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school system through the restoration of trust. Sheila Riddell and Alina Boutiuc-Kaiser highlight the fact that in both Scotland and Germany, the COVID-19 pandemic and its related emergency measures have increased educational disparity and economic and
participants (7%) had received online tutoring; however, more students are likely to have online tutoring during the COVID-19 pandemic. As Zhang and Bray (2020) point out, with the global outbreak of COVID-19 at the beginning of 2020 ‘many face
. , Graziano , V. , Johansson , J. , Mondon-Navazo , M. , Murgia , A. , & Trogal , K. ( 2021 ). COVID-19 as a breakdown in the texture of social practices . Gender, Work and Organization , 28 ( 1 ), 638 – 656 . https://doi.org/10.1111/gwao.12524
Learning Alone – a kapcsolati beágyazódás vizsgálata a távolléti oktatás alatt
Learning Alone – The Study of Student Relationships during the Emergency Remote Teaching
. & Chrystalla Mouza, C. (2020) Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. AACE-Association for the Advancement of Computing in Education
Introduction The COVID-19 pandemic, which affected the whole world, has also affected Turkey in social, economic, and educational fields. Due to the COVID-19 pandemic, academic institutions around the world have had to
provision was accelerated by the Covid-19 pandemic that hit the world in 2020 and closed schools for extended durations. International research on this theme has expanded greatly in recent decades ( Gordon Győri, 2020a ; Zhang & Bray, 2020 ), but much more
significant impact on the private tutoring industry, but the capitalised corporations have suffered fewer losses because of their better compliance capabilities compared to smaller centres. Similar remarks applied during the COVID-19 outbreak, when the whole
were conducted because of the COVID-19 situation. The duration of the interviews ranged between 45 and 90 min. There were three main topics altogether that were discussed during the conversations. Firstly, we identified the very specific features of the
& Souter, 2002 ). According to UNESCO statistics, more than 5.3 million international students studied abroad in 2017, which is 2.65 times the number of 2 million in 2000 ( UNESCO, 2019 ). In the absence of COVID's impacts, the volume of international
: the current COVID pandemic may have played a role in the organisational changes that resulted in my departure, and likewise, so may the increased corporatisation of higher education and a certain fixation on technology at the expense of the public good
