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396 Research Titles About New Normal Education

The Covid-19 pandemic has changed almost every aspect of our life. It caused illness and death, social distancing, lockdowns, and massive job losses everywhere. Besides, the pandemic affected an enormous amount of students around the globe.

In the initial stages of the pandemic, the education sector focused on the implementation of remote learning. EdTech has been a key to the initiative, but the worldwide COVID outbreak accelerated the digitalization of distant learning. Thus, our dependency on technology became more evident during the lockdown, especially in education.

In this article, we have gathered research titles about the new normal education and all the digitalization in the sector. Our experts have also prepared some helpful tips – you might need them when collecting sources for a paper. Feel free to use them!

🔝 Top-12 Research Topics in Education

• 🌟 Excellent Research Topics
• #️⃣ Quantitative Research Titles
• 🎓 Qualitative Research Titles
• 👩‍🎓 Thesis Titles

🔎 How to Research New Normal Education

🔗 references.

• Standardized tests.
• Effects of cyberbullying.
• Grading in modern classes.
• Qualities of a successful teacher.
• Safe Internet use in education.
• VARK learning modalities.
• Impacts of technology in education.
• Remote learning & communication issues.
• Interactions between teacher and student.
• Socioeconomic statuses of parents.
• Technologies & students with physical disabilities.
• Social-emotional learning in online classes.

🌟 Excellent Research Topics About New Normal Education

• Reasons for the dismissal of teachers from elementary schools.
• Problem of weapons in schools.
• Socio-economic factors of the problem of diversity in schools.
• Creating lessons that expand the culture of students.
• Advantages of online courses.
• Causes of the crisis in the education system.
• Generic ways to create inclusive classes.
• Ethical issues and needs of students with disabilities.
• Application of risk management in schools.
• The fight against staff turnover in the US education system.
• The impact of career academies on students learning.
• Creation of additional opportunities for teachers.
• Ways to make the job of a teacher more attractive.
• Literacy development and online language learning.
• Prospects for the development of distance learning.
• The impact COVID has had on schools.
• Educational leadership training programs.
• The problem of corruption in universities.
• Adapting the education system to the conditions of the pandemic.
• Brain compatible learning environments.
• The latest trends in technical education.
• Learning opportunities for children with disabilities.
• Quantative assessment as a grading method.
• Reasons why the US education system needs to be reformed.
• Opportunities for federal funding of university education.
• Reflective teaching: Its main aspects and popularity.
• Flexibility in approach to learning as a key element of student interest.
• Upcoming changes in the system of secondary education.
• Parental intervention and low academic outcome among children.
• Opportunities to prevent emergencies in schools.
• Methods of combating terrorist attacks on educational institutions.
• How does early intervention in reading affect the success of a child?
• Ways to provide students with the necessary literature.
• Ways to ensure effective changes in schools.
• The financial crisis in higher education.
• Expansion of self-learning opportunities for students.
• Questions about shortening vacation time in the summer.
• Preparing teens to face future challenges.
• Influence of morbidity in the winter period on the progress of students.
• Methods of combating coronavirus infection in schools.
• Elements and functions of an effective information system in education.
• Ways to ensure equality in the class.
• Teaching students how to deal with oppression.
• Importance of selecting appropriate programs for learners at different levels.
• Opportunities for professional development of teachers in Africa.
• Correlation of teacher professionalism with student grades.
• Government should encourage student with university fees.
• Ways to focus students’ attention on the topic of the lesson.
• The crisis of the school system during the pandemic.
• Distance-learning model for pre-service music teachers.
• Preparing schools for emergencies and natural disasters.
• The importance of highlighting cultural differences in the classroom.
• E-learning types, tools, and technologies.
• Opportunities provided by distance learning.
• Trends in the development of online universities.
• The learning environment: Involved factors.
• Can distance education replace traditional education?
• Problems faced by LGBTQ+ people in universities.
• Facets of e-learning in education.
• Infringement as a problem of the current generation in schools.
• New opportunities for education in 2024.
• Mobile learning as a new stage of e-learning.
• Using the experience gained in the fight against the pandemic.
• Opportunities for creating inclusiveness in conservative societies.
