Telyani Abir El, Farmanesh Panteha, Zargar Pouya
Faculty of Business and Economics, Department of Business management, Girne American University, Karmi, Cyprus.
Front Psychol. 2021 Oct 12;12:765180. doi: 10.3389/fpsyg.2021.765180. eCollection 2021.
Upon the spread of the global pandemic of COVID-19, education was transformed online in an abrupt manner. Amid this change, the education sector did not have room for proper decision-making and understanding of psychological effects. This theoretical analysis aims to contribute to the proposed Frontiers Research Topic, through (a) in-depth analysis of the pandemic status and behavioral psychology and (b) examining educational psychology from the perspective of teachers regarding sudden changes. As a result, implications are suggested based on interviews, linking to extant literature. The current research recognizes the difference between online learning and emergency remote education. While the former comprises prepared means of teaching and assessment, the latter is unaccompanied by such preparedness. Thus, there are variations in the outcomes of learning, motivation, and engagement. Scholars, teachers, deans, and educational managers can benefit from current results.
随着新冠疫情在全球蔓延，教育突然转向线上。在这一变化过程中，教育部门没有足够的空间进行适当决策并理解其心理影响。本理论分析旨在通过（a）深入分析疫情状况和行为心理学，以及（b）从教师角度审视关于突然变化的教育心理学，为拟议的《前沿研究专题》做出贡献。结果，基于访谈提出了相关启示，并与现有文献相联系。当前研究认识到在线学习与应急远程教学之间的差异。前者包括预先准备好的教学和评估方式，而后者则没有这种准备。因此，在学习成果、动机和参与度方面存在差异。学者、教师、院长和教育管理人员可以从当前的研究结果中受益。
