PDF

Published

2024-03-13

Issue

Vol. 9 No. 6 (2024)

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Torres, A. M., & Sanchez, S. (2024). Education in a pandemic, learning to guarantee inclusive education from an approach psychosocial. Environment and Social Psychology, 9(6). https://doi.org/10.54517/esp.v9i6.2238

Education in a pandemic, learning to guarantee inclusive education from an approach psychosocial

Ana Maria Torres

Autonomous University of Madrid

Sergio Sanchez

Autonomous University of Madrid


DOI: https://doi.org/10.54517/esp.v9i6.2238


Keywords: distance learning, emotions, motivation, self-regulation, information technologies, educational policy

Abstract

This paper pretends to investigate the effectiveness of distance education during the COVID-19 pandemic time. Its objective was to analyze variables that impacted the results of emergency distance education, the challenges that arise for teacher training and comprehensive and inclusive education during and after pandemic periods. It corresponds to a documentary investigation, uses qualitative content analysis, and is framed in a stage of initial results on peer-reviewed academic articles from the Web of Science and websites of institutions relevant to the topic studied. The total sample was 70 articles. The results identify variables mostly studied in the scientific literature that affected distance learning, related to socio-emotional, motivational, self-regulation and executive skills of the students, along with those coming from particular family and social contexts and the organization of schools. It is expected that the conclusions will contribute to educational policy decisions on teacher training and intersectoral actions to face future emergencies that involve school closures and constitute a set of evidence of the main barriers and facilitators of educational work in a period of health emergency available to the educational community, useful for the design of improvements in educational quality for the diversity of students in different scenarios.

References

[1]. UNICEF. Covid-19: Are Children Able to Continue Learning During School Closures? A Global Analysis of the Potential Reach of Remote Learning Policies Using Data From 100 Countries. Available online: file:///home/minotebook/Descargas/COVID-19-Remote-Learning-Factsheet_English_2020.pdf (accessed on 28 October 2023).

[2]. Alban Conto C, Akseer S, Dreesen T, et al. Potential effects of COVID-19 school closures on foundational skills and Country responses for mitigating learning loss. International Journal of Educational Development. 2021, 87: 102434. doi: 10.1016/j.ijedudev.2021.102434

[3]. Renzulli L, Werum R, Kronberg A. The Rise of Homeschooling Regulation in the Era of School Choice: Legislative and Judicial Trends, 1972–2009. Rev Sociol Forum 2020. doi: 10.1111/socf.12582

[4]. Rice K. A comprehensive look at distance education in the K-12 context. J Res Technol Educ 2006; 38: 425–448. doi: 10.1080/15391523.2006.10782468

[5]. Trautwein U, Lüdtke O, Schnyder I, et al. Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology. 2006, 98(2): 438–456. doi: 10.1037/0022-0663.98.2.438

[6]. Martin-Chang S, Gould ON, Meuse RE. The impact of schooling on academic achievement: Evidence from homeschooled and traditionally schooled students. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement. 2011, 43(3): 195–202. doi: 10.1037/a0022697

[7]. Ray B. A Review of research on Homeschooling and what might educators learn? Pro-Posições. 2017, 28(2): 85–103. doi: 10.1590/1980-6248-2016-0009

[8]. Mitra S, Dangwal R. Limits to self-organising systems of learning—the Kalikuppam experiment. British Journal of Educational Technology. 2010, 41(5): 672–688. doi: 10.1111/j.1467-8535.2010.01077.x

[9]. World Bank. Acting Now to Protect Our Children's Human Capital: The Costs and Response to the Impact of Pandemic COVID-19 on the Education Sector in Latin America and the Caribbean (Spanish). Grupo Banco Mundial Educación 2021.

[10]. Baron J, Taveras CM, Cuevas J. Adaptive technology to improve mathematics learning in the Dominican Republic (Spanish). Available online: https://blogs.worldbank.org/es/education/tecnolog-adaptativa-para-mejorar-elaprendizaje-de-las-matem-ticas-en-rep-blica-dominicana (accessed on 28 October 2023).

[11]. Angel-Urdinola D. Use of computer-assisted remediation programs to prevent student dropout in the context of COVID-19 (Spanish). Available online: https://blogs.worldbank.org/es/education/uso-de-programas-de-remediacion-asistidospor-computador-para-prevenir-la-desercion (accessed on 28 October 2023).

[12]. Baber H. Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies. 2021, 11(1): 159–171. doi: 10.1108/aeds-09-2020-0209

[13]. Noesgaard SS, Ørngreen R. The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. Electron J.E-Learn 2015; 13: 278–290.

