviewees heldpositions within the crisis management of primary- and secondary schools in the Netherlands. Theinterviews were then analysed by the two researchers using thematic content analysis. Results: The results suggest that:(a) Crisis management structures in the schools foster resilience, yet, leave room for improvement;(b) Crisis management processes to foster resilience are present in the schools, however, the extentvaries and especially the pre-crisis actions were limited;(c) The sustainable development goals, especially the content of SDG 4, are little known in the schools;(d) Actions and measures to provide equitable and qualitative education during the temporary schoolclosures are in place. Implications: This research adds to the young field of crisis management within schools during schoolclosures as well as the provision of SDG 4 during crises through resilience-based crisis management.Since this research is of exploratory nature, many future research opportunities derive from this research.Furthermore, it discovered the strengths and challenges of the Dutch primary and secondary educationsector and gives room for development through education on SDG 4 and resilience-based crisismanagement.
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Martinsson, Jonas. "Consequences of distance learning : Effects of the Corona pandemic on students’ grades." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104599.
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The Corona pandemic and Covid-19 has affected the entire globe where we had to adapt to a new way of living and a new standard of doing things. For the universities in Sweden and around the world this generally meant that the universities had to switch to online teaching and digital examinations to the largest extent possible. Even though we have lived in this new kind of every day we know barely anything about how this has affected the grades of the students, and what we can learn about it to do things more effectively in the future. In this paper, I examine the possible effects on grades for students at the university level by using newly collected data from Linnaeus University’s department of economics and statistics. Results show that the grades after the decision to switch to online teaching and digital exams in March of 2020, overall became higher for both males and females but no significant difference between the genders were found.
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Jing, Zhe. "Content and frames of ©WeChat and Chinese state media - a critical literacy reflection of the narratives during the early stage of COVID-19 pandemic." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2700.
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Governments back disruptive politics on the Internet platforms to influence people. During the global health crisis, because of the popularity and demographic penetration, ©WeChat is said to be one of these platforms. The influential dynamics, the circulated contents relevant to diasporic audiences and the app’s global users are yet to be contextually understood through the educational lens of critical literacy. This study is underpinned by a critical literacy reflective framework which synthesises components from several critical literacy practices: content and frame analysis, critical pedagogies, and specific literacy domain practices to provide guideline for the investigation. The findings demonstrate how state affiliated media (SAM) utilised a global public health crisis to serve the Chinese government’s ideological agenda, and how some of the narratives had entered the ©WeChat sphere which expedited its outreach among the diasporic subjects while the critical literacy struggles are at the stake of their identificatory pursuit in the host country. The author’s reflection of the situation explores required intervention to counter such ideological influence and to contextualise the challenges co-confronted by the institutions and the diasporic community. It concludes that new pedagogical adjustments are needed to respond to the critical democratic and literacy demands in a post COVID-19 world.
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Ehrenborg, Williams Cecilia, and Catarina Eivinsson. "Gymnasiekemi under den globala pandemin COVID-19 läsåret 2020/2021 : Hur lärande och kemiundervisning påverkats utifrån ett lärar- och elevperspektiv." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300817.
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När coronapandemin slog till våren 2020 var kemiundervisningen på gymnasieskolorna i Sverige planerad huvudsakligen som närundervisning och få skolor och lärare var förberedda på den snabbt beslutade omställningen till fjärrundervisning. Under vår VFU-period under vårterminen 2021 uppstod en unik chans att undersöka hur ett antal erfarna kemilärare ställde om och hanterade denna speciella situation av undervisning med förutsättningar som ständigt ändrades med kort varsel beroende på smittoläget i Sverige. Lärarna blev tvungna att använda digitala verktyg i sin kemiundervisning under perioderna när eleverna inte fick komma till skolan utan satt hemma framför sina datorer. Syftet med denna studie var att utifrån ett lärar- och elevperspektiv undersöka pandemins effekter på kemiundervisningen på gymnasiet som bedrivits i en hybrid delvis på distans, delvis i klassrummet samt ibland till och med båda samtidigt. En huvudsakligen kvalitativ undersökning har genomförts med data från semistrukturerade intervjuer av kemilärare på gymnasiet samt från elevenkäter som analyserades med tematisk analys. Analysresultatet pekar på att lärarna själva medger att de haft stora utmaningar med fjärrundervisningen som de upplever inte gett samma lärande som närundervisning. Trots denna försvårande omständighet upplevde lärarna att de generellt lyckades nå kursmålen tack vare ständiga omplaneringar, merarbete och med extrastöd till eleverna åstadkomma ett lärande i kemi i slutet på läsåret på ungefär samma nivå som tidigare år med enbart närundervisning. Elevernas uppfattning var att det var svårare att lära sig under distansperioderna vilket medförde stora tapp i motivation och de gav uttryck för att de hade föredragit att få vara mer i skolans lokaler för att lära sig mer av eget laborerande och kunna interagera lättare och mer med både lärare och klasskamrater.<br>A mainly qualitative survey was conducted using insights from semi-structured interviews of high school chemistry teachers and thematically-analyzed student surveys. The teachers admitted there were major challenges with using online methodologies and tools for education that had not provided the same level of learning as the traditional classroom environment. Despite the aggravating circumstances disrupting their classes, the teachers managed to generally achieve the course goals. However, it required continuous planning, additional time and extra support for them to help students reach the course goals at the same levels as previous years. The students perceived this initial period of remote learning to be more difficult which led toa reduction in motivation. They claimed that lab work was more conducive at school where they could interact more easily and engage with teachers and fellow classmates.
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Bjursén, Elsa. "Lost in Translation? : How health literacy impacts refugees in Sweden." Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446917.
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The covid-19 pandemic has resulted in millions of lost lives, hundreds of millions ill, and an unwelcome interruption in our lives and in the world order. During the pandemic, we have been fed with massive amounts of information and regulations on how to act to reduce the spread of the virus. To properly make use of the information we receive, health literacy is needed. Health literacy is the basic reading and writing skills that enable us to obtain health-related information. However, the information we are given often requires advanced reading skills, contextual knowledge, and capabilities to process and adapt the information to personal situations. These are requirements that can prove challenging for individuals with little or no previous education. This study seeks to answer how health literacy impacts the capability to access and process information, and how accessible information regarding the covid-19 pandemic is. The study focuses on refugees, with little or no education studying at Swedish For Immigrants (SFI) track 1. Refugees are relevant to study as refugees are more socio-economically vulnerable, have been seen to be disproportionately affected by the covid-19 pandemic, and can be argued to face greater challenges in accessing information. The study is done through a small number of interviews with individuals from the focus group. The results indicate that the respondents have good knowledge of common symptoms and measures to avoid spreading the virus. However, the findings do show that the information material available on the Swedish authorities’ websites is too difficult to understand for someone with limited reading skills. This also applies to material that is claimed to be easy to read. Yet, the respondents do grasp the overall content due to pictures and illustrations. The findings are compared to a survey of information during the pandemic among non-fluent Swedish speakers conducted by MSB. The comparison shows support for certain findings from the interviews.
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Kullingsjö, Christine, and Lovisa Aronsson. "Att vara ung i covid-19-pandemins Sverige : Ungdomars livssituation och upplevelser av att leva under covid-19-pandemin." Thesis, Högskolan Väst, Avdelningen för omvårdnad - avancerad nivå, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16928.
