A2 Refereed review article in a scientific journal

Higher Education during Lockdown: Literature Review and Implications on Technology Design




AuthorsLaato Samuli, Farooq Ali, Vilppu Henna, Airola Antti, Murtonen Mari

PublisherHINDAWI LTD

Publication year2022

JournalEducation Research International

Journal name in sourceEDUCATION RESEARCH INTERNATIONAL

Journal acronymEDUC RES INT

Article number 7201043

Volume2022

Number of pages13

ISSN2090-4002

eISSN2090-4010

DOIhttps://doi.org/10.1155/2022/7201043

Web address https://www.hindawi.com/journals/edri/2022/7201043/

Self-archived copy’s web addresshttps://research.utu.fi/converis/portal/detail/Publication/175558759


Abstract
Countries globally reacted to the COVID-19 pandemic by imposing lockdowns, and as a consequence, higher education institutions were forced to rapidly transition into distance learning. Here, technology played a paramount role as the enabler of remote learning and shaping teaching practices. The aim of this study is to understand the broad trends in higher education during the early lockdown transitions and the role of technology in this process through a literature review approach. After searching for literature and applying inclusion and exclusion criteria, 61 relevant publications were discovered, which were sorted into three clusters using co-word analysis: (1) teaching and learning; (2) policy and managerial issues; and (3) students' psychological well-being. Each theme was further divided into subthemes based on a thematic clustering approach. Based on this review, implications on learning technology design during the time of a pandemic were derived. First, due to the lack of social contacts resulting from isolation measures, emphasis is needed on interstudent interaction. Second, mobile distance learning technologies and teaching methods could be designed to enable students to move or exercise while learning. Third, diverse pedagogical approaches should be looked into to bring variety into students' lives.

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Last updated on 2024-26-11 at 16:45