• Home vs. public school education.
• Determining factors for identifying abusive teachers.
• Management of schools in the context of their transformation into educational sites.
• Distance or traditional education: A comparison.
• The effectiveness of creating conferences for students.
• Olympiads in schools as an element of team spirit education.
• Early childhood: A curriculum for the under threes.
• Providing schools with qualified health workers.
• Modernization of classes as an element of improving the productivity of learning.
• Education fairness for disabilities and special education.
• Causes of the drop in employment in public schools.
• Creation of attractive working conditions for teachers.
• Distance education: Enhancing learning to become more student-oriented.
• Processes in education that will become possible in the future.
• Proposals for improving the system of higher education.
• How to apply teacher professional standards in the teacher training field?
• Development of methods to prevent bullying.
• The need to change legislation to create better conditions for teachers.
• Creative arts in a literacy lesson as clinical field experience.
• Examples of successful implementation of reforms in education.
• Creation of a unified educational network for higher educational institutions.
• Distance learning and social change.
• Development of a sense of patriotism in elementary school students.
• Education of respectable citizens within the framework of school education.
• Teaching culturally and ethnically diverse learners in Science classroom.
• Implementation of AI in training programs.
• Completion of classes with computers and programs for self-development.
• Educational disparities in New York City’s public schools.
• The US government plans to improve education in 2024.
• Opportunities for providing students with free housing.
• The use of technology in distance learning.
• The question of combining the three levels of schools into one.
• The potential of modern methods of creating educational programs.
• Classroom learning and teaching strategies.
• Ways to combat the flu incidence of schoolchildren during the cold season.
• The effectiveness of universal education systems.
• Challenges of special education services in New York City’s public schools.
• Types of government spending on education at universities.
• Possibilities of regulation of control systems for teachers.
• Disparities in education regarding the use of technology.
• Potential to introduce new systems of sports education.
• Impact of annual school reporting on reforms in subsequent years.
• Teaching English in China’s public international primary school.
• Causes of violation of the principles of equality in teaching.
• The principles of the education system in the United States.
• Online learning model for primary level at Dubai.
• Principles of instilling equality in the classroom.
• New opportunities for international students in American schools.
• Opportunities to provide free thinking for students.
• Early intervention for young children with disabilities.
• Equality as a founding principle of American education.
• Possibilities of creating a navigation system in the educational network.
• Future recommendations of the commission to improve the educational process.
• Team communication in the educational settings.
• Influence of past processes on future trends in university education.
• Distribution of budgeting of junior schools in 2024.
• Problems faced during the implementation of changes in the school system.
• Digital citizenship knowledge among teachers.
• Ways to predict the fall in demand for higher education.
• The main actors of the educational process.
• Improving school security systems in 2024.
• Special needs of students with disabilities.
• Requirement regarding the care of children in the institutions of the school.
• Methods for preventing cyberbullying in schools.
• The value of public opinion about the education system.
• Issues surrounding the needs of students with disabilities.
• The ability to vote on political decisions about education.
• New trends in special education.
• Increased attention to groups of students with special needs.
• Online learning vs. face-to-face learning.
• Possible risks in the implementation of new training programs.
• Adapting to the post-coronavirus world in education.
• Certification of schools according to the new health standard.
• The professional development of teachers.
• Matching the schools of the future with the parameters of inclusiveness.
• Budget allocation plan for education in 2024.
• Problems of hiring qualified teachers.
• Applications of e-learning in Saudi Arabian universities.
• Ways to improve educational methods in 2024.
• Possible reasons for manifestations of infringement in the schools of the future.
• Cultural classes and their role in student awareness.
• Whether students should attend class or not: Discussion.
• Innovative approaches to the educational process.
• Challenges faced by students with special needs.
• Teaching online: Communication, interaction, and education.

