Distance education technology in light of the COVID-19 pandemic; Reality and solutions
Abstract
This research aims to diagnose the reality of distance education technology in light of the mondial pandemic Covid 19, and to show its impact on the continuation of education, and rapid adaptation to the crisis situation, especially in free and commercial digital education platforms, as the global crisis, Covid 19, has created a market for vendors in the field of education technology, and thus the necessity The search for quality solutions of this technology away from the increasing financial exploitation in educational platforms.
The descriptive approach was used, depending on the studies of researchers in digital education, based on the experience of developed countries due to their high Covid-19 rate, and its impact on digital education. Many problems have arisen as a result of the rapid transition to digital learning. so, it is necessary to search for future solutions that guarantees participation of all.
The question arises, how might the current choices made by educational institutions affect online learning, Will it boost education capitalism or promote human? And how we actually prepare for a desirable educational future
References
-UNESCO.(2020).COVID-19educational disruption and response. UNESCO https://en.unesco.org/covid19 /educationresponse. Accessed 22 April 2020
-UN. (2020). Education during the COVID-19 pandemic and beyond https://www.un.org/sites/ un2.un.org/files/policy_brief_education_during_covid-19_and_beyond_arabic.pdf
-Jandrić, P. Postdigital research in the time of Covid-19. Postdigital Science and Education, 2020 ,2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8. P: 236
- Strong, Philip. Epidemic psychology: A model. Sociology of Health & Illness, 199012(3), 249–259.
-Ibid, P258
-Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. https://doi.org/10.1111/j.1365-2729.2009.00338.x
- Harwell, D. Mass school closures in the wake of the coronavirus are driving a new wave of student surveillance. Washington Post, 1 April 2020
- Bourdieu, P. Distinction. A Social Critique of the Judgement of Taste. Trans. R. Nice. Cambridge, MA: Harvard University Press, 1984
- Teräs, H., & Kartoğlu, Ü . A grounded theory of professional learning in an authentic online professional development program. The International Review of Research in Open and Distributed Learning, 2017, 18(7). https://doi.org/10.19173/ irrodl.v18i7.2923
- Herrington, J., Reeves, T. C., & Oliver, R. A guide to authentic e-learning. London: Routledge, 2010
- Howland, J. L., Jonassen, D. H., & Marra, R. M. . Meaningful learning with technology (4th ed.). Boston: Pearson Education.https://www.washingtonpost.com/technology/ 2020/04/01/onlineproctoring-college-exams-coronavirus/. Accessed 22 April 2020
- Jawad Khan (11-8-2013), Uses of Computers in various fields, www.byte-notes.com, Edited: (11-8-2013). Retrieved: 17-12-2017
- Cuban, L., & Jandrić, P. The dubious promise of educational technologies: Historical patterns and future challenges. E-Learning and Digital Media,2015, 12(3–4), 425–439. https://doi.org/10.1177 /2042753015579978. P:432
- Cuban, L . The blackboard and the bottomline. Why schools can’t be businesses. Cambridge, MA: Harvard University press.2004, P:20-21
- Knox, J., Williamson, B., & Bayne, S. Future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology Machine behaviourism, 2020, 45(1), 31–45. https://doi.org/10.1080/17439884. 2019.1623251.
- Macgilchrist, F. Cruel optimism in edtech: When the digital data practices of educational technology providers inadvertently hinder educational equity. Learning, Media and Technology,2019, 44(1), 77–86. https://doi.org/10.1080/17439884. 2018.1556217.
- Tsai, Y., Perrotta, C., & Gašević, D . Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics. Assessment and Evaluation in Higher Education, 2019, 45, 554–567. https://doi.org/10.1080/02602938.2019.1676396.
- Broughan, C., & Prinsloo . (Re)centring students in learning analytics: In conversation with Paulo Freire. Assessment & Evaluation in Higher Education,2019, 1–12. https://doi.org/10.1080 /02602938.2019.1679716.
-Ibid, P10
- Selwyn, N. What’s the problem with learning analytics? Journal of Learning Analytics, 2019, 6(3), 11– 19. https://doi.org/10. 18608/jla.2019.63.3.
- Williamson, B., Potter, J., & Eynon, R. (2019). New research problems and agendas in learning, media and technology: The editors’ wishlist. Learning, Media and Technology, 2019, 44(2), 87–91. https://doi.org/10.1080 /17439884.2019.1614953
- Jandrić, P. Deschooling. In M. Peters (Ed.), Encyclopedia of teacher education. Singapore: Springer.2020, https://doi.org/10.1007/978-981-13-1179-6_115-1
-Ibid, P15
- Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J. M. (2020a). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology,2020. 45(1), 1-6. https://doi.org/ 10.1080/17439884.2020.1694945.
- Illich, I. Deschooling society. New York: Harper & Row.1971, P78
- Suoranta, J., & Vadén, T. (2010). Wikiworld. London: Pluto.2010, P:2.
- Fuchs, christian . Communication and capitalism: A critical theory. London: University of Westminster Press. https://doi.org/10.16997/book45. 2020, P: 338.
- Freire, P . The adult literacy process as cultural action for freedom. Harvard Educational Review, 1970, 40(2) .P:206.
-Ibid:P207
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