[14]. Lean QY, Ming LC, Wong YY, et al. Validation of online learning in pharmacy education: effectiveness and student insight. Pharmacy Education, 2018; 18: 135–142.

[15]. Wang Y, Ma J, Kremer GE, et al. An investigation of effectiveness differences between in-class and online learning: an engineering drawing case study. International Journal on Interactive Design and Manufacturing (IJIDeM). 2018, 13(1): 89–98. doi: 10.1007/s12008-018-0510-8

[16]. Tsang J, So M, Chong A, et al. Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning. Education Sciences. 2021, 11(8): 446. doi: 10.3390/educsci11080446

[17]. Nishikawa-Pacher A. Research Questions with PICO: A Universal Mnemonic. Publications. 2022, 10(3): 21. doi: 10.3390/publications10030021

[18]. Arbeláez M, Onrubia J. Bibliometric and content analysis. Two complementary methodologies for the analysis of the Colombian journal Educación y Cultura (Spanish). Revista de Investigaciones UCM. 2016, 14(23): 14–31. doi: 10.22383/ri.v14i1.5

[19]. Korstjens I, Moser A. Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice. 2017, 24(1): 120–124. doi: 10.1080/13814788.2017.1375092

[20]. UNICEF. Evaluation of UNICEF’s Response to the Ebola Outbreak in West Africa 2014–2015; 2017.

[21]. UNESCO. Declaration of Qingdao (Spanish). UNESCO; 2015.

[22]. UNESCO, UNICEF, Banco Mundial, Programa Mundial de Alimentos. Framework for the Reopening of Schools. (Spanish). 2020.

[23]. Combette LT, Camenen E, Rotge JY, et al. Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.752650

[24]. Chifari A, Allegra M, Benigno V, et al. Distance Learning During the First Lockdown: Impact on the Family and Its Effect on Students’ Engagement. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.762213

[25]. Thorsteinsen K, Parks-Stamm EJ, Olsen M, et al. The Impact of COVID-19-Induced Changes at Schools on Elementary Students’ School Engagement. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.687611

[26]. Simm I, Winklhofer U, Naab T, et al. How Children and Adolescents Perceive Their Coping with Home Learning in Times of COVID-19: A Mixed Method Approach. Front Psychol 2021; 12: 733428. doi: 10.3389/fpsyg.2021.733428

[27]. Treviño E, Miranda C, Hernández M, et al. Socioeconomic Status, Parental Involvement and Implications for Subjective Well-Being During the Global Pandemic of Covid-19. Frontiers in Education. 2021, 6. doi: 10.3389/feduc.2021.762780

[28]. Garrote A, Niederbacher E, Hofmann J, et al. Teacher Expectations and Parental Stress During Emergency Distance Learning and Their Relationship to Students’ Perception. Front Psychol 2021; 12: 712447. doi: 10.3389/fpsyg.2021.712447

[29]. Vogelbacher M, Attig M. Carrying the Burden into the Pandemic – Effects of Social Disparities on Elementary Students’ Parents’ Perception of Supporting Abilities and Emotional Stress During the COVID-19 Lockdown. Frontiers in Psychology. 2022, 12. doi: 10.3389/fpsyg.2021.750605

[30]. Spinelli M, Lionetti F, Pastore M, et al. Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology. 2020, 11. doi: 10.3389/fpsyg.2020.01713

[31]. Haller T, Novita S. Parents’ Perceptions of School Support During COVID-19: What Satisfies Parents? Frontiers in Education. 2021, 6. doi: 10.3389/feduc.2021.700441

[32]. Toppe T, Stengelin R, Schmidt LS, et al. Explaining Variation in Parents’ and Their Children’s Stress During COVID-19 Lockdowns. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.645266

[33]. Henter R, Nastasa LE. Parents’ Emotion Management for Personal Well-Being When Challenged by Their Online Work and Their Children’s Online School. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.751153

[34]. Mousavi SF. Psychological Well-Being, Marital Satisfaction, and Parental Burnout in Iranian Parents: The Effect of Home Quarantine During COVID-19 Outbreaks. Frontiers in Psychology. 2020, 11. doi: 10.3389/fpsyg.2020.553880

[35]. Bonal X, González S. The impact of lockdown on the learning gap: family and school divisions in times of crisis. Int Rev Educ 2020; 66(5-6): 635–655. doi: 10.1007/s11159-020-09860-z

[36]. Helm C, Huber SG. Predictors of Central Student Learning Outcomes in Times of COVID-19: Students’, Parents’, and Teachers’ Perspectives During School Closure in 2020—A Multiple Informant Relative Weight Analysis. Frontiers in Education. 2022, 7. doi: 10.3389/feduc.2022.743770