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Bakgrund Covid-19-pandemin påverkar individer både genom sjukdomsförekomst och insatta restriktioner. Internationell forskning visar att ungdomar som lever under restriktioner mår psykiskt dåligt och riskerar att göra det under längre tid. Hur ungdomar i Sverige påverkas är ännu inte klarlagt. Distriktssköterskan ska främja barns hälsa där elevhälsan arbetar förebyggande och hälsofrämjande. Syfte Syftet med studien var att undersöka ungdomars upplevelser av att leva under covid-19-pandemin i Sverige och hur deras livssituation påverkas. Metod Aktuell uppsats har sin grund i en genomförd studie från ett forskarsamarbete mellan Högskolan Väst, Göteborgs universitet, Karolinska institutet och Umeå universitet där ungdomar besvarat en webbaserad enkät med öppna och slutna frågor gällande upplevelsen av att leva i en pandemi. En kvalitativ och kvantitativ metodik användes och datan analyserades med kvalitativ innehållsanalys och deskriptiv statistik. Ett bekvämlighetsurval användes med inklusionskriterie utifrån ålder mellan 15-19 år. Totalt deltog 713 ungdomar. Resultat Bland ungdomarna uppgav 19 procent att de upplevt sig socialt isolerade. Ungdomarna beskrev känslor som att känna oro, att känna saknad, sorg och längtan samt att vara här och nu. Många ungdomar uppgav att de kände ensamhet, en känsla av oro för sin situation och att andra ska råka illa ut men de uttryckte också saknad av sin normala tillvaro. Slutsats De upplevelser som beskrivits av ungdomarna kan riskera att utveckla en ökad psykisk ohälsa på sikt, och som specialistsjuksköterska möter man dessa ungdomar inom både elevhälsan och primärvården. Därför behövs både en beredskap och resurser för att möta dessa ungdomar och erbjuda det stöd de är i behov av.<br>Background The covid-19 pandemic affects individuals both through incidence of disease and imposed restrictions. International research shows that teenagers living under restrictions feel mentally ill and risk doing so for a long period of time. The impact on health among teenagers in Sweden is still unknown. The district nurse shall promote children’s health by working preventively and health-promoting. Aim The purpose of the study was to investigate teenagers' experiences of living during the covid-19 pandemic in Sweden and how their life situation is affected. Method The current essay is based on a completed study from a research collaboration between University West, the University of Gothenburg, the Institute of Karolinska and Umeå University, where teenagers answered a web-based survey with open and closed questions regarding the experience of living in a pandemic. A qualitative and quantitative methodology was used where the data was analysed using qualitative content analysis and descriptive statistics. A convenience sample has been used with inclusion criteria 15-19 years. A Total of 713 teenagers participated. Results Among the teenagers 19 percent stated that they felt socially isolated. The teenagers described emotions such as feeling anxious, feeling missed, sad and longing and being here and now. Many teenagers expressed a feeling of loneliness, a feeling of worry about their situation and worries about others but also a longing for their normal life. Conclusion The experiences described by the teenagers may risk to increased mental illness further ahead, and as a specialist nurse you meet these teenagers in student health and in the primary care. Therefore preparedness and resources are needed to meet these teenagers and offer them the support they need.
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Light, Mark D. "Exploring the Adaptability of Ohio State University Extension County 4-H Professionals to an All-Digital Setting During the COVID-19 Remote Work Period Based on Selected Variables and Their Relationship to Change Style Preferences." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu161895890913408.
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Botelho, Heloisa. "Diálogos estudantis em tempo de pandemia Covid-19: gabinete virtual de estudantes de países de língua portuguesa para o desenvolvimento de habilidades de mediação de conflitos." Master's thesis, Universidade de Évora, 2022. http://hdl.handle.net/10174/31363.
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A educação e o papel da escola no século XXI são grandes desafios contemporâneos, numa sociedade marcada por intensa globalização, celeridade dos acontecimentos, transição digital e um crescente fenômeno social de violência. Esses aspectos aumentam os conflitos vivenciados em contextos educativos, que por sua vez, demandam novas aprendizagens, sobretudo, pautadas no paradigma que contemple saberes cognitivos, emocionais e sociais. Entretanto, torna-se vital ampliar a compreensão de conceitos, contextos e metodologias que promovam aprendizagem socioemocional aos estudantes, a fim de que tenham habilidades e competências para responder aos desafios contemporâneos, dentre esses gerir e mediar conflitos, sobretudo em contextos educativos. Assim, o estudo aqui apresentado, tem por objetivo desenvolver estratégia metodológica de intervenção junto aos estudantes, capacitando-os no desenvolvimento de competências e habilidades socioemocionais, para a gestão-mediação de conflitos e relações interpessoais em contexto educativo. Para tanto utilizou-se a metodologia de investigação-ação. Primeiramente, realizou-se o tratamento de dados e informações coletadas, a fim de fazer o levantamento sobre os conflitos na aprendizagem, as estratégias de gestão e os recursos socioemocionais conhecidos pelos estudantes participantes. Esse levantamento direcionou a ação de intervenção por meio de formação e constituição de Gabinete Virtual de Estudantes de Países de Língua Portuguesa para o Desenvolvimento de Habilidades de Mediação de Conflitos, composto por 22 jovens de ensino secundário, de três continentes oriundos dos seguintes países de língua portuguesa: Angola, Brasil, Cabo Verde, Moçambique, Portugal e São Tomé e Príncipe. A formação teve abordagem colaborativa, usou metodologias ativas centradas na promoção de aprendizagens socioemocionais e gestão de conflitos. No decorrer da formação aferiu-se a aprendizagem, para verificar o cumprimento de objetivos e metas. Ao final aplicou-se questionário de avalição da formação e aprendizagem. O resultado indicou efeitos positivos da intervenção, pois a análise de dados demonstrou mudança significativa no uso das estratégias e eficácia da aplicabilidade no cotidiano dos estudantes, melhoria nas relações interpessoais, mudança na percepção e
consequente diminuição de conflitos vivenciados. No decorrer da intervenção originou-se desdobramento, propiciando novas ações de intervenção agregando novas aprendizagens e novos sujeitos. Dessa forma o resultado demonstrou a eficácia e relevância da investigação titulada: “Diálogos Estudantis em tempos de pandemia COVID-19 Gabinete Virtual de Estudantes de Países de Língua Portuguesa para o Desenvolvimento de Habilidades de Mediação de Conflitos”; STUDENT DIALOGUES IN TIMES OF COVID-19 PANDEMICS: STUDENTS'
VIRTUAL OFFICE FROM PORTUGUESE-SPEAKING COUNTRIES FOR
CONFLICTS MEDIATION SKILLS DEVELOPMENT
ABSTRACT:
Education and the role of schools in the 21st century are major contemporary challenges, in a society marked by intense globalization, speed of events, digital transition and a growing social phenomenon of violence. These aspects increase the conflicts experienced in educational contexts, which, in turn, demand new learning, above all, based on the paradigm that includes cognitive, emotional and social knowledge. However, it is vital to broaden the understanding of concepts, contexts and methodologies that promote socio-emotional learning for students, so that they have skills and competences to respond to contemporary challenges, including managing and mediating conflicts, especially in educational contexts. Thus, the study presented here aims to develop a methodological intervention strategy with students, enabling them to develop socio-emotional skills and competences, for the management-mediation of conflicts and interpersonal relationships in an educational context. For this purpose, the action-research methodology was used. First, the data and information collected were processed in order to survey the conflicts in learning, the management strategies and the socio-emotional resources known by the participating students. This survey directed the intervention action through the formation and constitution of a Virtual Cabinet of Students from Portuguese-Speaking Countries for the Development of Conflict Mediation Skills, composed of 22 secondary school young people from three continents from the following Portuguese-speaking countries Portuguese: Angola, Brazil, Cape Verde, Mozambique, Portugal and São Tomé and Príncipe. The training had a collaborative approach, using active methodologies focused on promoting socio-emotional learning and conflict management. During the training, learning was measured to verify the fulfillment of objectives and goals. At the end, a training and learning evaluation questionnaire was applied. The result indicated positive effects of the intervention, as the data analysis
showed a significant change in the use of strategies and effectiveness of applicability in the students' daily lives, improvement in interpersonal relationships, change in perception and consequent reduction of conflicts experienced. In the course of the intervention, an unfolding originated, providing new intervention actions, adding new learning and new subjects. In this way, the result demonstrated the effectiveness and relevance of the investigation entitled: “Student Dialogues in times of the COVID-19 pandemic Virtual Office of Students from Portuguese-Speaking Countries for the Development of Conflict Mediation Skills”.
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Steidl, Alexa. "Understanding the Impact of the COVID-19 Pandemic Within Educational Communities Using Longitudinal Analysis." DigitalCommons@CalPoly, 2021. https://digitalcommons.calpoly.edu/theses/2312.
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At California State University, Los Angeles and California Polytechnic University, San Luis
Obispo, a longitudinal survey was created in response to the COVID-19 pandemic for students within their respective engineering departments. A combination of nonparametric and longitudinal analysis is performed to evaluate the impacts of the transition to a virtual educational environment and the stressors brought on by the global pandemic. Additional qualitative evaluation is performed to gain insight and make program recommendations to enhance the resilience of individuals in the academic systems. Results demonstrate a large shift in circumstances immediately at the start of the pandemic, with a variety of significant trends across the survey cycles and topics. A comparison of the two institutions both qualitatively and quantitatively demonstrate how different institutional responses and student bodies impacted the overall student experience.
