The pandemic situation caused by COVID-19 has challenged the education system, not only in Hungary, but everywhere in the world. The use of information and communication technology in education, including higher education, has transformed students' expectations and, at the same time, redefined the role of t...he online educator. This is because online teaching and learning is significantly different from teaching-learning in a traditional environment, and educators need to rethink their role in the learning and teaching paradigm. Our higher education institution has developed a new learning-teaching concept based on the experience of distance education introduced as a result of the pandemic situation. The research described in the study and the corresponding developments are shared as good practice for other higher education institutions.
Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approa...ch. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.
The new reality created by the COVID-19 caused a lot of changes in the educational sphere. The transition from face-to-face to distance learning was not smooth in Ukraine because distance learning was not a common practice in the country before and teachers were unprepared for teaching online. This unusual situation prompted us to start our qua...litative research primarily to get insights into the altered daily routines of teachers and educators. In particular, we were interested in how they assessed their students’ performance online. This article focuses on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications like Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills in order to provide quality education in the modern form.
The increasing interest in introducing tablets into education as well as many countries’ education policies (see Digital Education Strategy) support the integration of the above-mentioned mobile devices (Mulet, van de Leemput & Amadieu, 2019). Accordingly, several governments are presently procuring or have already supplied a significant...number of students with these devices (Tamim et al., 2015). Similar to most international large-scale initiatives, there are remarkable variances in tablet-supported education. The different school conditions (infrastructure, framework, human resources) result in the diversity of technological integration. In our research, in order to learn more about the infrastructural conditions at schools’ institutional levels, with online questionnaires we examined 145 primary schools using tablets in their education. We were looking to answer the following, questions: (1) what kind of infrastructural conditions are characteristic of the different institutions? (2) What kind of differences in infrastructural conditions are there between the schools in different settlements? To sum up the results, we can observe significant differences in the number of tablets, their hardware, accessories and software, along with differences in internet access and the regulation thereof.
Arts education, including music teaching (Dohány, 2010) in elementary schools is getting less and less importance in our present day education system, accordingly we find quite relevant to investigate the situation of music teaching in Romania among the Hungarian minority educationís elementary classes. This present study would like to map th...e extracurricular fields of music teaching in Covasna and Harghita counties in Hungarian classes through a questionnaire research made among teachers. Our objective is to investigate extracurricular musical education in elementary classes, where we would like to find out what kind of musical activities exist in this area and how intensively do pupils take part in these activities. The self-made questionnaire was sent out online in Covasna and Harghita counties, based on the teachers ‘database at the end of January in 2020. 78 elementary school teachers took part in this research. All the collected data was processed with the help of a statistical data analysing software, examining the descriptive statistical indicators. The analysis shows that few elementary class students take part in extracurricular activities.
Romanian music pedagogy research do not extend to Hungarian minority classes, thus we see it important to investigate the extracurricular activities in counties where Hungarian minorities live.
During the pandemic, arts disciplines had to seek new paths for creation to continue visual skills development outside the studio. ICTs offer a natural tool set for individual and collaborative work and sharing online. 3D design and the development of digital creativity can represent new directions for Hungarian art education and its major disc...ipline called Visual Culture. With this tool, visual art education can proceed on the bumpy road to teach the visual language of the 21st century. Certainly, technological focus is not the only option for progress in art education. Nevertheless, if we look for possible directions for renewal, we cannot ignore the use of software products that support visual creativity,and are becoming more and more easily available, simpler and free of charge. This paper focuses on the pedagogical possibilities of 3D printing. We present an experimental program with secondary school students aged 16 years, that started and ended face-to-face and was partly realised online. As the project manifests a creative synergy of Visual Culture and Information Technology disciplines that may be of interest for art and ICT educators as well.
This study is based on the results from a national project initiative on digitalization, supported by methodology evidence from e-learning materials at the level of teachers’ training for vocational education institutes. Looking for the new paths to online learning We have been formulating the question for almost a decade: How can we manage t...he transfer of knowledge and make learning more enjoyable? For the steps forwards, the first impulses for understanding the recontextualization of vocational didactics and re-defining roles and responsibilities of the actors. Our paper deals with seeking a new method for content development and its application in vocational education and training (VET). This study recommends a kind of open framework is provided by the fact that the innovation, which takes open source content development as one of the approaches of reforming teacher training for VET, is connected to a technical university of long-existing traditions. In line with the peculiarities of Hungarian VET, our research group undertook to develop methodological training in terms of complex school subjects. By applying their new concept, their concrete objective was: the methodological renewal of vocational teacher training and practical training by creating and applying complex learning content units online.