#️⃣ Quantitative Research Titles About New Normal Education

• Impact of school lockdowns on learning time in K-12 students.
• Lack of parental involvement in education and how it affects children and their academic success.
• The relationship between learning time and academic performance in secondary school students during the COVID-19 crisis.
• The relationship between a school day length and academic performance in elementary school students during the pandemic.
• Changes in school day length in higher education during the COVID-19 pandemic.
• Safety issues in schools during the pandemic.
• Measuring summer learning loss during the pandemic-related homeschooling.
• Changes in homework time during the school lockdowns.
• The relationship between COVID-19-related absenteeism and math performance in eighth-grade students.
• Education online compared to traditional education.
• Measuring students’ absence during school lockdowns.
• How does the number of absence days affect an average student’s grade in the pandemic years?
• The correlation between missed school days and students’ test results during the pandemic.
• Relationship between counseling and education during the pandemic.
• Changes in rates of dropping out of school during the pandemic.
• Measuring dropout rates during the pandemic in children from Black (Latino, Asian) families.
• Indicating time needed for teachers’ adaptation to online instruction during the COVID-19 outbreak.
• Augmentative communication technology in education.
• A number of online tools utilized in remote education during the pandemic: Trends in teachers from different age groups.
• What online tools do teachers use most frequently for remote instruction during the COVID-19 crisis?
• What devices did elementary and secondary students prefer for online education during the lockdowns?
• E-learning evaluation and organizational performance.
• How much time did students spend on schoolwork during the pandemic?
• How much time did students communicate in COVID-19-related homeschooling circumstances?
• Indicating the most frequent distractions for children studying remotely during the pandemic.
• Online education as an effective alternative to traditional learning.
• Students’ usage patterns of digital devices for educational and leisure activities during the COVID-19 crisis.
• Comparing the academic performance of voluntarily homeschooled children before and during the pandemic.
• Parents’ time dedicated to homeschooled instruction for their children during the COVID-19 crisis.
• The impact of modern technology on education in elementary schools.
• Correlation between teachers’ participation in online training and average lesson preparation time in the pandemic years.
• Work time spent on professional training during the pandemic in high school teachers.
• Teachers as digital devices users: Time spent on various digital activities during the pandemic.
• The impact of the type of reward on academic performance.
• Calculating grade-based attendance rates in public schools during the pandemic-related online schooling.
• Measuring the depth of emotional bonds between children and their instructors during the pandemic.
• The COVID-19 emergency and its impact on public school budgeting.
• Digital knowledge platforms versus traditional education systems.
• College enrollment rates in the years of the pandemic.
• Comparison of average grades in low-income and better-off students when learning online during the pandemic.
• Correlation between pandemic-related food insecurity and children’s academic rates.
• Preferable style of learning in male students.
• Charitable food supply rates for children in low-income districts during the pandemic.
• Student homelessness rates during the coronavirus pandemic.
• The relationship between coronavirus-related health challenges in students’ families and academic rates.
• Underachievement among Afro-Caribbean and white boys in British education.
• Rates of Black and Hispanic students who experienced major psychological trauma during the pandemic.
• Impact of the federal CARES Act on K-12 students’ healthcare services maintenance during the pandemic.
• Statistical data on students’ addressing their mental health issues via hotline services during the coronavirus outbreak.
• The effects of dynamic assessment on listening comprehension.
• Correlation between desktop computer/laptop possession and academic performance in online learners during the pandemic.
• Access to the Internet at home among children from Black and Hispanic families during the pandemic.
• Assessment of investments spent to support the education system during the coronavirus crisis.
• Burnout in special education teachers.
• Correlation between safety measures at schools and COVID-19 cases in students.
• Retirement rates among teachers during the coronavirus crisis.
• Impact of extended schedules during the pandemic on students’ academic performance in online education.
• Do libraries provide sufficient learning support to mature students?
• The relationship between attending summer enrichment programs and students’ average grades during the pandemic.
• Correlation between access to online after-school programs and academic performance in high-school students during the coronavirus crisis.
• Impact of school lockdowns on COVID-19 transmission.
• Teacher turnover: The role of leadership.
• The relationship between coronavirus-related remote learning and the average grade of students with special needs.
• Measuring exam cheating in remote education during the coronavirus crisis.
• Assessment of the gender gap in the context of online education during the pandemic.
• The effect of students’ learning styles on their performance.
• Dropout rates in female students during the coronavirus crisis.
• The relationship between the COVID-19 crisis and female enrollment in universities.
• Impact of systemic racism on Black, Latino, and Asian students during the pandemic.
• Is online learning as good as face-to-face learning?
• Weeks of COVID-19-related school lockdowns in G20 countries.
• School performance rates changes during the pandemic.
• The relationship between COVID-19-related school closures and healthcare workforce load.
• Online education versus class education.
• Statistics on open educational applications usage among students during the coronavirus crisis.
• The number of library visitors after post-pandemic reopening.
• Indicating the growth of online course platforms during the pandemic.
• Online learning and adult learning.
• Measuring literacy learning outcomes in K-5 students during the coronavirus crisis.
• Correlation between reading to a child and their literacy development during coronavirus-related homeschooling.
• Dropout rates of university students during the pandemic.
• High effectiveness of the incorporation of online tools into self-regulated EFL learning.
• Effect of the coronavirus crisis on private schools’ enrollment rates.
• Impact of the pandemic on research studies conducted by undergraduate students.
• Undergraduate students’ integrity rates in the context of the pandemic.
• E-learning programs in Saudi universities: Risk analysis.
• Changes in the international student population during the pandemic years.