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Sundin, Bert, and Eva Gripenfors. "COVID-19 OCH UNDERVISNINGEN I GRUNDSKOLAN : ”Vi skulle hålla oss lugna”." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185516.
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Den här studien fokuserar på ett antal grundskollärares arbete under inledning och fortsättning av Coronapandemin. Begreppet pandemi används för att beskriva en smittsam sjukdom som drabbar många människor, och som ofta sprider sig över mycket stora områden (Langlet, 2011). Syftet med studien var att tydliggöra den verklighet som respondenterna upplevde den under 2020. Frågor har ställts om undervisningssituationen och hur lärarna har arbetat under året. Dessutom vad lärarna upplevt att de lärt sig under årets gång. Metoden som tillämpades var intervjuer och deltagarna var lärare inom den svenska grundskolan. Resultaten visar att samtliga deltagare påverkats i sin vardagliga undervisningssituation och att de allra flesta hamnat i en för dem helt okänd verklighet med nya arbetsuppgifter och nya förhållningssätt. Respondenterna har fått hanskas med mycket oro. De har känt sig slitna och ofta oroliga för sin egen säkerhet. De har inte fått visa sin egen oro utåt. Utifrån studien kan slutsatsen dras att trots förändrade förutsättningar och höga krav, upplevde deltagarna att de lärt sig nya saker och hittat arbetsformer som lett arbetet framåt.
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Sephton, Andrew Mark. "Exploring school adaptations to the challenges of educating in the context of the Covid-19 pandemic." Thesis, Sephton, Andrew Mark (2022) Exploring school adaptations to the challenges of educating in the context of the Covid-19 pandemic. Professional Doctorate thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/65202/.
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The COVID-19 pandemic provided a world-wide opportunity for educators and educational structures to be evaluated (Margolis, 2020; McLeod & Dulsky, 2021). The demands placed on both schools and their communities to suddenly switch to a remote learning mode, revealed that many challenges, both procedural and relational, were associated with such a move (Lorenc et al., 2021).
This qualitative descriptive case study explored how a school procedurally and relationally responded to the challenges of educating during the COVID-19 pandemic of 2020. Two cohorts (leaders and teachers) of a school community were sampled via semi-structured interviews to establish the depth and diversity of perspectives and experiences. Teachers and leaders who participated in the interviews described a mixture of procedural and relational foci in their educational responses they used to instil a sense of familiarity with their students and parents and with each other. Challenges described within these responses revolved around themes of communication, leadership decision making and resourcing during the crisis, with all participants noting aspects of time pressure and fatigue as extenuating factors.
This study’s findings indicated that the disruption of COVID-19 to traditional educational community structures allowed for a shift in procedural and relational responses by the school community. Educational leaders in the case study school were given a chance to reshape their institution into a more reflexive community and model new practice architectures that would be relevant to future crises in their particular situation. This study also proposes a conceptual framework that elevates teacher agency in decision-making protocols as well as provide new insights for universities, education departments, professional authorities and schools that are endeavouring to assist their communities during times of educational crisis.
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Skeppe, Grahn Tua. "Hur covid-19-pandemin har påverkat digitaliseringen i svenska gymnasieskolor : Ett lärarperspektiv." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19758.
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Digitaliseringen i samhället går snabbt framåt men det är inte alltid enkelt att utveckla digitala tjänster, framförallt inte inom den offentliga sektorn. Inom skolväsendet har digitaliseringen gått långsamt och mött utmaningar i form av bristen på digital kompetens, säkerställa att elever inte hamnar i ett digitalt utanförskap och en ständigt växande EdTech-marknad. När covid-19-pandemin drabbade världen valde Sverige att stänga gymnasie- och högskolor och bedriva all undervisning på distans. Denna studie har undersökt hur gymnasielärare har upplevt hur digitaliseringsarbetet i svenska gymnasieskolor har påverkats under covid-19-pandemin när de har tvingats att bedriva undervisning på distans. Syftet har varit att få en större förståelse för hur skolor har hanterat pandemin och på vilket sätt det har påverkat skolors digitaliseringsarbete. Gymnasielärare har intervjuats för att ta reda på hur de har upplevt det digitala arbetet under covid-19-pandemin. Resultatet visar att gymnasielärare har stött på många utmaningar under pandemin varav det största har varit att säkerställa elevers närvaro och deltagande under distansundervisningen. Studien visar att gymnasielärare upplever att det har funnits en brist på gemensamma digitaliseringsstrategier i organisationen samt att de har fått en ökad arbetsbelastning i och med att all kommunikation sker digitalt. Resultatet visar också att när gymnasielärare under covid-19-pandemin har blivit tvingade att utföra allt sitt arbete på distans med digitala verktyg har de fått upp ögonen för hur undervisning kan bedrivas med digitala medel och de upplever att digitaliseringsarbetet i skolorna har tagit ett stort kliv framåt.<br>Digitalisation in society is advancing rapidly, but it is not always easy to develop digital services, especially not in the public sector. In the school system, digitalisation has been slow and faced challenges in the form of a lack of digital competence, ensuring that students do not end up in digital exclusion and an ever-growing EdTech market. When the Covid-19 pandemic hit the world, Sweden chose to close universities and upper secondary schools and conduct all distance learning. This study has examined how upper secondary school teachers have experienced how the digitalisation in Swedish upper secondary schools has been affected during the Covid-19 pandemic when they have been forced to conduct distance learning. The aim has been to gain a greater understanding of how schools have handled the pandemic and in what way it has affected schools' digital work. High school teachers have been interviewed to find out how they have experienced the digital work during the Covid-19 pandemic. The results show that high school teachers have encountered many challenges during the pandemic, the largest of which has been to ensure students' presence and participation during distance education. The study shows that upper secondary school teachers feel that there has been a lack of common digitalisation strategies in the organization and that they have had an increased workload as all communication takes place digitally. The results also show that when high school teachers during the Covid-19 pandemic have been forced to carry out all their work remotely with digital tools, it has opened their eyes to how teaching can be conducted with digital means and they feel that digitalisation in schools has taken a big step forward.
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Johansson, Lundblad Paulina. "Ungdomars osäkerhet inför gymnasievalet : En studie av ungdomars gymnasieval under pågående Covid-19-pandemi." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185489.
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Det här är en studie vars syfte är att öka kunskapen om elevers gymnasieval under en pågående pandemi och särskilt hur stor osäkerhet de känner och vad som påverkar dem i sina val. I studien ges en bakgrund om ungdomars övergång till gymnasieskolan med avseende på olika faktorers påverkan, vilken vägledning de fått samt det som Hodkinson och Sparkes (1997) beskriver som handlingshorisont. Utifrån en enkätstudie i samtliga klasser i årskurs 9 på en högstadieskola kunde elevernas uppfattning om gymnasievalet analyseras och kategoriseras. Det utmärkande i studien är att eleverna efterfrågar mer information om gymnasiet. Det beror bl.a. på restriktioner pga. Covid-19-pandemin som orsakade uteblivna gymnasiebesök. Om antalet felval är större för den här gruppen av ungdomar återstår dock att se när dessa ungdomar gått en tid på sin nya utbildning.
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Atak, Yesim. "Så påverkas studenter under Covid-19 : En kvalitativ studie om hur högskolestudenter uppfattar att distansundervisningen under Covid-19 pandemin påverkar deras studievillkor." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54191.
