Week 9: Adoption of Learning Technologies in Times of Pandemic Crisis.

Article 1: Adoption of learning technologies in times of pandemic crisis Hendrik Drachsler, Jeroen Jansen, Paul A. Kirschner First published: 15 December 2021 https://doi.org/10.1111/jcal.12626Citations: 11

The COVID-19 pandemic created an unprecedented global disruption in education, forcing schools, universities, and training institutions to rapidly transition to online learning. The article Adoption of Learning Technologies in Times of Pandemic Crisis by Drachsler, Jansen, and Kirschner (2021) explores how educational institutions adapted to these challenges through the use of learning technologies. The authors highlight the critical role that technology played in maintaining educational continuity and how the pandemic accelerated the adoption of digital learning tools and platforms.

One of the key insights from the article is that the pandemic acted as a catalyst for change, pushing educators and institutions to embrace technologies that had previously faced resistance or slow adoption. Drachsler et al. (2021) argue that while online learning and educational technologies were already growing, the pandemic forced a rapid shift to remote instruction, which exposed both strengths and weaknesses in existing digital infrastructure. Tools such as video conferencing platforms, learning management systems (LMS), and collaborative applications became essential for delivering content, monitoring student progress, and facilitating communication. The authors also emphasize that this shift required significant adjustments from both educators and learners, particularly in terms of digital literacy and pedagogical strategies.

Moreover, the article discusses the challenges that arose during this transition. Equity issues became more apparent as students from disadvantaged backgrounds faced barriers to accessing technology and reliable internet. Teachers also struggled with balancing the technical demands of online instruction with the need to maintain student engagement and motivation. Drachsler et al. (2021) suggest that while the pandemic response demonstrated the resilience and adaptability of educational systems, it also highlighted the need for ongoing professional development and investment in technology infrastructure.

The authors conclude that the adoption of learning technologies during the pandemic has laid the groundwork for more flexible and blended learning models in the future. The experience gained during this crisis can inform future strategies for integrating technology into education, ensuring that learning remains accessible and effective even in the face of future disruptions. This reflection underscores the importance of preparing educational systems not only to respond to crises but also to harness the benefits of technology to enhance teaching and learning in the long term

Article 2: Journal of Computer Assisted Learning: Volume 37, Issue 6 Special Issue:Adoption of learning technologies in times of pandemic crisis Pages: C1, 1509-1707 December 2021

The special issue of the Journal of Computer Assisted Learning (Volume 37, Issue 6) titled Adoption of Learning Technologies in Times of Pandemic Crisis explores how the COVID-19 pandemic accelerated the adoption of educational technologies and transformed teaching and learning practices. Spanning pages 1509 to 1707, this issue provides a collection of research articles, case studies, and reviews that examine the immediate response to the educational disruption caused by the pandemic and the long-term implications for digital learning.

A central theme of the issue is how the pandemic acted as a catalyst for innovation and change in education. Faced with sudden school closures and social distancing measures, educators and institutions had to quickly shift to online learning platforms, including learning management systems (LMS), video conferencing tools, and collaborative applications. The articles in this issue highlight how this rapid transition exposed both the potential and the limitations of existing educational technologies. While some schools and universities successfully integrated digital learning tools, others struggled with issues of access, equity, and technological infrastructure.

One of the key takeaways from the issue is the importance of adaptability and professional development for teachers. Several studies underscore how teachers’ ability to engage with digital tools and modify their instructional strategies played a crucial role in the success of remote learning. Research also points to the growing need for targeted support for students, particularly those from disadvantaged backgrounds who faced barriers to accessing technology and reliable internet.

Furthermore, the special issue explores the psychological and social effects of remote learning on students. While some students benefited from the flexibility and self-paced nature of online learning, others reported increased feelings of isolation, disengagement, and screen fatigue. The issue addresses the role of blended learning models, where online and face-to-face instruction are combined to provide a more balanced and effective learning experience.

In conclusion, the special issue reflects on how the pandemic has reshaped educational practices and accelerated the integration of technology into teaching and learning. The authors emphasize that while the transition to online learning was challenging, it also created new opportunities for innovation and personalized learning. Moving forward, the insights gained from this period of disruption can inform the development of more resilient, equitable, and effective educational systems.

Article 3: Higher Education Students' Experiences and Opinions About Distance Learning During the COVID-19 Pandemic

The article "Higher Education Students' Experiences and Opinions About Distance Learning During the COVID-19 Pandemic" by Stevanović, Božić, and Radović (2021) explores how higher education students perceived and adapted to the sudden transition to distance learning caused by the COVID-19 pandemic. The study investigates both the positive and negative aspects of online learning, providing valuable insights into how students' academic performance, motivation, and overall learning experience were affected during this unprecedented period.

The authors conducted a survey-based study, gathering responses from higher education students across different disciplines. A key finding was that while some students appreciated the flexibility and convenience of distance learning, others faced significant challenges, including lack of motivation, feelings of isolation, and difficulty in engaging with course material. Many students reported that online learning allowed them to manage their time better and provided opportunities for self-paced learning. However, technical issues, limited access to reliable internet, and the absence of face-to-face interaction with instructors and peers were identified as major obstacles.

An important takeaway from the study is the role of social and emotional support in the success of distance learning. Students who felt connected to their instructors and classmates, even in virtual settings, were more likely to remain engaged and motivated. The study also highlighted the importance of instructional design and the need for educators to use interactive and collaborative tools to foster engagement. Students reported that classes incorporating multimedia, group work, and real-time feedback were more effective than those relying solely on recorded lectures or passive content delivery.

The article concludes by recommending that higher education institutions adopt a more blended approach to learning, combining the strengths of both online and in-person instruction. Improving technological infrastructure, providing more professional development for instructors, and offering psychological and academic support for students are also suggested as key strategies to enhance the overall learning experience in future distance learning scenarios.

 

References

Drachsler, H., Jansen, J., & Kirschner, P. A. (2021). Adoption of learning technologies in times of pandemic crisis. Journal of Computer Assisted Learning, 37(6), C1, 1509-1707. https://doi.org/10.1111/jcal.12626

Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students' experiences and opinions about distance learning during the Covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1490–1508. https://doi.org/10.1111/jcal.12613

Journal of Computer Assisted Learning (2021). Volume 37, Issue 6 (Special Issue: Adoption of learning technologies in times of pandemic crisis), Pages C1, 1509-1707. https://onlinelibrary.wiley.com/toc/13652729/2021/37/6

 

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