🎓 Qualitative Research Titles About New Normal Education

• Students’ perceptions on barriers of online learning at Sultan Qaboos University in Oman.
• Issue of absenteeism in student subgroups during school lockdowns.
• The causes of absenteeism in individual students during the pandemic.
• Legitimacy of online learning institutions.
• The impact of remote learning on teachers’ preparation for classes during the coronavirus crisis.
• Changes in communication strategies in students during school lockdowns.
• Changes in parents’ attitudes toward homeschooling before and during the pandemic.
• Research of educational change: What motivates students to learn?
• Developing a framework for preparing teachers for online classes in pandemic-like circumstances.
• Online instruction as a part of teachers’ professional development in the tears of the pandemic.
• Indicating teachers’ needs in their professional training for remote instruction during the coronavirus crisis.
• Bridge Elementary School Library: Assessment.
• Identifying barriers to efficient online teaching among elementary instructors during the pandemic.
• The challenge of tracking students’ attendance during the COVID-19 pandemic.
• How did teachers assess students’ involvement in remote classes during the COVID-19 outbreak?
• Education, parent, and community relations during the pandemic.
• Importance of emotional bonds for teachers’ efficient performance in the context of coronavirus crisis.
• Impact of children’s emotional involvement during the pandemic on their learning motivations.
• K-12 students change their learning strategies in the pandemic-related remote context.
• English as foreign language: Writing skills development.
• Effects of the pandemic-related remote education on children’s emotional and social skills.
• Framework for the development of soft skills in children in the context of pandemic-related online learning.
• The benefits of free community college.
• The concept of “whole-child” development in the post-pandemic era.
• Developing a national education plan for long-run emergencies similar to the coronavirus crisis.
• Why are more and more students taking online classes?
• Emergency education: Challenges, COVID-19 lessons, and perspectives.
• Limitations of standardized assessments in the context of the pandemic-like emergency education.
• The role of BSN students in the promotion of health.
• How did fundamental insecurity during the coronavirus crisis affect children’s educational opportunities?
• Schools’ strategies to conquer food insecurity in children from low-income families during the coronavirus crisis.
• Children from low-income districts: vulnerabilities induced by the pandemic.
• Parental involvement in second language learning.
• Development of shelter guidelines in the pandemic-like emergency education context.
• Coronavirus pandemic-related stress factors affecting elementary school students.
• The issue of opportunity gaps in education during the coronavirus crisis.
• Memory techniques in learning the English vocabulary.
• Impact of “Digital divide” during the pandemic on increasing educational opportunity gaps in secondary schools.
• Local district strategies during the coronavirus outbreak to overcome the lack of access to the Internet for students.
• The limited value of standard tests conducted in the context of pandemic-related online education.
• Teachers’ sense of self-efficacy during the pandemic.
• The role of federal leadership in the preparation of schools for the pandemic-induced emergency education.
• Schools as a safety net chain for children during the COVID-19 pandemic.
• Indicating the necessary equipment needed for schools’ functioning during the COVID-19 crisis.
• Parents’ perspectives on Common Core State Standards.
• Establishing mental and physical health support programs for children during the pandemic crisis.
• Responding to the pandemic challenges on a school district level.
• The role of public health experts in safety guidelines for schools in the context of the coronavirus outbreak.
• The problem of autism among Saudi students.
• Diagnostic assessments for students’ involvement in online education during the pandemic.
• The pandemic lessons contributing to the development of personalized learning.
• COVID-19-related retirement risk assessment for teachers with five or fewer years of professional experience.
• What makes a successful teacher?
• Indicating risks of students dropping out in the context of the national-level pandemic.
• Development of strategies for emotional learning in the pandemic crisis circumstances.
• Identifying efficient teaching strategies in online education during the pandemic.
• Advantages and disadvantages of homeschooling.
• Social distancing in the post-pandemic context: Implications and perspectives.
• Establishing the reopening strategy for public schools after the pandemic.
• Exam proctoring as a possible strategy to maintain integrity in online education during the COVID-19 crisis.
• Intergenerational transmission of educational values in Ireland.
• Major challenges for academic integrity in remote education during the pandemic.
• Gender disparities in the pandemic-induced online education for STEM students.
• Technical challenges for STEM learners in the pandemic-induced online education.
• Various teaching strategies for students’ learning.
• Impact of COVID-19-related interrupted learning on student’s academic achievements.
• Role of tech companies in overcoming online education challenges during the coronavirus crisis.
• Copyright challenges in online education during the COVID-19 crisis.
• Information technology role in e-learning systems success.
• Challenges of digitalization during the pandemic in emerging economies.
• Effects of the COVID-19 pandemic on international students.
• Inclusion challenges in remote education in the years of the pandemic.
• Knowledge management and its role in education.
• Data security and privacy challenges in online education during the coronavirus outbreak.
• Role of teachers in supporting students’ psychological well-being in an online environment during the coronavirus crisis.
• Indicating the optimal number and types of digital tools for online education in the context of the COVID-19 crisis.
• Student engagement and motivation strategies during the pandemic.
• Approaches to monitoring students’ progress in remote education in the years of the pandemic.
• Role of self-care education for the mental well-being of online learners during the pandemic.
• Self-regulation skills as an essential part of “new normal” education.
• Equal opportunities for students with disabilities.
• Role of online communities in the context of the pandemic to enhance motivation in online learners.
• Importance of technical support for teachers and parents in delivering online education during the COVID-19 crisis.
• School district responsibilities in the pandemic-induced emergency context.
• Seeking and developing talents in students with learning disabilities.
• Perspectives of developing national online education programs based on the COVID-19 lessons.
• Effects of remote education on students’ writing skills during the pandemic.
• Impact of online education on children’s physical activity during the pandemic.
• Teaching strategies for students with autism.
• Impact of remote education on students’ social anxiety during the pandemic.
• Development of online instruction skills in K-5 teachers in the context of the COVID-19 crisis.
• Challenges in the digitization of library resources during the coronavirus outbreak.
• Sports health education instructional program at the University of Jeddah.
• Eliminating digital distractions in online learning: Challenges of the COVID-19 crisis and possible solutions.
• Perspectives of hybrid education in the post-coronavirus years: Advantages and disadvantages.
• Hybrid education model during the pandemic and its impact on schedule flexibility for students.
• Representation of culture in EFL textbooks and learners’ preference.
• Role of open educational resources in teachers’ adaptation to remote work during the coronavirus crisis.
• Role of social media in providing educational resources to students in the years of the pandemic.
• Conflicts online students encounter that promote attrition: Case study.