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Sedan december 2019 har samhället kommit att förändras på grund av Covid-19 pandemin. Den snabba smittspridningen förändra ett helt globalt samhälle och den 20 mars 2020 förflyttades all högskoleundervisning belägen på campus till undervisning på distans i Sverige. Detta kom att innebära en förändring för högskolestudenter och deras förutsättningar för goda studievillkor. Syftet med studien var att undersöka hur högskolestudenter uppfattar att omställningen från campusundervisning till distansundervisning under Covid-19 pandemin har påverkat deras studievillkor. En kvalitativ metod valdes för att besvara studiens syfte. Insamling av data skedde med hjälp av semistrukturerade intervjuer och urvalet av intervjupersoner var målstyrt. Intervjupersonerna bestod av sex högskolestuderande, vars campusundervisning omvandlats till distansundervisning. Materialet som samlades in analyserades med en kvalitativ manifest innehållsanalys. Resultatet påvisade att högskolestudenterna uppfattade att den snabba omställningen lett till försämrade studievillkor. Det uteblivna stödet av lärare och annan administrativ personal har lett till försämrad motivation till studierna på distans. Den snabba förändringen har lett till försämrade relationer studenter emellan som lett till försämrad samhörighet och delaktighet. Vidare visar resultatet att digitala verktyg är av stor betydelse vid undervisning på distans. Slutsatsen är att högskolestudenterna uppfattar att omställningen från campusundervisning till distansundervisning under Covid-19 pandemin har lett till försämrade studievillkor.<br>Since December 2019 the society has changed due to Covid-19. The rapid spread of the infection changed an entire global community and on March 20, 2020, all education located on campus was moved to distance education and came to mean a big change for university students and their study conditions. The purpose of the study was to investigate how university students perceive that the change from campus education to distance education during the Covid-19 pandemic has affected their study conditions. A qualitative method was chosen to answer the purpose of the study. Data were collected by using semi structured interviews and the selection was goal-oriented. The interviewees consisted of six university students whose campus education was changed to distance education. The collected material was analyzed with a manifest content analysis. The results showed that the university students perceived that the rapid change has led to worse study conditions. The lack of support from teachers and administrative staff has led to reduced motivation for distance education. The rapid change has led to worse relations between students, which has led to do worse affinity and participation in school. The conclusion of the study is that the university students perceive that the rapid change of the Covid-19 pandemic has led to changed study conditions for the university students.
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Lind, Matilda, and Josefine Petersson. "Undervisningen flyttas ut : En studie om undervisning i förskolan under covid-19 pandemin." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104600.
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Syftet med studien är att bidra med kunskap om förskollärares undervisning utomhus och i relation till covid-19. Förskolorna har fått restriktioner och den största delen av verksamheten ska äga rum utomhus. I studien besvaras forskningsfrågorna: Vad är enligt förskollärare i fokus för undervisning utomhus? Hur beskriver förskollärare att de iscensätter undervisningen utomhus? Hur uttrycker förskollärare att de anpassat sin undervisning efter covid-19 utbrott? Genom att använda semistrukturerade intervjuer med sju förskollärare som arbetar på olika förskolor och i olika kommuner har vi kunnat få fram ett resultat kring denna studie. Förskollärarna fick i intervjuerna berätta hur deras verksamhet har förändrats sedan covid-19 startade och hur utomhusundervisningen har fått sig ett lyft. Utemiljön bidrar till att barnen övar sin grovmotorik och deras sociala utveckling påverkas. Analys av data har skett med hjälp av begreppen lärandets objekt och lärandets akt, vilka är hämtade från utvecklingspedagogisk teori. Resultatet av studien visar att förskollärarna har förändrat undervisningen utomhus efter covid-19 utbrott. Förskollärarna inspirerar barnen mer med både spontana och planerade undervisningssituationer utomhus. Då undervisningen har flyttats ut på grund av covid-19 pandemin.
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Andersson, Jennifer, and Jonsson Linnéa Falk. "Pandemins betydelse för användandet av förskolans utomhusmiljö : -en intervjustudie om Covid-19." Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42511.
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Syftet med studien var att analysera hur pedagoger beskriver användandet av utomhusmiljön under den pågående pandemin. Studien är kvalitativ och genomfördes via digitala intervjuer av åtta förskolepedagoger på olika förskolor inom Sundsvalls kommun. Vi har strukturerat och analyserat studiens data utifrån en tematisk analys. Pedagogerna i vår studie beskriver att de har ett didaktiskt förhållningssätt genom kombination av läroplanen, barnens intressen och pandemins restriktioner. Studien visar även att pandemin påverkar användandet av förskolans utomhusmiljö både positiv och negativ. Verksamheten inomhus påverkats negativt vad det gäller tryggheten. Inomhusverksamheten har dock kunnat flyttats ut till utomhusmiljön, vilket har gynnat mångfalden av handlingserbjudanden i utomhusmiljön och även barnens kreativitet och samarbete, samt att det är mer hälsofrämjande att ha aktiviteterna i utomhusmiljön.<br><p>Betyg i Ladok 210606.</p>
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Teurneau, Birger, and Edvin Mlivić. "Programmering På Distans: En Studie Kring Påtvingad Distansundervisning Under En Rådande Pandemi." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43474.
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Den akuta situationen med Covid-19 har haft en global påverkan på utbildning. Vid studiens tidpunkt hade pandemin pågått i drygt ett år och normala förhållanden var inte inom synhåll. Författarna av denna uppsats har själva genomgått en radikal förändring och har känt behovet av att undersöka kring ämnet programmering vid distansundervisning. För att sätta ljus på de positiva aspekterna och hitta möjligheter för vidareutveckling, vill författarna förmedla det som varit bra respektive mindre bra. Uppsatsen genomsyras av en tematisk analys efter ett antal genomförda kvalitativa intervjuer. Studien har huvudsakligen sökt efter berättelser, upplevelser och känslor som studenter och lärare på programmet Informationsarkitekt vid Malmö Universitet delar med sig. Trots att studieresultaten inte påvisade någon märkbar skillnad i förhållande till föregående år, verkar pandemin ha haft en stor inverkan på många områden. Lärarna upplevde att klyftan mellan högpresterande och lågpresterande studenter blivit större. Detta tros delvis bero på att de lågpresterande studenterna drar sig för att be om hjälp, trots att de är i behov av det. Samtidigt tycks de högpresterande studenterna blivit duktigare på att söka information på egen hand.<br>The emergent situation regarding Covid-19 has had an effect on education globally. At the time of this study, the pandemic had been going on for about a year. The usual everyday life was nowhere to be seen. The authors of this paper have experienced the radical changes and felt the need to investigate the remote education of programming. To shed some light on the positive outcomes and to find possibilities for further improvements, the authors want to relay the successful and unsuccessful aspects. The paper contains a thorough thematic analysis of the conducted qualitative interviews. In the study, stories, experiences and feelings from the students and teachers from the information architect programme at Malmö University have been the main part of the data collected. Though the grades didn’t show any noticeable differences in comparison to the last few years, the pandemic seems to have had a major impact in many areas. The teachers have witnessed an increasing gap between high performing students and low performing students. It is believed that this may be caused by the low performing students' tendency not to seek help when they need it the most. While the high performing students seem to have gotten better at searching for information by themself.
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Lundkvist, Mirelle, and Jessica Lilja. "Föräldrasamverkan under pandemin : En kvalitativ studie om förskollärares och vårdnadshavares perspektiv på samverkan och kommunikation under pandemin." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54557.
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Syftet var att utveckla en djupare förståelse för de förändringar som pandemin medfört gällande föräldrasamverkan och kommunikation mellan förskolan och hemmet utifrån ett förskollärar- och vårdnadshavarperspektiv. Studien utgår från en kvalitativ ansats där fem förskollärare och fem vårdnadshavare intervjuats. Frågeställningarna innefattar perspektiv från både förskollärare och vårdnadshavare där de beskriver sin syn på hur samverkan och kommunikationen sett ut innan och under pandemin. Studien har sin utgångspunkt i den sociokulturella teorin där begrepp som mediering och artefakter ligger till grund för analysen. Det framkommer i resultatet att viktiga aspekter i samverkan och kommunikationen mellan hem och förskola är tydlighet, möjlighet till dialog och fysiska möten. Slutsatsen är att samverkan och kommunikation är i förändring i och med pandemin, de restriktioner och riktlinjer som finns medför olikheter i hur förskolans verksamhet bedrivs. Förändringarna bestod av en begränsad insyn för vårdnadshavare eftersom de inte bjuds in i lokalerna på samma sätt som innan pandemin. Kommunikationen mellan förskolan och hemmet har även förändrats till att bli mer digital.
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BONACINI, LUCA. "La pietra miliare dello sviluppo delle persone: ripensare l’educazione dopo la pandemia COVID-19." Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2021. http://hdl.handle.net/11380/1239415.
