Coronavirus Pandemic & Online Education

Beschreibung

In this book, eight substantive chapters examine how “developing” countries such as Bangladesh, Malaysia, and Mexico confronted the pandemic-driven online education shift. As local instruments, resources, and preferences of specific universities meshed with global platforms, ideas, and knowledge, the book addresses several questions. Was the mix too flaky to survive increasing competitiveness? Were countries capable enough to absorb mammoth software technological changes? Throwing a “developed” country (the United States) in for contrast, the book elaborates on the inequities between these countries. Some of these inequalities were economic (infrastructural provisions and accesses), others involved gender (the role of women), political (the difference between public and private universities), social (accessibility across social spectrum), and developmental (urban-rural divides). In doing so, new hypotheses on widening global gaps are highlighted in the book for further investigation.

Imtiaz A. Hussain founded the Global Studies & Governance Department (GSG) at Independent University, Bangladesh (IUB, 2016), after serving in Philadelphia University and Universidad Iberoamericana (1990–2014). He has published over 20 academic books, journal articles and newspaper pieces that cover many regions (Afghanistan, the Atlantic area, Latin and North America, and South Asia), touching on diverse topics (the environment, politics, refugees, security, trade). He received his Ph.D. in Political Science from the University of Pennsylvania (1989).

Jessica Tartila Suma is a Senior Lecturer at the Global Studies & Governance Department (GSG) at Independent University, Bangladesh. She is also a doctoral student in the College of Architecture, Planning, and Public Affairs (CAPPA) at the University of Texas, Arlington, and holds a Master’s in Political Science (Rutgers University). She completed both her Master’s in Development Studies (2013) and BSS (Honors) in Media and Communication (2008) at IUB, and has a keen interest in foreign policy, humanitarian assistance, refugee education, as well as political, communication, democratic transitions. She also served as Deputy Director of IUB’s Centre for Pedagogy (2020-21).

In this book, eight substantive chapters examine how “developing” countries such as Bangladesh, Malaysia, and Mexico confronted the pandemic-driven online education shift. As local instruments, resources, and preferences of specific universities meshed with global platforms, ideas, and knowledge, the book addresses several questions. Was the mix too flaky to survive increasing competitiveness? Were countries capable enough to absorb mammoth software technological changes? Throwing a “developed” country (the United States) in for contrast, the book elaborates on the inequities between these countries. Some of these inequalities were economic (infrastructural provisions and accesses), others involved gender (the role of women), political (the difference between public and private universities), social (accessibility across social spectrum), and developmental (urban-rural divides). In doing so, new hypotheses on widening global gaps are highlighted in the book for further investigation.

Autor*in

Imtiaz A. Hussain

Themen in »Coronavirus Pandemic & Online Education«

Local-global trade-offs From ivory-tower to main street pedagogy Digital divisions based on gender Digital divisions based on geography Digital divisions based on development “it takes a village” mind-set and education Rural education Global production networks Decentralizing international institutions Educating the floating population Globalizing electoral practices Comparative online education Pandemic pressures on education Online Educational Ecosystem Self-Regulated Learning

Stimmen zu »Coronavirus Pandemic & Online Education«

“Coronavirus pandemic & online education: impact on developing countries is part of the social research after the pandemic. The gaps that this event has left include education, therefore this book is a contribution to understanding what is happening from the Global South. The editors place the abrupt transition to online education as a central topic, where elements such as the infrastructure and maturation of these models in these countries was the main challenge. Throughout the book, we find the process of appropriation and adaptation of models that include concepts such as blended classrooms, self-regulated learning, etc. These concepts are understood through three experiences: Bangladesh, Malaysia and Mexico. Throughout these experiences, the social factors that complicate the implementation of this new model are reviewed, such as: training by teachers, budgets, psychological processes of teachers and students and the ability to adapt into a self-regulated learning educationmodel.  Likewise, recommendations are made towards the search for best practices.” (Raquel Isamara León de la Rosa, Autonomous University of Puebla, Mexico)

“Undoubtedly, the Covid-19 has changed the world scenario. Nothing will be the same again. Since December 2019, the world is concerned about the devastating effects of a pandemic caused by Coronavirus, also known as Covid-19 or CV-19. So far, the results have been the most dangerous situation the world has seen in modern history. Now the countries are trying to cope with the new normal. This book addresses the issues of higher education in post covid-19 situation. The authors capture various aspects of teaching pedagogies, instructions, hybrid mode,  and contextual issues for the proper functioning of higher education system in Bangladesh and other selected countries. The world will never be the same again after the pandemic, and the experience of transformative change is teaching us how to treat people and nature. Educators and Policymakers need to learn from the experience and should bring changes to their countries, as this is happening in Bangladesh.” (Golam M. Mathbor, School of Social Work, Monmouth University, USA)

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