Harald Burgsteiner, Georg Krammer

Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education

International Perspectives

The worldwide imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distance Learning. With 22 double blind peerreviewed articles of researchers reporting on 17 different countries, the editors of this book want to shed light on the effects of Distance Learning in different regions of the world.

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Beschreibung

The worldwide imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distance Learning. The changes in everyday teaching brought by Distance Learning were felt worldwide. With 22 double blind peerreviewed articles of researchers reporting on 17 different countries, the editors of this book want to shed light on the effects of Distance Learning in different regions of the world. This will allow for a value-free comparison of how the COVID-19 pandemic has been addressed in education in different parts of the world and what impacts it has had, is having or may have in the future.

Zusätzliche Informationen

Ausführung	16,8 x 24 cm Broschur
Erscheinungsdatum	30.06.2022
Anzahl Seiten	525
ISBN	978-3-7011-0496-3
DOI	https://doi.org/10.56560/isbn.978-3-7011-0496-3
Bibliographische Angaben	Harald Burgsteiner Georg Krammer (Eds.): Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives. Graz – Wien 2022.
Hersteller	Leykam Buchverlagsges.m.b.H. & Co. KG
Postanschrift	Dreihackengasse 20 – 8020 Graz – Österreich Lichtenauergasse 1/8 – A-1020 Wien – Österreich
E-Mail	office@leykamverlag.at

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Harald Burgsteiner, Georg Krammer (Eds.): Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives. Graz – Wien, 2022.
DOI: https://doi.org/10.56560/isbn.978-3-7011-0496-3

Preface Harald Burgsteiner & Georg Krammer https://doi.org/10.56560/isbn.978-3-7011-0496-3_1	9–11
I Learners (From Young to Old Students)
The things we (might) lose. Content and context of online learning in times of COVID-19 Emilia Kmiotek-Meier, Meike Bredendiek & Lena Hoffmann https://doi.org/10.56560/isbn.978-3-7011-0496-3_2	15–37
Describing and Understanding Changes in Learning Practices During a COVID-19 Lockdown Bernadette Charlier, Joris Felder, Laura Molteni & Katharina Baran https://doi.org/10.56560/isbn.978-3-7011-0496-3_3	38–58
The Role of Team Psychological Safety and Self-regulated Learning Behaviours of Students in a Largely Remote Onboarding Charlotte de Boer, Emilie Vayre & Nathalie Delobbe https://doi.org/10.56560/isbn.978-3-7011-0496-3_4	59–78
Students’ Experiences About Entering Higher Education During Pandemic Leena Penttinen & Riitta Miettinen https://doi.org/10.56560/isbn.978-3-7011-0496-3_5	79–99
Motivational Beliefs and Positive Achievement Emotions During COVID-19 Charlott Rubach, Luise von Keyserlingk, Sandra D. Simpkins & Jacquelynne S. Eccles https://doi.org/10.56560/isbn.978-3-7011-0496-3_6	100–125
Students’ Perceptions of Online Learning During the COVID-19 Lockdown Oluwatoyin Ayodele Ajani https://doi.org/10.56560/isbn.978-3-7011-0496-3_7	126–144
Isolation or Interaction? – Challenges in Studying Online Teacher Training Students and their Experiences with Online Teaching Leena Bröll & Aline Haustein https://doi.org/10.56560/isbn.978-3-7011-0496-3_8	145–162
The Relationship of Students’ Loneliness and Smartphone Use in a Time of Distance Learning Due to the COVID-19 Pandemic Kristi Baerg MacDonald & Julie Aitken Schermer https://doi.org/10.56560/isbn.978-3-7011-0496-3_9	163–176
Implementing Conditions of Hybrid Teaching and Learning Environment in Cambodian Higher Education before and during COVID-19 Sopheap Kaing https://doi.org/10.56560/isbn.978-3-7011-0496-3_10	177–202
Learning from Student Feedback – Developing University-Wide Guidelines to Support Distance Learning after COVID-19 Marjo Joshi, Satu Helmi & Milla Roininen https://doi.org/10.56560/isbn.978-3-7011-0496-3_11	203–227
II Learners & Teachers (Mixed Target Groups)
The Impact of COVID-19 Pandemic on the Child-Parent-Teacher Triad Functioning and Migrant Children’s Distance Learning in Poland Anzhela Popyk https://doi.org/10.56560/isbn.978-3-7011-0496-3_12	231–254
Implementation of Emergency Remote Education (ERE) in the Brazilian Context Gustavo Henrique Silva de Souza, Tarrara Alves Horsth, Écila Campos Mota, Rafael Farias Gonçalves & Romaro Antonio Silva https://doi.org/10.56560/isbn.978-3-7011-0496-3_13	255–273
The Effect of Open Learning Environments in Designing and Implementing Successful Distance Learning Programmes During School Closures Ramona Obermeier, Sonja Lenz & Christoph Helm https://doi.org/10.56560/isbn.978-3-7011-0496-3_14	274–306
Thinking about the Relationship between Distance Learning and Territories through the Study of Three Breton “Prépa Numérique” Training Systems: A Contribution to the Notion of Enabling Environment David Puzos & Magali Hardouin https://doi.org/10.56560/isbn.978-3-7011-0496-3_15	307–322
III Teachers (From Teaching Younger to Teaching Older)
How the COVID-19 Pandemic Changed Swiss Primary School Teachers’ Perceptions of Job Stress, Emotional Exhaustion, and Personal Resources – Insights from a Longitudinal Study Christine Wolfgramm, Simone Berweger, Andrea Keck Frei, Zippora Bührer & Christine Bieri Buschor https://doi.org/10.56560/isbn.978-3-7011-0496-3_16	325–349
GOOD LACK – (Good) Lessons Learnt from Distance Learning During the COVID-19 Pandemic in Styrian Schools Harald Burgsteiner https://doi.org/10.56560/isbn.978-3-7011-0496-3_17	350–374
Teaching Practices in the Covid-19 Emergency. The Italian Teachers’ Perspective Stefania Capogna & Maria Chiara De Angelis https://doi.org/10.56560/isbn.978-3-7011-0496-3_18	375–398
Music Teachers’ Motivation and Need Satisfaction Before and During the COVID-19 Crisis Martin Wieser, Florian H. Müller & Verena Novak-Geiger https://doi.org/10.56560/isbn.978-3-7011-0496-3_19	399–420
STEM Teachers’ Experiences with Online Teaching During the COVID-19 Pandemic: A Canadian Context Isha DeCoito & Mohammed Estaiteyeh https://doi.org/10.56560/isbn.978-3-7011-0496-3_20	421–444
Shifting Identities and Changing Mindsets: A Case of Lecturers Adopting Digital Pedagogies in Vietnam Anne Herbert, Shaun Nykvist, Bui Thi Hoa Man, Huong Ta Thi Mai, Linh Do Thi Thuy & Tuyet Thi Anh Truong https://doi.org/10.56560/isbn.978-3-7011-0496-3_21	445–467
Adapting to an Online Learning Environment in the Midst of the Global Pandemic: Insights from a Private Higher Institution in Cyprus Antonios Kafa & Nikleia Eteokleous https://doi.org/10.56560/isbn.978-3-7011-0496-3_22	468–488
Instructors’ Stressors, Stress, and Resources During Remote Teaching in the COVID-19 Pandemic: the Role of Gender and Professional Status Jannika Haase & Lysann Zander https://doi.org/10.56560/isbn.978-3-7011-0496-3_23	489–525