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Nelle società contemporanee, la scolarizzazione è una risorsa fondamentale per consentire alle persone di raggiungere la piena opportunità di sviluppo delle proprie abilità. Alla luce di ciò, l'equità e la qualità del sistema educativo sono tra i pilastri fondamentali dei paesi sviluppati.
La presente ricerca evidenzia la necessità di costruire un sistema educativo più inclusivo. In particolare, si concentra sull'analisi degli effetti diretti e indiretti che la pandemia COVID-19 ha avuto sulle disuguaglianze educative, suggerendo alcune proposte di policy per superare queste disparità.
Il primo capitolo tratta l’importanza di incentivare l’educazione post-obbligatoria. Esso si concentra sulla recente diffusione dello smart working, che permette di lavorare limitando il rischio di diffusione dell'infezione. Applicando un metodo di influence function regression all'indagine INAPP-PLUS, si analizza in che modo un potenziale aumento dello smart working possa influire sulla distribuzione dei redditi da lavoro. I risultati mostrano che i potenziali benefici derivanti dalla diffusione dello smart working potrebbero essere distribuiti in modo diseguale tra i lavoratori. Pertanto, questa pratica rischia di aggravare le disuguaglianze preesistenti nel mercato del lavoro, soprattutto se non adeguatamente regolamentate.
Il secondo capitolo si concentra sugli effetti che il ciclo economico potrebbe produrre sulle decisioni d’investimento nell'istruzione post-obbligatoria. I risultati possono essere particolarmente importanti alla luce del trend economico negativo conseguente allo scoppio del COVID-19. Attraverso un modello a effetti fissi implementato sui dati panel EU-SILC, si nota che la relazione tra ciclo economico e le scelte d’investimento in educazione è differente tra la popolazione: questa è negativa per le famiglie più povere, mentre quelle più ricche sembrano essere a-cicliche. Pertanto, quando il ciclo economico migliora può causare un aumento della disuguaglianza nell'accesso all'istruzione.
Il terzo capitolo si basa su una procedura di machine learning che identifica l'efficacia delle tre misure di lockdown in Italia sulla limitazione dell’epidemia. I risultati rivelano che la chiusura delle scuole è stata la misura più efficace, mentre la chiusura delle attività “non essenziali” appare essere stata poco rilevante. Inoltre emerge una forte eterogeneità in termini di caratteristiche sociali, sanitarie ed economiche di queste misure tra le province italiane.
L'ultimo capitolo studia le disuguaglianze educative derivanti dalla chiusura delle scuole durante la pandemia. Utilizzando i dati di PISA 2018, esso indaga le conseguenze a breve e lungo termine che la mancanza degli strumenti ICT può produrre sugli studenti incapaci di apprendere a distanza. I risultati mostrano che, a parità di altre condizioni, questi studenti subiscono significativamente perdite cognitive ed è più probabile che essi rivedano al ribasso la propria carriera scolastica.
In sintesi, questa tesi illustra come i cambiamenti nel mercato del lavoro aumentano la necessità di attuare interventi volti a promuovere il tasso di partecipazione nell’educazione, in particolare per i giovani provenienti da famiglie più povere. Il peggioramento delle condizioni economiche conseguente all'avvento del COVID-19 può aiutare in tal senso. Essa inoltre suggerisce che la chiusura delle scuole come misura per contrastare la pandemia potrebbe avere effetti controversi quando non è accompagnata con ulteriori misure di allontanamento sociale. Infine, l'apprendimento a distanza potrebbe aggravare le disuguaglianze educative. Pertanto, il sistema scolastico dovrebbe fornire agli studenti gli strumenti ICT e le relative competenze al fine di ridurre le disuguaglianze di apprendimento.<br>In contemporary societies, schooling is a fundamental resource in enabling persons to achieve the fullest opportunity to develop their abilities. In light of this, equity and quality of the education system are among the fundamental pillars of developed countries.
The present research points out the need to build a more inclusive education system. In particular, it focuses on analysing the direct and indirect effects that the COVID-19 pandemic has been having on education inequalities, by addressing some policy proposals to overcome to these disparities.
The first chapter is an introduction that explains about the importance that societies must attach to the increase in school enrolment rates. It focuses on the recent diffusion of smart working as a mean that allows to keep on working while limiting the risk of infection diffusion. By applying an influence function regression method to the INAPP-PLUS survey, it analyses how a potential increase in the use of smart working may impact the distribution of labour income. Results show that the potential benefits deriving from a positive shift in smart working would be unequally distributed among employees. Thus, smart working risks to exacerbate pre-existing inequalities in the labour market, especially when it is not adequately regulated.
The second chapter focuses on the effects that the economic cycle could produce on decisions by people to invest in post-compulsory education. Results may be particularly important in light of the negative economic trend consequent to the outbreak. I adopt a fixed effect model on panel data from EU-SILC. Findings exhibit a negative relation between the economic trend and the decision to invest in education for the poorer population, while the wealthier people seems to be a-cyclical. Therefore, the economic cycle has a different impact on educational choices along the income distribution, hence it may produce inequality in the access to education when it improves.
The third chapter relies on a machine learning procedure to identify the effectiveness of lockdown measures in Italy, by using time series of COVID-19 cases. Results reveal that among the restrictive measures taken by the Italian government, the closure of schools is the most effective one, while the shutdown of “non-essential” activities appears to be hardly relevant. Moreover, a strong heterogeneity in terms of the social, health and economic features, of these measures across Italian provinces emerges.
The last chapter studies the current education inequalities arising from school closures during the pandemic. By using PISA 2018 data, it investigates the short and long run consequences that a lack of ICT facilities may produce on students unable to learn remotely. Findings show that, everything else equal, these students experience significant cognitive losses. Furthermore, they are more likely to revise downwards their plans on future education.
To sum up, the present thesis starts by showing that changes in the labour market exacerbate the need to implement long-term interventions aimed at promoting the enrolment rate in non-compulsory education in particular for youths coming from poorer households. The worsening of the economic conditions consequent to the advent of the COVID-19 may be used as a driver in this sense. At the same time, it suggests that the closure of the schools as a measure to contrast the pandemic, might have controversial effects when it is not associated with further social distancing measures, since teenagers get infected during their spare time. Finally, distance learning could exacerbate learning inequalities. Therefore, the school system should provide ICT facilities and the relative skills to students in order to reduce learning inequalities effects.
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Rooth, Gabriella. ""Grejen med dans - kroppar i ett rum" : Danslärares beskrivningar av dans på distans under Covid-19-pandemin." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-86107.
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Syftet med denna studie är att beskriva lärares upplevelse av fjärrundervisning i ämnet Dansgestaltning under Covid-19-pandemin. Kurserna i Dansgestaltning inom gymnasiets estetiska program innehåller skapande och en förutsättning för detta är de centrala målen i kursen som fokuserar på samarbete, interaktion och konstnärligt arbete. Studien syftar till att visa hur lärare ställt om undervisningen i Dansgestaltning till fjärrundervisning, att visa på problem de stött på men även lyfta perspektivet kring hur det går att se framåt. För att uppnå syftet ställs tre frågor som handlar om hur lärare arbetar och till följd av Covid19-pandemin förändrat sitt arbete med kursen Dansgestaltning. Den teoretiska utgångspunkten i studien är Socialsemiotiskt multimodalt perspektiv som visar på hur kommunikation är en samverkan av flertalet teckensystem. Studien innehåller även reflektioner om det didaktiska rummets betydelse för lärande. Empiri samlas in genom intervjuer med verksamma danslärare. Resultatet visar hur viktig danssalen är; det fysiska rummet möjliggör det komplexa system av kommunikation som kontinuerligt sker i dansundervisning. Det är även tydligt hur viktigt det sociala samspelet elever emellan är för elevernas studiemotivation och lärande.
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Montelius, Moussavi Lina. "Vilken betydelse har pandemin Covid-19 haft för lärarna i hem- och konsumentkunskap under vårterminen 2020?" Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180720.