[37]. Sáez-Delgado F, Mella-Norambuena J, López-Angulo Y, et al. Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile. Frontiers in Education. 2021, 6. doi: 10.3389/feduc.2021.801865

[38]. Martin AJ, Collie RJ, Nagy RP. Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.702163

[39]. Pelikan ER, Lüftenegger M, Holzer J, et al. Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence (German). Zeitschrift für Erziehungswissenschaft. 2021, 24(2): 393–418. doi: 10.1007/s11618-021-01002-x

[40]. Lockl K, Attig M, Nusser L, Wolter I. Cognitive and Affective-Motivational Factors as Predictors of Students’ Home Learning During the School Lockdown. Front Psychol 2021; 12: 751120. doi: 10.3389/fpsyg.2021.751120

[41]. Chere B, Kirkham N. The Negative Impact of Noise on Adolescents’ Executive Function: An Online Study in the Context of Home-Learning During a Pandemic. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.715301

[42]. Knowles G, Gayer‐Anderson C, Turner A, et al. Covid-19, social restrictions, and mental distress among young people: a UK longitudinal, population-based study. Journal of Child Psychology and Psychiatry. 2022, 63(11): 1392–1404. doi: 10.1111/jcpp.13586

[43]. Commodari E, La Rosa VL. Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects? European Journal of Investigation in Health, Psychology and Education. 2021, 11(3): 726–735. doi: 10.3390/ejihpe11030052

[44]. De Coninck D, Matthijs K, Van Lancker W. Distance Learning and School-Related Stress Among Belgian Adolescents During the COVID-19 Pandemic. Frontiers in Education. 2022, 7. doi: 10.3389/feduc.2022.836123

[45]. Sanrey C, Goudeau S, Stanczak A, et al. A Two-Sided Lockdown? Social Class Variations in the Implementation of Homeschooling During the COVID-19 Lockdown. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.670722

[46]. Tannert S, Gröschner A. Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment. European Educational Research Journal. 2021, 20(4): 498–519. doi: 10.1177/14749041211024784

[47]. Bhargava S, Witherspoon DP. Parental Involvement Across Middle and High School: Exploring Contributions of Individual and Neighborhood Characteristics. Journal of Youth and Adolescence. 2015, 44(9): 1702–1719. doi: 10.1007/s10964-015-0334-9

[48]. Liu X, He W, Zhao L, et al. Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.752131

[49]. Zancajo A. The Impact of the Covid-19 Pandemic on Education: Rapid Review of the Literature Covid and Society—British Academy. Available online: https://www.thebritishacademy.ac.uk/publications/covid-decade-impact-of-the-pandemic-on-education/ (accessed on 28 October 2023).

[50]. Australian Academy of Science. Learning outcomes for online versus in-class education. Available online: https://www.science.org.au/covid19/learningoutcomes-online-vs-inclass-education (accessed on 28 October 2023).

[51]. Schneider R, Sachse KA, Schipolowski S, et al. Teaching in Times of COVID-19: The Evaluation of Distance Teaching in Elementary and Secondary Schools in Germany. Frontiers in Education. 2021, 6. doi: 10.3389/feduc.2021.702406

[52]. Andrew A, Cattan S, Costa Dias M, et al. Inequalities in Children’s Experiences of Home Learning during the COVID‐19 Lockdown in England*. Fiscal Studies. 2020, 41(3): 653–683. doi: 10.1111/1475-5890.12240

[53]. Kuhfeld M, Soland J, Tarasawa B, et al. Projecting the potential impact of covid-19 school closures on academic achievement. Educ Res 2020; 49: 549–565. doi: 10.3102/0013189X20965918

[54]. Spicksley K, Kington A, Watkins M. “We Will Appreciate Each Other More After This”: Teachers’ Construction of Collective and Personal Identities During Lockdown. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.703404

[55]. Verulava T, Darbaidze M, Baramia M, et al. Online Learning of Students with Special Needs: Teachers’ Perspectives. International Journal of Early Childhood Special Education. 2022, 14(1): 01–07. doi: 10.9756/int-jecse/v14i1.221001

[56]. Sánchez Amate JJ, Luque de la Rosa A, Gutiérrez Cáceres R, et al. The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review. Education Sciences. 2021, 11(10): 654. doi: 10.3390/educsci11100654

[57]. Termine C, Dui LG, Borzaga L, et al. Investigating the effects of COVID-19 lockdown on Italian children and adolescents with and without neurodevelopmental disorders: a cross-sectional study. Current Psychology. 2021, 42(10): 8615–8631. doi: 10.1007/s12144-021-02321-2