👩‍🎓 Thesis Titles About New Normal Education

• Addressing the cultural disconnect in online learning for First Nations students in Canada.
• Increasing barriers in society because of online education.
• Remote school psychologist: Dealing with children’s depression.
• Parental involvement in second language learning: The impact on pre-school age children.
• Help for stressed children due to remote education.
• Increasing social isolation of children due to online learning.
• Stressed parents and children during remote learning.
• Special education services in New York City public schools.
• Online education hurts parent-child relationships.
• Online schooling as a barrier to the socialization of children.
• The new normal learning affects parents’ mental health.
• Lesson plan development based on English as a Foreign Language (EFL) model.
• Parents’ reaction to online education.
• Lack of online learning opportunities among the poor.
• Influence of the emotional state of the child on learning.
• Improving the quality of educational leadership in the UK.
• Online studying during a crisis in a family.
• The ability of minorities to afford the transition to online education.
• Online learning and children’s health.
• Attitudes of students towards the use of library facilities.
• Role of politics in addressing the challenges of online schooling.
• Transition to regular education after remote learning: Children’s stress.
• The psychological condition of children after online learning.
• Chinese, Japanese, and US language socialization.
• Academic performance in children who experienced parental death to COVID-19.
• The effect of COVID-19 on children’s academic performance.
• Impact of lockdown on academic performance of K-12 students.
• Problems of a student new to online learning.
• Influence of vaccination on learning opportunities at schools.
• The effects of hybrid learning model on children’s academic performance.
• Impact of the pandemic on children’s perceptions of higher education.
• Motivation of student teachers in China and the UK.
• The effects of returning to in-person learning.
• Teacher’s help as respond to pandemic-related trauma in children.
• Safety measures at schools that return to in-person learning.
• Reading performance gap reduction among ELL.
• Support programs in school after the pandemic.
• Consequences of the pandemic in the transition to normal education.
• The impact of online education on regular learning.
• High school teachers’ perceptions concerning technology integration into the curriculum.
• Children’s well-being in online learning environments.
• Hospitalization rates during regular and online schooling.
• How often do kids skip online classes?
• Evaluation of the clinical placement experience of ODP students.
• Children’s autonomy before and after online learning.
• Mental state during studying in a pandemic.
• Parental abuse during online learning.
• Collaborative learning in asynchronous online learning.

When working on an academic paper , conduct research. Yet, it won’t be a problem for a new normal education essay with the tips you see below.

Here is how you examine and pick sources for your paper:

• the amount of time you have,
• what types of sources are you expected to include,
• and how many pages you need to write.All these will help you decide the scope of research you’re willing to conduct. If you have any questions or concerns, consult with the professor who has given you the task. Thus, you won’t have issues with picking the topic from our list above.
• The New Typical Culture of Education, co-authored by Shay M. Biggs and Dana Walker.
• The New Normal: Tales from International School Teachers, written by Matt Minor and Kevin Duncan .
• Alternative Universities: Speculative Design for Innovation in Higher Education, written by David J. Staley.There are plenty of online resources for teachers and students. Feel free to check them out too.
• R elevance,
• A uthority,
• P urpose.Consider whether each source you’ve picked corresponds to these criteria. And don’t forget that they should contain arguments you’re willing to summarize and cite.
• Formulate your thesis. Now you have to come up with a thesis statement . It is a sentence that states the message and purpose of the paper. Usually, it is at the end of the introduction. It should allow your reader to understand what you will be arguing. For the topic on interactions between teachers and students, a thesis statement can be the following: The lack of personal communication between teacher and student negatively affects the learning experience. If your thesis lacks clarity or you simply dislike how it sounds, make sure to rephrase and polish it until it’s perfect. The statement affects the whole paper, so you want it to be flawless.
• Decide on the arguments. After you take a position on your topic and formulate the thesis statement , consider your audience. Ask yourself who the readers are. Or you can question the instructor who the target audience is. Select a piece of clear and convincing evidence for your arguments and anticipate what your reader’s counterarguments might be. A good writer will expect the objections and address them in the body of the work.
• Choose quotes to cite. Selecting appropriate examples is often essential to finishing the research. It is the step that reflects whether you’ve chosen useful sources or not. And it’s your last chance to pick new resources. You provide quotes in the text to engage the reader and prove your point. Besides, good supporting evidence makes your audience continue reading the paper. Thus, pick them from the selected sources and cite them accordingly. Remember that the quotes should add something to your arguments and not merely repeat what was previously said.

Thank you for reading! If you need to listen to your essay and none of your friends is available, you can use the read-my-paper tool . This text-to-speech instrument will help you improve the structure of the text, emphasize the arguments, and point out errors in the paper.