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Den pågående COVID-19 pandemin utmanar löftet om utbildning som en mänsklig rättighet (United nations, 2020). Syftet med examensarbetet är att bilda kunskap om lärarnas erfarenheter av undervisningen i hem- och konsumentkunskap under covid-19 pandemin vårterminen 2020. Sex stycken strukturerade intervjuer har genomförts för att undersöka hem- och konsumentkunskapslärares upplevelser och erfarenheter av att undervisa under vårterminen 2020. Resultatet av en tematisk innehållsanalys visar att lärarnas arbetsbelastning ökat, mer utbildning i digitala verktyg behövs, det behöver utvecklas arbetssätt för att ta hänsyn till elevers olika förutsättningar att studera i hemmet. Studiens resultat visar också att det är viktigt att skapa tydliga uppgifter som kan bedömas enkelt och därmed bidra till en mer likvärdig undervisningssituation och till förenklat arbete för vikarierande kollegor som då kan leda undervisningen trots att ordinarie lärare är sjuk. Utbildningsfrågan behöver prioriteras av regeringen för att kunna sätta in nationella riktlinjer som kan bidra till att avlasta lärarna och säkerhetsställa likvärdigheten för utbildningen.
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Bergman, Gabriel, and Niclas Eriksson. "OFRIVILLIG DISTANSUNDERVISNING I IDROTT OCH HÄLSA : En enkätstudie med gymnasieelever under en pågående pandemi." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185522.
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År 2020 spreds coronaviruset på hela jorden och klassades som en pandemi. Svenska gymnasieskolor uppmanades att övergå till distansundervisning för att undvika smittspridning på skolorna. Med hjälp av digitala redskap har lärare och elever kunnat kommunicera och bedriva undervisning trots att de varit på olika platser. Eftersom denna ofrivilliga form av distansundervisning inte har skett förut finns det heller inte särskilt mycket tidigare studier inom området. Gällande ämnet idrott och hälsa finns det olika tankar kring hur distansundervisning upplevs. På högskolenivå i Kina ansåg man att det mest fanns fördelar och på grundskolenivå i Spanien ansåg man att det mest fanns nackdelar. Det finns dock inga studier som visar hur svenska skolor ser på distansundervisning i idrott och hälsa. Syftet med denna studie är att undersöka hur elever i gymnasieskolan upplever den ofrivilliga distansundervisningen i idrott och hälsa i jämförelse med traditionell undervisning. Med enkät som metod har data samlats in från 218 gymnasieelever på fyra olika skolor. Studiens resultat visar att innehåll som varit vanligt förekommande under traditionell undervisning inte är särskilt vanligt förekommande under distansundervisning. Majoriteten visar att de föredrar traditionell undervisning. Däremot kan man se att många ser fåtalet fördelar med distansundervisning, så som att det är mer eget ansvar och att det finns mer möjligheter till att välja fritt bland aktiviteter. Slutsatsen av studien är att det är stora skillnader i vilket lektionsinnehåll som eleverna erbjuds under distansundervisning och traditionell undervisning. Eleverna anser att de stora nackdelarna med distansundervisning i idrott och hälsa är avsaknaden av social interaktion och att motivationen är lägre. De anser att den stora fördelen är att det är friare och att man har större eget ansvar. Den upplevelse elever har av idrott och hälsa på distans skiljer sig mycket lite mellan könen.
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Sörvåg, Christina. "Uttalsundervisning under pågående pandemi : En kvalitativ studie i hur uttalsundervisning kan fortgå i en annorlunda tid." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180725.
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Syftet med denna studie är att undersöka hur uttalsundervisning inom andraspråksinlärning för vuxna påverkas av plötsliga nationella restriktioner. Forskningsfrågorna som har bearbetats är hur lärare i två länder med olika nationella strategier för hanteringen av Coronapandemin uppfattar att restriktionerna har påverkat deras uttalsundervisning, hur de uppfattar att den förändrade situationen har påverkat elevernas uttalsutveckling och vilka skillnader som kan förekomma i uttalsundervisningen som följd av de olika nationella strategierna. Mitt arbete har genomförts med hjälp av lärarintervjuer i Norge och Sverige. Lärarna är alla aktiva inom andraspråksinlärning för vuxna. Mina resultat har även jämförts med litteratur inom samma område. Intervjuundersökningen visar att alla informanter har kunnat bedriva fortlöpande uttalsundervisning tack vare bland annat digitala lösningar. De olika nationella strategierna som Norge och Sverige har valt har inte resulterat i stora skillnader i uttalsundervisningen. Den har förändrats på samma sätt i båda länder, men den temporära förändringen har haft olika tidsramar.
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Andersson, Pousár Elise, and Jennifer Lundvall. "Den svenska gymnasieskolans övergång till distans-och fjärrundervisning under covid-19-pandemin : Lärares uppfattningar om förändringar i skolans likvärdighet." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16080.
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Bakgrund: I efterdyningarna av den hastiga övergång till distans-och fjärrstudier som genomfördes i de svenska gymnasieskolorna under våren 2020 kvarstod en stor mängd frågor som obesvarade. Tidigare studier fanns som visade att en planerad övergång kunde ha bra effekter på likvärdigheten,samtidigt som studier redan hade visat att den svenska skolan under detta synnerligen annorlunda tillfälle upplevt ett flertal problem. Vilken bild kan lärare bidra med? Vad för olikheter kunde kompenseras för på distans och vad önskar lärare att de hade möjlighet att göra med en mer långsiktig planering? Syfte: Följande studie undersöker den övergång till distans-och fjärrundervisning de svenska gymnasieskolorna genomgått under våren år 2020, som följd av covid-19-pandemin. Studiens syfte är att undersöka lärares resonemang och föreställningar irelation till de effekter den hastiga övergången haft på utbildningens likvärdighet. Metod: Då studien är menad att söka föreställningar och resonemang har samtalsintervjuer valts som metod, detta är en kvalitativ ansats som införlivades genom samtal med åtta lärare från olika kommuner, skolor och ämnesområden. De samtalsintervjuer som hölls var öppna och de gemensamma upplever som förekom kunde delas in i olika teman. Efterdsom det är lärarnas olika föreställningar som står i fokus har teorierna Bourdieus kapitalteori och ramfaktorteorin valts, dessa teorier bidrar med förklaringsmodeller som hjälper föreställningarna att kopplas till likvärdigheten på ett teoretiskt plan. Resultat: Studien speglar en skola som på distans kräver en utförlig planering och budget för att bibehålla likvärdigheten. Trots att detta inte kunde ske under våren var det något som lärare beskrev som utmanande, men inte omöjligt att hantera. Deras upplevelser skildrade en skola där klassmarkörer synliggjordes mer än innan, där elevers förutsättningar att studera både förbättrades och försvårades beroende på tidigare förutsättningar och att den "fysiska" närvaron var bättre trots att lärare såg svårigheter i att avgöra om eleverna var aktiva och mentalt närvarande. Det var även tydligt genom de resonemang som fördes att lärare aktivt sökte lösningar på de problem som uppenbarades, något som visar en stor vilja att minska skillnaderna i förutsättningar för att öka likvärdigheten.
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Ryttare, Julia. "Hur elevhälsoarbetet påverkats av distansundervisningen under covid-19-pandemin : En kvalitativ studie om skolsköterskors och skolkuratorers upplevelser i gymnasieskolan." Thesis, Högskolan i Gävle, Avdelningen för folkhälso- och idrottssvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37066.
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Syftet med studien var att undersöka hur elevhälsoarbetet fungerat vid kommunala gymnasieskolor under covid-19 pandemin. Metoden var kvalitativ och bestod av semistrukturerade intervjuer. Urvalet innefattade totalt fyra personer, varav två var skolsköterskor och två var skolkuratorer. Samtliga var anställda vid kommunala gymnasieskolor i en mellansvensk kommun. Data från intervjuerna analyserades genom konventionell innehållsanalys. Resultatet av analysen ledde till de fyra huvudkategorierna Flexibelt arbete, Kontakt och tillgänglighet, Elevhälsans insats och Hur arbetet fungerade. Huvudresultatet visade att elevhälsoarbetet krävde mer planering och i lägre grad innefattade elevkontakt. Att tillgodose elevers behov var en större utmaning än normalt och somliga insatser inte kunde genomföras. Det fanns både positiva och negativa aspekter i arbetet under perioden, men det fungerade bättre än förväntat. Resultatet visade även att det var svårare att upptäcka elever som mådde dåligt, att elevhälsans tillgänglighet kunde uppfattas olika av olika elever samt att distansundervisningen uppfattades ha en betydande negativ påverkan på majoriteten eleverna. Studiens slutsats var att det finns brister i elevhälsoarbetet under distans-undervisning även om det fungerade bättre än förväntat. Hindren som uppstått kan ha lett till att elever inte kontaktat elevhälsan och att hjälpen varit mindre effektiv än normalt. Eftersom skolan är en viktig arena för folkhälso- och hållbarhetsarbete behöver ämnet studeras vidare för att utveckla ett bättre fungerade digitalt elevhälsoarbete.<br>The purpose of this study was to investigate school nurses’ and school counselors’ experiences of the impact of distance education on student health service during the covid-19 pandemic. The method had a qualitative approach and consisted of semi-structured interviews. The sample included a total of four people, two of whom were school nurses and two were school curators. All were employed at municipal upper secondary schools in a central Swedish municipality. The data from the interviews was analyzed through conventional content analysis. The results showed that that the student health work required more planning and to a lesser extent included student contact, meeting students’ needs was a bigger challenge than usual, and some efforts could not be implemented. The informants experience was, however, that it worked out better than expected. In conclusion, the result showed that there are shortcomings in how student health services function during distance education even if it worked out better than expected. As school is an important arena for public health and sustainability work, further research on the subject is required to develop the functionality of digital student health work.
