Meulenbroeks Ralph, Reijerkerk Martijn, Angerer Elisabeth, Pieters Toine, Bakker Arthur
Freudenthal Institute, Utrecht University, Princetonplein 5, 3584 CC Utrecht, the Netherlands.
Heliyon. 2022 Oct;8(10):e11170. doi: 10.1016/j.heliyon.2022.e11170. Epub 2022 Oct 19.
As the global COVID-19 pandemic forced a sudden transition to emergency online education in early 2020, academic discourse quickly shifted to focus on the new situation and what could be learned from it. The present study gives an overview of the discourse on education during the pandemic in publications that appeared in the top-50 journals on the Clarivate Education list in the period April 2020-May 2021. Based on a final selection of 63 articles and 12 editorials, mostly on higher education, five main themes were identified: affect, teaching practice, teaching context, achievement and assessment, and equity. The academic discourse in these publications indicates that the emergency situation exacerbated previously existing issues: mental distress was observed to rise sharply for all stakeholders and gaps in access to education between different social groups widened. In response, teachers revisited the core values of education to guide them in approaching online teaching. Management focused less on procedures and communicated in a more human and empathic way. We argue that the acute interconnectedness experienced during the pandemic can be used to develop a pedagogy of care in which support is explicitly organized on both socio-emotional and academic levels.
2020年初，随着全球新冠疫情迫使教育突然转向紧急在线教育，学术讨论迅速转向关注新形势以及从中可以学到什么。本研究概述了2020年4月至2021年5月期间出现在科睿唯安教育排名前50的期刊上的关于疫情期间教育的论述。基于最终选定的63篇文章和12篇社论，大多是关于高等教育的，确定了五个主要主题：影响、教学实践、教学背景、成就与评估以及公平性。这些出版物中的学术论述表明，紧急情况加剧了先前存在的问题：观察到所有利益相关者的精神痛苦急剧上升，不同社会群体在受教育机会方面的差距扩大。作为回应，教师重新审视教育的核心价值观，以指导他们进行在线教学。管理层减少了对程序的关注，以更人性化和富有同理心的方式进行沟通。我们认为，疫情期间经历的紧密相互联系可用于发展一种关爱教学法，其中在社会情感和学术层面都明确组织了支持。
