The Effects of the COVID-19 Pandemic on the Digital Competence of Educators

doi:10.3390/books978-3-0365-6461-6

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https://mdpi.com/books/pdfview/book/6698

Contributor(s)

García, Boni (editor)

Alario-Hoyos, Carlos (editor)

Pérez-Sanagustín, Mar (editor)

Morales, Miguel (editor)

Jerez, Oscar (editor)

Language

English

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Abstract

The Covid-19 pandemic is having an undeniable impact on all the statements of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and moved to remote learning during the lockdown of March and April 2020. Although nowadays many countries have progressively re-opened their educational systems, blended learning is a common practice aimed to reduce the spread of the Covid-19 disease. This disruption has supposed an unprecedented acceleration to the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence in a short amount of time, getting mastery in the management of information, the creation of audiovisual contents, and the use of technology to keep their students connected. This Special Issue presents contributions regarding the adoption of distance learning strategies, experiences, or lessons learned in this domain.

URI

https://directory.doabooks.org/handle/20.500.12854/96752

Keywords

collaborative learning; cooperative competence; virtual learning; educational technology; game-based learning; relational coordination; mobile games; scaffolding strategy; students’ utilization; sustainability; TAM and TUT; COVID-19; convolution neural network; COVID-19 epidemic; class loyalty; decision-making; digital storytelling; online participation; group; sociality; digital competence; soft skills; university teachers; TAM; collaboration; breakout groups; translation; L2 learners; KSA; teaching learning center (TLC); competence; pandemic; computer-mediated communication; teacher–student relation; E-learning; social presence theory; mobile learning; distance learning; Saudi Arabia; e-learning; administrators; proper implementations; well-structured questionnaires; un-professionalism; graded reading; reading websites/applications; technology; EFL; spring 2020; school closures; Austria; secondary school teachers; will–skill–tool model; digital media implementation; post-pandemic; learning media; behavior intention; mathematics education; predictive validity; general education; learning algorithms; online learning; face-to-face learning; cross-curricular integration; music art; visual art; remote teaching; ICT; interdisciplinary assignments; elementary education; learning process; music subjects; visual art subjects; n/a