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Rosa, Leonor Raquel Valadas Martins Nascimento. "Expectativas e burnout dos alunos do primeiro ano do Ensino Superior em contexto de pandemia : análise no Instituto Superior de Economia e Gestão (ISEG)." Master's thesis, Instituto Superior de Economia e Gestão, 2020. http://hdl.handle.net/10400.5/20251.
Full textAbstract:
Mestrado em Gestão de Recursos Humanos<br>O presente estudo procura analisar o efeito das expectativas académicas dos estudantes nos seus níveis de burnout (dimensões Exaustão, Descrença e Eficácia Profissional) no final do primeiro ano de estudos. Dado que o estudo foi realizado durante o período de confinamento provocado pela pandemia Covid-19, considerou-se que este contexto poderia afetar os níveis de burnout dos estudantes. Assim, incluíram-se duas variáveis relativas ao receio de contrair a doença e ao receio de a situação de pandemia ter efeitos negativos a nível da aprendizagem e dos resultados escolares. Para a realização deste estudo, recorreu-se à aplicação de questionários online, durante o mês de maio de 2020, a alunos do primeiro ano do ISEG. Obteve-se uma amostra de 153 estudantes.
Os resultados indicam que se verificou uma diminuição significativa entre setembro de 2019 e maio de 2020 das médias de todas as variáveis de expectativas à exceção da expectativa de Envolvimento Político e Cidadania. No que diz respeito às relações entre as variáveis em estudo, os resultados indicam que a variável Covid Receio Saúde tem um efeito negativo nas expectativas de Mobilidade Internacional e de Interação Social, havendo um efeito positivo na variável Exaustão. A variável Covid Receio Académico tem um impacto positivo nas expectativas de Interação Social e de Qualidade de Formação. A expectativa de Qualidade da Formação tem um efeito positivo na Eficácia Profissional e negativo sobre a Exaustão e a Descrença. Finalmente, a expectativa de Envolvimento Político e Cidadania tem um impacto positivo na Exaustão e na Descrença.<br>The current study analyzes the effect of students' academic expectations on burnout levels (Exhaustion, Disbelief and Professional Effectiveness dimensions) at the end of their freshman year. Given that the study was conducted during the period of confinement caused by the Covid-19 pandemic, we considered that this context could affect the levels of burnout among students. Thus, two variables were included regarding the fear of contracting the disease and the fear that the pandemic situation would have negative effects on learning and school results. To conduct this study, online questionnaires were sent in May 2020 to students enrolled in first year of ISEG (Lisbon School of Economics & Management). A sample of 153 students was obtained.
The results indicate that there was a significant decrease between September 2019 and May 2020 in the averages of all expectation variables except for the expectation of Political Involvement and Citizenship. In what regards the relationships between the variables under study, the results indicate that the variable Covid Fear Health has a negative effect on the expectations of International Mobility and Social Interaction, with a positive effect on the variable Exhaustion. The Covid Fear Academic variable has a positive impact on expectations of Social Interaction and Training Quality. The expectation of Training Quality has a positive effect on Professional Effectiveness and a negative effect on Exhaustion and Disbelief. Finally, the expectation of Political Involvement and Citizenship has a positive impact on Exhaustion and Disbelief.<br>info:eu-repo/semantics/publishedVersion
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Gaquit, Antonette. "Distansundervisning under COVID-19 pandemi : En kvalitativ studie om gymnasielärares och elevers erfarenheter av övergången från klassrumsundervisning till distansundervisning i ämnet svenska." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55752.
Full textAbstract:
Denna studies syfte var att undersöka gymnasielärares och elevers erfarenheter av övergången från klassrumsundervisning till distansundervisning i ämnet svenska. För att samla in data genomfördes semistrukturerade intervjuer med svensklärare och gymnasieelever. Resultatet visar att omställningen från klassrumsundervisning till distansundervisning skedde väldigt fort, men lärarnas höga digitala kompetens bidrog till att distansundervisning i svenska gick relativt bra. Vidare visar resultatet att eleverna var positivt inställda till en början, men att bedriva distansundervisning under en längre period påverkade elevernas mentala mående vilket resulterade i minskad motivation till skolarbete. Följaktligen påverkades elevernas betyg till det sämre och de upplevde att svenskämnet var betydligt svårare på distans. Resultaten skulle troligen ha sett annorlunda ut om informanterna inte hade haft hög digital kompetens som informanterna i denna studie. Slutligen är de lärdomar lärarna tar med sig till framtiden att en blandning av distans- och närundervisning kan vara en möjlighet, eftersom det erbjuder en flexibilitet i undervisningsformen, men studien visar också hur viktig lärarens närvaro och stöd är för en lyckad studiegång för eleverna.
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Porro, Elliott Karol Paola. "Intereses y nivel de participación en las actividades de ocio y tiempo libre de los adolescentes de una institución educativa durante la pandemia COVID -19, Lima 2020." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2021. https://hdl.handle.net/20.500.12672/17456.
Full textAbstract:
Determina los intereses y el nivel de participación en las actividades de
ocio y tiempo libre de los adolescentes de una institución educativa durante la
pandemia COVID – 19, Lima 2020. El tipo de estudio fue cuantitativo; de diseño observacional no
experimental, descriptivo y de corte transversal. En el que se entrevistó a 145
adolescentes que cursaban 4to y 5to grado de secundaria en la Institución Educativa
Soberana Orden Militar de Malta Nº 7057 del distrito de Villa María del Triunfo, en
el mes de noviembre - diciembre del 2020. Se aplicó el instrumento “Ficha de intereses
y nivel de participación en las actividades de ocio y tiempo libre de los adolescentes”.
El análisis estadístico se realizó a través del análisis descriptivo de frecuencias
absolutas (N) y relativas (%); y del análisis inferencial mediante el Chi Cuadrado.
Resultados: Los adolescentes tuvieron intereses variados en las actividades de ocio y
tiempo libre, dentro de ellos prevalecieron los intereses de ambos géneros por realizar
las “actividades de relajación” y el de la mayoría de adolescentes del género femenino
por realizar las “actividades sociales”. La actividad que sobresalió para el género
femenino fue el leer (52.4%), para el género masculino el jugar videojuegos (40%), y
para ambos géneros el escuchar música (52.4% femenino y 46.2% masculino),
participar en campamentos (49.7% femenino y 39.3% masculino), cocinar u hornear
(49% femenino y 40% masculino) y bailar (47.6% femenino y 33.8% masculino). Sus
niveles de participación en las “actividades deportivas”, “actividades al aire libre”,
“actividades de ejercicio físico”, “actividades sociales” y “actividades en la comunidad
o agrupaciones” fueron muy reducidos durante la pandemia COVID – 19, solamente
fueron variadas sus participaciones en las “actividades de relajación” y las “actividades
creativas”. Además de ello, se obtuvo una asociación estadísticamente significativa
entre el género y los intereses en las actividades de ocio y tiempo libre de las
dimensiones: “actividades deportivas” (p = 0.04), “actividades al aire libre” (p = 0.01),
“actividades creativas” (p = 0.000) y “actividades en la comunidad o agrupaciones” (p
= 0.005); así como también, entre los intereses y el nivel de participación en las
actividades de ocio y tiempo libre (p = 0.000). Concluye que los adolescentes tienen intereses variados por las actividades de ocio
y tiempo libre, en ambos géneros prevalece mayores intereses por las “actividades de
relajación”. Sus niveles de participación durante la pandemia COVID – 19 han sido
muy reducidos, salvo en el caso de las “actividades de relajación” y en las “actividades
creativas”, en las cuales sí fueron variadas. Además de ello, se encontró asociaciones
estadísticamente significativas entre cuatro de las dimensiones de las actividades de
ocio y tiempo libre y el género; asimismo, entre los intereses y el nivel de participación
en las actividades de ocio y tiempo libre.