2020 will be remembered for COVID-19, a pandemic that forced the world to lock down and urged most educational providers to promptly implement e-learning solutions. In this paper, we point out some challenges faced by university teachers who had almost no earlier practice in online teaching. Nine lecturers working in different universities from... Brazil, the Czech Republic, Estonia, Hungary, India, Macedonia, and Slovakia – all teaching science, technology, engineering, and mathematics (STEM) subjects – were interviewed to share their online teaching experiences during the COVID-19 lockdown. The aim of this introductory small-scale research paper is to provide a basis for future research regarding the influences that the COVID-19 situation has had on educational processes, as well as to assist educational providers in foreseeing and eliminating the possible problems of lecturers when establishing an online educational environment. Some conclusions are formulated from the interview survey, and possibilities for further research are described.
The aim of this research was to highlight the impact of online education on teaching and learning English as a foreign language among students aged 12-19, and to research the importance of learner autonomy and motivation in the online teaching – learning process. In order to collect data from the 81 subjects, members of five different classes... and age groups, a questionnaire created in Google Forms was used. The questionnaire was designed to provide information about the students’ attitude and motivation for studying English in an online context, autonomy and effort invested in the learning process. Student progress was measured using the end of semester grades of the first semester of the 2019/2020 year compared to those of the first 2020/2021 semester. Results reveal the importance of perceived choice as a factor that supports learner autonomy and learner motivation. The limitations of the study are due to the fact that the students’ level of English and their previous knowledge of the subjects studied online had not been tested beforehand as the current pandemic situation was not foreseeable.
The global coronavirus pandemic that emerged at the end of 2019 and will reach its peak in 2020 has affected education systems worldwide and led to widespread, complete closure of schools, universities, and colleges. UNESCO estimates that a total of nearly 1.6 billion students worldwide have been affected by the closures of educational institut...ions. The indicator was the highest in the period from April 1 to April 5, when exactly 1,598,099,008 students were affected by the measures. This accounted for 91.3% of the world’s total learning community, with a total of 193 countries providing full nationwide remote teaching. In response to school clo-sures, UNESCO has proposed distance learning programs as well as open educational applications and platforms that have ena-bled schools and teachers to reach their students remotely and make online education easier (UNESCO, 2020). In addition to reviewing the recent literature and monitoring lockdown measures, the study also suggests a number of specific solutions.
This paper is about the practical application of Metamorphoses creative-developmental fairy tale therapy, which is presented based on a three-session Metamorphoses creative-developmental fairy tale therapy session. The sessions were conducted between April and May 2021, among students (n=24) of the University of Debrecen, who were previously no...t familiar with fairy tale therapy, nor with the works of Ildikó Boldizsár. Through the media environment of the session, we also reflected together on the effects of internet consumption and the dangers of the internet. The study highlights the students' attitudes towards this method and their participation and activity in the online space. The experiences gained during the 3 sessions and the feedback of the students appear as a guideline to conclude the study. The practical application of the Metamorphoses creative-developmental fairy tale therapy will show whether this methodology has a role to play in higher education.
Scouting is a non-formal learning environment which implies a form of learning that is “less organised than formal learning, but still consists of planned activities and educational objectives. It is also seen as being more concerned with action, and learning by doing from experience; and more holistic, with a particular focus on developing s...ocial and emotional skills” (Bridwell et.al., 2015: 27). The Scouting Method used relies on the concept of experiential learning or learning by doing and combines it with other educational elements such as the symbolic framework, team or patrol system, gamification elements such as the badge system (Christians 2018) and active learning or personal progression so that each young person is “consciously and actively involved in his or her own development” (WOSM 1998: 47). The present paper aims to explore scouts' and educational stakeholders' (teachers and scout teachers) beliefs and opinions regarding scouting methods and the way these methods could be integrated into the formal learning environment. Qualitative and quantitative methods of analyses were used to examine and interpret the results gathered through an online questionnaire. Results show that all respondents have a positive attitude towards scouting and the methods used within their activities and they would encourage others to join the association. Even school subjects have been identified which could serve as bridging points between non-formal and formal educational situations.