• Transitioning to the “New Normal” of Learning in Unpredictable Times – Hew, K. F., Jia, C., Gonda, D. E., & Bai, S., SpringerOpen
• Online Distance Learning: The New Normal In Education — eLearning Industry
• Designing the New Normal — Educause
• The “New Normal” in Education — Pacheco, J. A., SpringerLink
• Back to School amidst the New Normal — KFF
• A New Way of Teaching and Learning for the New-Normal — UNICEF
• Research for Essay Writing in English — uOttaw
• Steps of the Research Process — Human Kinetics

Teaching and Learning in the New Normal: Responding to Students’ and Academics’ Multifaceted Needs

• Conference paper
• First Online: 09 July 2023
• Cite this conference paper

• Andriani Piki   ORCID: orcid.org/0000-0003-0376-1713 9 &
• Magdalena Brzezinska   ORCID: orcid.org/0000-0002-4213-8636 10  

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14026))

Included in the following conference series:

• International Conference on Human-Computer Interaction

693 Accesses

2 Citations

Alongside the prolonged social and economic instability and the escalating demands for upskilling, Covid-19 pandemic had a detrimental impact on students’ and academics’ mental health and wellbeing. Social isolation and the emergency transition to remote education caused high levels of psychological distress, hindering students’ self-efficacy and academic performance. The pandemic also induced sudden changes affecting academics’ personal and professional lives, leading to mental disorders and risk of burnout. While recent research focuses on addressing the effects of the pandemic on either students or academics, this paper presents a collective analysis. The key themes that emerged by examining the experiences of both students and academics in higher education are framed in a multi-layered support system embracing qualities such as: self-efficacy, wellbeing, equality, diversity, and inclusion, social interactions, human-centred technologies, and authentic pedagogical methods. The findings are discussed with the aim to extract informed recommendations for enhancing teaching and learning experiences in the post-pandemic era.

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Piki, A., Brzezinska, M. (2023). Teaching and Learning in the New Normal: Responding to Students’ and Academics’ Multifaceted Needs. In: Coman, A., Vasilache, S. (eds) Social Computing and Social Media. HCII 2023. Lecture Notes in Computer Science, vol 14026. Springer, Cham. https://doi.org/10.1007/978-3-031-35927-9_9

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Blended learning: the new normal and emerging technologies

• Charles Dziuban 1 ,
• Charles R. Graham 2 ,
• Patsy D. Moskal   ORCID: orcid.org/0000-0001-6376-839X 1 ,
• Anders Norberg 3 &
• Nicole Sicilia 1  

International Journal of Educational Technology in Higher Education volume  15 , Article number:  3 ( 2018 ) Cite this article

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This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes.

Introduction

Blended learning and research issues.

Blended learning (BL), or the integration of face-to-face and online instruction (Graham 2013 ), is widely adopted across higher education with some scholars referring to it as the “new traditional model” (Ross and Gage 2006 , p. 167) or the “new normal” in course delivery (Norberg et al. 2011 , p. 207). However, tracking the accurate extent of its growth has been challenging because of definitional ambiguity (Oliver and Trigwell 2005 ), combined with institutions’ inability to track an innovative practice, that in many instances has emerged organically. One early nationwide study sponsored by the Sloan Consortium (now the Online Learning Consortium) found that 65.2% of participating institutions of higher education (IHEs) offered blended (also termed hybrid ) courses (Allen and Seaman 2003 ). A 2008 study, commissioned by the U.S. Department of Education to explore distance education in the U.S., defined BL as “a combination of online and in-class instruction with reduced in-class seat time for students ” (Lewis and Parsad 2008 , p. 1, emphasis added). Using this definition, the study found that 35% of higher education institutions offered blended courses, and that 12% of the 12.2 million documented distance education enrollments were in blended courses.

The 2017 New Media Consortium Horizon Report found that blended learning designs were one of the short term forces driving technology adoption in higher education in the next 1–2 years (Adams Becker et al. 2017 ). Also, blended learning is one of the key issues in teaching and learning in the EDUCAUSE Learning Initiative’s 2017 annual survey of higher education (EDUCAUSE 2017 ). As institutions begin to examine BL instruction, there is a growing research interest in exploring the implications for both faculty and students. This modality is creating a community of practice built on a singular and pervasive research question, “How is blended learning impacting the teaching and learning environment?” That question continues to gain traction as investigators study the complexities of how BL interacts with cognitive, affective, and behavioral components of student behavior, and examine its transformation potential for the academy. Those issues are so compelling that several volumes have been dedicated to assembling the research on how blended learning can be better understood (Dziuban et al. 2016 ; Picciano et al. 2014 ; Picciano and Dziuban 2007 ; Bonk and Graham 2007 ; Kitchenham 2011 ; Jean-François 2013 ; Garrison and Vaughan 2013 ) and at least one organization, the Online Learning Consortium, sponsored an annual conference solely dedicated to blended learning at all levels of education and training (2004–2015). These initiatives address blended learning in a wide variety of situations. For instance, the contexts range over K-12 education, industrial and military training, conceptual frameworks, transformational potential, authentic assessment, and new research models. Further, many of these resources address students’ access, success, withdrawal, and perception of the degree to which blended learning provides an effective learning environment.