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Hübinette, Amanda, and Linnéa Andersson. "Vilka möjligheter och utmaningar har chefer att leda och motivera sina anställda mitt i en pandemi? : En kvalitativ studie av chefers upplevelser av att motivera och leda i en distanskontext." Thesis, Umeå universitet, Pedagogiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182739.
Full textAbstract:
Distansarbetet som nu bedrivits i över ett år på grund av Covid-19 och dess restriktioner har påverkat organisationer och företag världen över. Motivation och ledarskap har alltid varit viktiga frågor för organisationer och företagens framgång men blir vid distansarbete ännu mer betydelsefulla. Denna studie har haft till syfte att undersöka vilka möjligheter och utmaningar det finns i att leda samt motivera sina medarbetare i en distanskontext och hur ledarskapet påverkar motivationen. Metoden som använts i denna studie var kvalitativa semistrukturerade intervjuer där totalt fem intervjuer genomfördes med ledare i fem olika företag som verkar inom den privata sektorn. Resultatet visar att de främsta möjligheterna i att leda på distans var att tekniken fungerar bra och att ledare har kontinuerlig kommunikation med medarbetarna. Den främsta utmaningen i att leda på distans var att ledarna inte kunnat träffa sina medarbetare som normalt och inte kunnat fånga upp signaler på eventuell ohälsa. Vilket också var den främsta utmaningen i att motivera på distans. Den största möjligheten i att motivera sina medarbetare i en distanskontext handlade om att ge feedback, konstruktiv som positiv. Ledarskapet har en stark påverkan på motivationen i en distanskontext då ledaren behöver anpassa sitt ledarskap efter situation samt efter individ. Det finns likheter i vilka möjligheter och utmaningar det finns i att leda och motivera på distans.
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Johannesson, Jenny, and Daniella Jankovic. "Undervisning i grundskolan under coronapandemin : en tillbakablick på skolans arbete under våren 2020 ur ett specialpedagogiskt perspektiv." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39668.
Full textAbstract:
Jankovic, Daniella & Johannesson, Jenny (2020). Undervisning i grundskolan undercoronapandemin - en tillbakablick på skolans arbete under våren 2020 ur ett specialpedagogiskt perspektiv.Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande ochsamhälle, Malmö Universitet, 90 hp.Studien förväntas ge kunskap kring hur den, under 2020, rådande pandemin påverkadeundervisningen för elever i behov av stöd. Studien lyfter specialpedagogernas upplevelser somledde till förändrade förutsättningar för inlärning. Utifrån specialpedagogernas erfarenheter kandet leda till bättre förberedelse inför liknande händelser och skolan kan stå bättre rustad införsituationer som kräver omedelbara förändringar och anpassningar.Studiens syfte är att belysa vilka utmaningar specialpedagoger upplevde i svensk grundskolaunder coronapandemin våren 2020. Detta för att bidra med kunskap kring hur de uppkomnautmaningarna hanterades i arbetet med elever i behov av stöd.• Vilka utmaningar uppstod under pandemin som har påverkat arbetet med elever i behovav stöd?• Hur anser specialpedagogerna att detta har påverkat undervisningen?
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Thomas, Alison Rebecca. "Sidetracks in remote digital teaching – Facilitating a sense of presence, closeness and immediacy in times of physical distancing." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22163.
Full textAbstract:
With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.
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Oliveira, Gabriella Rodrigues de. "Smart Education? Understanding the impact of the COVID-19 pandemic in higher education institutions." Master's thesis, 2020. https://hdl.handle.net/10216/132797.
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Oliveira, Gabriella Rodrigues de. "Smart Education? Understanding the impact of the COVID-19 pandemic in higher education institutions." Dissertação, 2020. https://hdl.handle.net/10216/132797.
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Manso, Mafalda Correia. "COVID-19 pandemic impact on children’s daily routine: survey made by Cascais." Master's thesis, 2022. http://hdl.handle.net/10362/134294.
Full textAbstract:
Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Knowledge Management and Business Intelligence<br>From the point of view of the children living in Cascais, it is aimed to study the effects of the
COVID-19 pandemic on their lives. A survey was carried out by the Cascais city council and
with the results of this, it is intended to get to know the reality of children during this
pandemic a little better, as well as their perception of the world around them, the difficulties
they are facing with the online education and the changes on their day-to-day life.<br>Através do ponto de vista das crianças residentes em Cascais, pretende-se estudar os efeitos
da pandemia do COVID-19 na vida das mesmas. Foi realizado um inquérito pela câmara de
Cascais e com os resultados deste almeja-se conhecer um pouco melhor a realidade das
crianças durante esta pandemia, bem como a sua perceção do mundo que as rodeia, as
dificuldades que estão a enfrentar com o do ensino à distância e as suas alterações na rotina
pessoal.
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Marrinhas, Daniel José Costa. "Burnout and technostress during the COVID-19 pandemic: the perception of higher education teachers and researchers." Master's thesis, 2021. http://hdl.handle.net/10773/32878.
Full textAbstract:
The COVID-19 pandemic had significant impacts on the working conditions of
teachers and researchers, jeopardizing their mental health and increasing the
risk of burnout and technostress. Thus, eHealth literacy may represent an
adequate coping mechanism. The purposes of this study were to assess the
experiences of burnout and technostress and their relationship with eHealth
among higher education teachers and researchers during the pandemic. Using
a cross-sectional design and a quantitative approach, 333 participants
responded to an assessment protocol which included the Burnout Assessment
Tool (BAT), the Computer-Induced Distress scale (CID) and the eHealth
Literacy scale (eHEALS). The results verified the prevalence of burnout and
technostress, confirmed the existence of significant differences between
sociodemographic groups and found correlations between the BAT, the CID
and the eHEALS. The findings indicate moderate levels of burnout and
technostress, suggest several risk and protective factors to their development,
and show a relationship between burnout and technostress. The results
highlighted the importance of eHealth during the pandemic as a relevant
coping mechanism. Implications of this study are discussed. As there are few
studies in this area, there is a need to pay more attention to mental health of
teachers and researchers in order to promote their well-being.<br>A pandemia de COVID-19 teve impactos significativos nas condições de
trabalho de professores e investigadores, comprometendo a sua saúde mental
e aumentando o risco de burnout e tecnostress. Assim, a literacia em saúde
digital (eHealth) pode representar um mecanismo de coping adequado. Os
objetivos deste estudo foram avaliar as experiências de burnout e tecnostress
e a sua relação com a literacia em eHealth em professores e investigadores
do ensino superior durante a pandemia. Usando um design transversal e uma
abordagem quantitativa, 333 participantes responderam a um protocolo de
avaliação contendo o Burnout Assessment Tool (BAT), a escala de Computer-Induced Distress (CID) e a escala de literacia em eHealth (eHEALS). Os
resultados permitiram verificar a prevalência de burnout e tecnostress,
confirmar a existência de diferenças significativas entre grupos
sociodemográficos e encontrar correlações entre o BAT, a CID e a eHEALS.
Conclui-se que existem níveis moderados de burnout e tecnostress,
indicando-se vários fatores protetores e de risco para o seu desenvolvimento,
e uma relação entre o burnout e o tecnostress. Os resultados realçaram a
importância do eHealth durante a pandemia, constituindo-se esta como um
mecanismo de coping relevante. São discutidas algumas implicações deste
estudo. Sendo reduzidos os estudos nesta área, salienta-se a necessidade de
se prestar mais atenção à saúde mental de professores e investigadores,
visando a promoção do seu bem-estar<br>Mestrado em Psicologia da Saúde e Reabilitação Neuropsicológica