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Review of Related Literature

The document discusses the impact of the COVID-19 pandemic on education systems worldwide. It notes that nearly all learners were affected, with most transitioning to online or homeschooling methods. However, pedagogy used for in-person learning does not always translate well to online environments. Authentic assessments and timely feedback are essential for learning but have been challenging to provide during the pandemic. Ensuring basic needs are met and environments are conducive to learning is important for equitable education during this time. Further research is still needed to determine best practices for online instruction across different age groups and socioeconomic contexts.

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Rue Wan Uy
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668 views

Review of Related Literature

The document discusses the impact of the COVID-19 pandemic on education systems worldwide. It notes that nearly all learners were affected, with most transitioning to online or homeschooling methods. However, pedagogy used for in-person learning does not always translate well to online environments. Authentic assessments and timely feedback are essential for learning but have been challenging to provide during the pandemic. Ensuring basic needs are met and environments are conducive to learning is important for equitable education during this time. Further research is still needed to determine best practices for online instruction across different age groups and socioeconomic contexts.

Uploaded by

Rue Wan Uy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CHAPTER 2

REVIEW OF RELATED LITERATURE

As of July 2020, 98.6% of learners worldwide were affected by the pandemic,

representing 1.725 billion children and youth, from pre-primary to higher education, in

more than 200 countries (United Nations, 2020). Therefore, making learning possible

and available from homeschooling has been the need of the moment.

Pedagogy that’s available and used for face-to-face learning is not feasible for online

learning. Though a various range of pedagogy has been devised for online and

distance learning, students who are technologically backward require proper

development and resources in order to orient themselves towards their studies.

Authentic assessments and timely feedback are the most essential components of

learning. A very crucial part of online distance learning is the availability of helpful

formative assessments and timely feedback to the online learners from instructors

(Doucet et al., 2020). This is found to be challenging for the families, students and

the education system. It is more challenging in the Bhutanese context due to larger

class strength, lack of online teaching infrastructure and professional development,

and the economic status of the students.

Maslow before Bloom is the common word used in education circles. This must be

the mission for online learning for the continuation of education during the amidst of

the pandemic. It is important to ensure that the families are safe and have their basic

needs met before online learning commences. Domestic violence and child abuse
are on the rise as the perpetrators are many a time at home or in the neighborhood,

which is a major distribution for mental distraction and threat to the learners

(Ravichandran & Shah, 2020). With students now experiencing homeschooling

during this COVID-19 pandemic, conducive environment at home for all standards

and socio-economic conditions is not even. In Bhutan, there are reports of students

dropping out or opting to discontinue schooling because of family matters due to

COVID19.

Families with special needs on and below the poverty lane are having difficulties,

such as unemployment, lack of resources and guidance. Many families that has

relatives with impairment and disability at home are not able to cater to such needs,

hindering many opportunities. Therefore, there is a need for investing time and

resources to explore and research the best alternatives for these matters.

It is challenging for families and students to find the authenticity of the work and the

actual learning taking place (Ravichandran, 2020). Moreover, many parents guide

and support their children during their learning process, and the extent and degree of

support varies greatly. Grading of students is another area of study as no proper

criteria are developed and effectively used.

The study on the effect of the COVID-19 pandemic on educating and learning over

the world concludes that in spite of the fact that various studies have been carried

out, within the case of creating nations, reasonable instructional method and stage

for distinctive course levels of higher secondary, middle and primary education have

to be investigated further (Basilaia G, 2020). Internet bandwidth is moderately low


with lesser access points, and information bundles are costly in comparison to the

income of the individuals in numerous creating nations, in this way making openness

and affordability inadequate (Dhawan, S., 2020). Policy-level mediation is required to

make strides this circumstance. Further investigation and examination on compelling

instructional method for online teaching and learning is an range for inquire about.

Require for creating apparatuses for bona fide appraisals and convenient input is

found to be another region of ponder (Netolicky, et.al, 2020)


REFERENCES

Basilaia, G., Kvavadze, D. (2020). Transition to online education in schools


during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical
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Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises.
Journal of Educational Technology, 49(1), 5–22.
https://doi.org/10.1177/0047239520934018
Doucet, A., Netolicky, D., Timmers, K., Tuscano, F. J. (2020). Thinking about
pedagogy in an unfolding pandemic (An Independent Report on Approaches to
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Maurin, E., McNally, S. (2008). Vive la révolution! Long-term educational returns
of 1968 to the angry students. Journal of Labor Economics, 26(1).
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Murgatrotd, S. (2020, March). COVID-19 and Online learning, Alberta, Canada.
doi:10.13140/RG.2.2.31132.8512.
Palden, T. (2020, August 12). Women test COVID-19 positive after five tests
locking down entire country. Kuensel, pp. 1–2.
Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis
(hundrED Research Report #01). United Nations.
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Ravichandran, P., Shah, A. K. (2020 July). Shadow pandemic: Domestic violence
and child abuse during the COVID-19 lockdown in India. International Journal of
Research in Medical Sciences, 08(08), 3118. https://doi.org/10.18203/2320-
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Sintema, E. J. (2020 April 7). Effect of COVID-19 on the performance of grade 12
students: Implications for STEM education. EURASIA Journal of Mathematics, Science
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learning during COVID-19 pandemic among nurshing students and teachers of Nepal.
International Journal of Science and Healthcare Research, 5(3), 9.
United Nations . (2020). Policy brief: Education during COVID-19 and beyond.
United Nations. https://www.un.org/development/desa/dspd/wp-
content/uploads/sites/22/2020/08/sg_policy_brief_covid19_and_education_august_202
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