[58]. Asbury K, Fox L, Deniz E, et al. How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? Journal of Autism and Developmental Disorders. 2020, 51(5): 1772–1780. doi: 10.1007/s10803-020-04577-2

[59]. Nusser L. Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage? European Journal of Special Needs Education. 2021, 36(1): 51–64. doi: 10.1080/08856257.2021.1872845

[60]. Maurer J, Becker A, Hilkenmeier J, et al. Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students with Special Educational Needs. Frontiers in Psychology. 2021, 12. doi: 10.3389/fpsyg.2021.733865

[61]. Baten E, Vlaeminck F, Mues M, et al. The impact of school strategies and the home environment on home learning experiences during the COVID-19 pandemic in children with and without developmental disorders. Published online September 27, 2021. doi: 10.31219/osf.io/b2a7r

[62]. Ueda R, Okada T, Kita Y, et al. Psychological Status Associated with Low Quality of Life in School-Age Children with Neurodevelopmental Disorders During COVID-19 Stay-At-Home Period. Frontiers in Psychiatry. 2021, 12. doi: 10.3389/fpsyt.2021.676493

[63]. Morgül E, Kallitsoglou A, Essau CA, et al. Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom. Frontiers in Education. 2022, 7. doi: 10.3389/feduc.2022.838938

[64]. Houghton S, Kyron M, Lawrence D, et al. Longitudinal trajectories of mental health and loneliness for Australian adolescents with‐or‐without neurodevelopmental disorders: the impact of COVID‐19 school lockdowns. Journal of Child Psychology and Psychiatry. 2022, 63(11): 1332–1343. doi: 10.1111/jcpp.13579

[65]. Simpson K, Adams D. Brief Report: Covid Restrictions had Positive and Negative Impacts on Schooling for Students on the Autism Spectrum. J Autism Dev Disord 2022: 1–7. doi: 10.1007/s10803-022-05451-z

[66]. Genova HM, Arora A, Botticello AL. Effects of School Closures Resulting From COVID-19 in Autistic and Neurotypical Children. Frontiers in Education. 2021, 6. doi: 10.3389/feduc.2021.761485

[67]. Amorim R, Catarino S, Miragaia P, et al. Impact of COVID-19 on Children with Autism Spectrum Disorder (Spanish). Rev Neurol 2020; 71: 285–291. doi.org/10.33588/rn.7108.2020381

[68]. UNICEF. UNICEF’s lessons learned from the education response to the COVID-19 crisis and reflections on the implications for education policy. Int J Educ Dev 2021; 85. doi: 10.1016/j.ijedudev.2021.102429.

[69]. Amri A, Tebe Y, Siantoro A, et al. Teachers voices on school reopening in Indonesia during COVID-19 pandemic. Social Sciences & Humanities Open. 2021, 4(1): 100218. doi: 10.1016/j.ssaho.2021.100218

[70]. Luna Bazaldua D, Levin V, Liberman J. Guidance for the Use of Learning Assessments in the School Reopening Process (Spanish). Banco Mundial; 2020.

[71]. UNICEF, UNESCO, World Bank. What Have We Learnt? Overview of Findings from a Survey of Ministries of Education on National Responses to COVID-19. 2020.

[72]. OECD. Making the Most of Technology for Learning and Training in Latin America. OECD Publishing 2020.

[73]. Huang R, Liu D, Tlili A, et al. Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation. Beijing: Smart Learning Institute of Beijing Normal University; 2020.

[74]. UNESCO. CT Competency Framework for Teachers (Spanish). UNESCO; 2019. Version 3.

[75]. OECD. How’s Life in the Digital Age? Opportunities and Risks of the Digital Transformation for People’s Well-being. OECD Publishing 2019.

[76]. OECD. PISA 2015 Results (Volume III): Students’ Well-Being. OECD Publishing; 2017.

[77]. Betegón E, Rodríguez-Medina J, del-Valle M, et al. Emotion Regulation in Adolescents: Evidence of the Validity and Factor Structure of the Cognitive Emotion Regulation Questionnaire (CERQ). International Journal of Environmental Research and Public Health. 2022, 19(6): 3602. doi: 10.3390/ijerph19063602

[78]. Dominguez-Lara SA, Calderón-De la Cruz G, Alarcón-Parco D, Navarro-Loli JS. Relationship between test anxiety and exam performance in university students: preliminary analysis of the difference according to subject (Spanish). Revista Digital de Investigación en Docencia Universitaria 2017;11(1):166–176. doi: 10.19083/ridu.11.492.



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com