Education Change

The COVID-19 pandemic led to massive educational changes and unexpected disruptions. According to Zhao (2021), the pandemic created unique educational changes that had not been realized before. This annotated bibliography focuses on educational changes that occurred during COVID-19 and how these changes have influenced the traditional model of the education system.

Zhao, Y., & Watterston, J. (2021). The Changes We Need: Education Post COVID-19. Journal of Educational Change, 22(1). https://doi.org/10.1007/s10833-021-09417-3

This article provides insights into educational changes that occurred after COVID-19 struck. It highlights that education changes were focused on addressing immediate challenges, such as using creative methods to reach students at home, continuing schooling, and teaching online. This resource explains that the COVID-19 pandemic brought generational opportunities for educational change. It affected all schools globally; this provided an opportunity for education stakeholders to re-strategize the education teaching models and modify the outdated models. It highlights that schools and the government offered remote learning through the digitization of the learning system. The author observed that traditional accountability and exam regulations were minimally implemented, and for these education changes to be adopted in a globalized world, traditional knowledge and skills will be less critical. A competency-based learning approach should be adopted to develop learners' unique abilities and talents.

Deborah Oyedotun, T. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, 2, 100029. https://doi.org/10.1016/j.resglo.2020.100029

This resource examines the sudden transformation of education pedagogy in the education system caused by COVID-19. The online transition of pedagogy during COVID-19 has revealed challenges and inequalities, especially in developing countries. This article highlights that challenges and inequity in developing countries have become a reality in the education sector and need to be mitigated through a new approach.

This article's insights were gathered through informal conversations with colleagues, assignments, students, and the author's and writer's experience using literature reviews to utilize online teaching. This article highlights critical problems encountered during COVID-19, especially in developing countries. These challenges include a lack of resources, poor infrastructure, cybersecurity problems, and course delivery problems.

The author highlights recommendations to aid in stabilizing the education system: gradual transitioning to online education, offering practical training sessions to teachers and learners, streamlining teaching content, and offering technical assistance to communities.

Mishra, L., Gupta, T., & Shree, A. (2020). Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open, 1(1), 100012. https://doi.org/10.1016/j.ijedro.2020.100012

This article uses qualitative and quantitative methodologies to assess the opinions of stakeholders on the adoption of online learning during the COVID-19 period at Mizoram University. The main objective of this article is to focus on online learning methods adopted during COVID-19, the opinions of learners and teachers on online learning, and the challenges encountered during the online teaching and learning process. Researchers used quantitative analysis to develop two questionnaires to assess learners' and teachers' opinions on online education.

Based on the findings, the author observed that the involvement of education stakeholders in online teaching and learning requires a change of mindset and technical preparedness. Learners reported a need for more attention and interest during online classes, and needed to be used to learning from computers and smartphones. The author also observed that an unstable network was a challenge, mainly when videos and audio were used as a mode of teaching. This article concludes that for an effective online education system to be established, reliable communication tools, good internet connectivity, anda digital academic experience are required.

This article outlines a detailed study that aims to explore various online modes of education applied worldwide in different institutions to understand the other measures that different institutions and governments have taken. This resource highlights that digital pedagogy gave teachers and learners a new experience; it also provides insights into the need to establish appropriate teaching mechanisms to prepare for unforeseen crises in the future.

The author of the article used a documentary research approach from several information databases and sources, and the contents of the publications used were categorized correctly and analyzed. A research review was conducted to help identify areas of interest that the research focused on. The first area of interest was the radical shift in digital pedagogy, and the second was practices conducted in line with examinations and assessments. The author noted that the radical shift towards online teaching and learning requires turning physical libraries into digital libraries that will be effective in supporting online classes. The use of a remote assessment approach required a sophisticated digital infrastructure to curb exam cheating and dishonesty. The author recommends that for an effective digital education learning system to be established, a collaborative initiative between government and private companies is required to develop a sustainable and productive education system.

In conclusion, this annotated bibliography is a collection of resources that offer a detailed overview of education change during COVID-19 and how those changes challenge the traditional model of the education system. A productive digital education system should lead to a curriculum that is personalized, learner-centered, authentic, inquiry-based, and purposeful.