dc.contributor.author |
Panda, Santosh |
|
dc.date.accessioned |
2021-12-01T21:55:19Z |
|
dc.date.available |
2021-12-01T21:55:19Z |
|
dc.date.issued |
2020 |
|
dc.identifier.citation |
Panda, S. (2020). Editorial — COVID-19 pandemic and innovations in institutional transformation, technology and pedagogy. Journal of Learning for Development, 7(3), 264-270. |
en_US |
dc.identifier.issn |
2311-5550 |
|
dc.identifier.uri |
${sadil.baseUrl}/handle/123456789/983 |
|
dc.description |
7 p. ; PDF |
en_US |
dc.description.abstract |
The 2020 COVID-19 Pandemic has been among the worst nightmares in the past century. It brought in panic and despair, but also reflection, resilience, and hope; and adversely affected the economic and education sectors the most. Teaching-learning and training in almost all countries were affected, with over 90% of students out of school including above 570 million in the Commonwealth (Kanwar & Daniel, 2020), and above 1.37 billion students studying from home (UNESCO, 2020). Most countries and educational institutions quickly delved into putting in place additional policies, systems,
infrastructure, teaching-learning strategies, and capacity building of teachers and instructors; and some others followed suit gradually. The school and vocational sectors have been the worst-hit compared to higher education institutions (HEIs). Suddenly, online teaching/learning became the buzz word. Published reports and research during the pandemic indicated limitations (and constraints) in perceptions; and most were actually engaged in emergency remote teaching, rather than proper online/blended teaching-learning (Hodges et al, 2020). |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
COL |
en_US |
dc.relation.ispartofseries |
JL4D 2020, Vol. 7, No. 3, pp. 264-270; |
|
dc.title |
COVID-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy |
en_US |
dc.type |
Article |
en_US |