Currently the United States faces a widening educational gap between our underserved student population and those communities with greater financial and technological resources (Williams 2016 ). Equal access to education is a critical need, one that is particularly important for those in our underserved communities. Can blended learning help increase access thereby alleviating some of the issues faced by our lower income students while resulting in improved educational equality? Although most indicators suggest “yes” (Dziuban et al. 2004 ), it seems that, at the moment, the answer is still “to be determined.” Quality education presents a challenge, evidenced by many definitions of what constitutes its fundamental components (Pirsig 1974 ; Arum et al. 2016 ). Although progress has been made by initiatives, such as, Quality Matters ( 2016 ), the OLC OSCQR Course Design Review Scorecard developed by Open SUNY (Open SUNY n.d. ), the Quality Scorecard for Blended Learning Programs (Online Learning Consortium n.d. ), and SERVQUAL (Alhabeeb 2015 ), the issue is by no means resolved. Generally, we still make quality education a perceptual phenomenon where we ascribe that attribute to a course, educational program, or idea, but struggle with precisely why we reached that decision. Searle ( 2015 ), summarizes the problem concisely arguing that quality does not exist independently, but is entirely observer dependent. Pirsig ( 1974 ) in his iconic volume on the nature of quality frames the context this way,

“There is such thing as Quality, but that as soon as you try to define it, something goes haywire. You can’t do it” (p. 91).

Therefore, attempting to formulate a semantic definition of quality education with syntax-based metrics results in what O’Neil (O'Neil 2017 ) terms surrogate models that are rough approximations and oversimplified. Further, the derived metrics tend to morph into goals or benchmarks, losing their original measurement properties (Goodhart 1975 ).

Information communication technologies in society and education

Blended learning forces us to consider the characteristics of digital technology, in general, and information communication technologies (ICTs), more specifically. Floridi ( 2014 ) suggests an answer proffered by Alan Turing: that digital ICTs can process information on their own, in some sense just as humans and other biological life. ICTs can also communicate information to each other, without human intervention, but as linked processes designed by humans. We have evolved to the point where humans are not always “in the loop” of technology, but should be “on the loop” (Floridi 2014 , p. 30), designing and adapting the process. We perceive our world more and more in informational terms, and not primarily as physical entities (Floridi 2008 ). Increasingly, the educational world is dominated by information and our economies rest primarily on that asset. So our world is also blended, and it is blended so much that we hardly see the individual components of the blend any longer. Floridi ( 2014 ) argues that the world has become an “infosphere” (like biosphere) where we live as “inforgs.” What is real for us is shifting from the physical and unchangeable to those things with which we can interact.

Floridi also helps us to identify the next blend in education, involving ICTs, or specialized artificial intelligence (Floridi 2014 , 25; Norberg 2017 , 65). Learning analytics, adaptive learning, calibrated peer review, and automated essay scoring (Balfour 2013 ) are advanced processes that, provided they are good interfaces, can work well with the teacher— allowing him or her to concentrate on human attributes such as being caring, creative, and engaging in problem-solving. This can, of course, as with all technical advancements, be used to save resources and augment the role of the teacher. For instance, if artificial intelligence can be used to work along with teachers, allowing them more time for personal feedback and mentoring with students, then, we will have made a transformational breakthrough. The Edinburg University manifesto for teaching online says bravely, “Automation need not impoverish education – we welcome our robot colleagues” (Bayne et al. 2016 ). If used wisely, they will teach us more about ourselves, and about what is truly human in education. This emerging blend will also affect curricular and policy questions, such as the what? and what for? The new normal for education will be in perpetual flux. Floridi’s ( 2014 ) philosophy offers us tools to understand and be in control and not just sit by and watch what happens. In many respects, he has addressed the new normal for blended learning.

Literature of blended learning

A number of investigators have assembled a comprehensive agenda of transformative and innovative research issues for blended learning that have the potential to enhance effectiveness (Garrison and Kanuka 2004 ; Picciano 2009 ). Generally, research has found that BL results in improvement in student success and satisfaction, (Dziuban and Moskal 2011 ; Dziuban et al. 2011 ; Means et al. 2013 ) as well as an improvement in students’ sense of community (Rovai and Jordan 2004 ) when compared with face-to-face courses. Those who have been most successful at blended learning initiatives stress the importance of institutional support for course redesign and planning (Moskal et al. 2013 ; Dringus and Seagull 2015 ; Picciano 2009 ; Tynan et al. 2015 ). The evolving research questions found in the literature are long and demanding, with varied definitions of what constitutes “blended learning,” facilitating the need for continued and in-depth research on instructional models and support needed to maximize achievement and success (Dringus and Seagull 2015 ; Bloemer and Swan 2015 ).

Educational access

The lack of access to educational technologies and innovations (sometimes termed the digital divide) continues to be a challenge with novel educational technologies (Fairlie 2004 ; Jones et al. 2009 ). One of the promises of online technologies is that they can increase access to nontraditional and underserved students by bringing a host of educational resources and experiences to those who may have limited access to on-campus-only higher education. A 2010 U.S. report shows that students with low socioeconomic status are less likely to obtain higher levels of postsecondary education (Aud et al. 2010 ). However, the increasing availability of distance education has provided educational opportunities to millions (Lewis and Parsad 2008 ; Allen et al. 2016 ). Additionally, an emphasis on open educational resources (OER) in recent years has resulted in significant cost reductions without diminishing student performance outcomes (Robinson et al. 2014 ; Fischer et al. 2015 ; Hilton et al. 2016 ).

