COVID-19: 20 countries’ higher education intra-period digital pedagogy responses

By Joseph Crawford, K. Butler-Henderson, J. Rudolph, B. Malkawi, M. Glowatz, R. Burton, P. Magni, Sin Manw Sophia Lam. 1, 2020

1,742 citations recorded by the source corpus.

The Coronavirus 2019 (COVID-19) pandemic has created significant challenges for the global higher education community. Through a desktop analysis leveraging university and government sources where possible, we provide a timely map of the intra-period higher education responses to COVID-19 across 20 countries. We found that the responses by higher education providers have been diverse from having no response through to social isolation strategies on campus and rapid curriculum redevelopment for fully online offerings. We provide in our discussion a typology of the types of responses currently undertaken and assess the agility of higher education in preparing for the pandemic. We believe there are significant opportunities to learn from the pedagogical developments of other universities, in order to strengthen our collective response to COVID-19 now and into the future.

Subfields: Clinical Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/87761cfa527227abe00aa2b91672339ff048eda3

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Citations in the corpus

Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology (2020, methodology): “All these led a fast and unexpected transition to distance and virtual learning and various obstacles and challenges (Crawford et al., 2020; Kaur, 2020).”
College students’ use and acceptance of emergency online learning due to COVID-19 (2020, neutral): “Some universities were oﬀering asynchronous classes where instructors prepare assignments or record lectures and students can complete them at their own pace E-mail address: aua240@psu.edu 1 A. Patricia Aguilera-Hermida, D.Ed. ( Crawford et al., 2020 ; Hodges et al., 2020 ).”
The overlooked minority: Mental health of International students worldwide under the COVID-19 pandemic and beyond (2020, positive): “For example, some campuses were closed without considering that many international students do not have a residence outside those campuses, nor do they have accessibility to a safe return to their home countries due to closed borders, reduced amount of international flights, and potential exposure t”
Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana (2020, background): “…widespread closures of schools, universities and colleges as a result over 80% of the world’s students (as of 21 April, 2020, approximately 1.723 billion learners) are not attending school (Crawford et al., 2020; Ebrahim, 2020; Day, 2020; Kokutse, 2020; Quinn, 2020; UNESCO, 2020a; UNICEF, 2020).”
The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning (2021, background): “From preschool to higher education, all students were negatively affected by the COVID-19 pandemic (Crawford et al., 2020).”
College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States (2020, background): “, China, Egypt, and Hong Kong) reported campus closures in their faceto face modalities and a move to online virtual teaching modality (Crawford et al., 2020).”