Unfortunately, the benefits of access may not be experienced evenly across demographic groups. A 2015 study found that Hispanic and Black STEM majors were significantly less likely to take online courses even when controlling for academic preparation, socioeconomic status (SES), citizenship, and English as a second language (ESL) status (Wladis et al. 2015 ). Also, questions have been raised about whether the additional access afforded by online technologies has actually resulted in improved outcomes for underserved populations. A distance education report in California found that all ethnic minorities (except Asian/Pacific Islanders) completed distance education courses at a lower rate than the ethnic majority (California Community Colleges Chancellor’s Office 2013 ). Shea and Bidjerano ( 2014 , 2016 ) found that African American community college students who took distance education courses completed degrees at significantly lower rates than those who did not take distance education courses. On the other hand, a study of success factors in K-12 online learning found that for ethnic minorities, only 1 out of 15 courses had significant gaps in student test scores (Liu and Cavanaugh 2011 ). More research needs to be conducted, examining access and success rates for different populations, when it comes to learning in different modalities, including fully online and blended learning environments.

Framing a treatment effect

Over the last decade, there have been at least five meta-analyses that have addressed the impact of blended learning environments and its relationship to learning effectiveness (Zhao et al. 2005 ; Sitzmann et al. 2006 ; Bernard et al. 2009 ; Means et al. 2010 , 2013 ; Bernard et al. 2014 ). Each of these studies has found small to moderate positive effect sizes in favor of blended learning when compared to fully online or traditional face-to-face environments. However, there are several considerations inherent in these studies that impact our understanding the generalizability of outcomes.

Dziuban and colleagues (Dziuban et al. 2015 ) analyzed the meta-analyses conducted by Means and her colleagues (Means et al. 2013 ; Means et al. 2010 ), concluding that their methods were impressive as evidenced by exhaustive study inclusion criteria and the use of scale-free effect size indices. The conclusion, in both papers, was that there was a modest difference in multiple outcome measures for courses featuring online modalities—in particular, blended courses. However, with blended learning especially, there are some concerns with these kinds of studies. First, the effect sizes are based on the linear hypothesis testing model with the underlying assumption that the treatment and the error terms are uncorrelated, indicating that there is nothing else going on in the blending that might confound the results. Although the blended learning articles (Means et al. 2010 ) were carefully vetted, the assumption of independence is tenuous at best so that these meta-analysis studies must be interpreted with extreme caution.

There is an additional concern with blended learning as well. Blends are not equivalent because of the manner on which they are configured. For instance, a careful reading of the sources used in the Means, et al. papers will identify, at minimum, the following blending techniques: laboratory assessments, online instruction, e-mail, class web sites, computer laboratories, mapping and scaffolding tools, computer clusters, interactive presentations and e-mail, handwriting capture, evidence-based practice, electronic portfolios, learning management systems, and virtual apparatuses. These are not equivalent ways in which to configure courses, and such nonequivalence constitutes the confounding we describe. We argue here that, in actuality, blended learning is a general construct in the form of a boundary object (Star and Griesemer 1989 ) rather than a treatment effect in the statistical sense. That is, an idea or concept that can support a community of practice, but is weakly defined fostering disagreement in the general group. Conversely, it is stronger in individual constituencies. For instance, content disciplines (i.e. education, rhetoric, optics, mathematics, and philosophy) formulate a more precise definition because of commonly embraced teaching and learning principles. Quite simply, the situation is more complicated than that, as Leonard Smith ( 2007 ) says after Tolstoy,

“All linear models resemble each other, each non nonlinear system is unique in its own way” (p. 33).

This by no means invalidates these studies, but effect size associated with blended learning should be interpreted with caution where the impact is evaluated within a particular learning context.

Study objectives

This study addressed student access by examining success and withdrawal rates in the blended learning courses by comparing them to face-to-face and online modalities over an extended time period at the University of Central Florida. Further, the investigators sought to assess the differences in those success and withdrawal rates with the minority status of students. Secondly, the investigators examined the student end-of-course ratings of blended learning and other modalities by attempting to develop robust if-then decision rules about what characteristics of classes and instructors lead students to assign an “excellent” value to their educational experience. Because of the high stakes nature of these student ratings toward faculty promotion, awards, and tenure, they act as a surrogate measure for instructional quality. Next, the investigators determined the conditional probabilities for students conforming to the identified rule cross-referenced by expected grade, the degree to which they desired to take the course, and course modality.

Student grades by course modality were recoded into a binary variable with C or higher assigned a value of 1, and remaining values a 0. This was a declassification process that sacrificed some specificity but compensated for confirmation bias associated with disparate departmental policies regarding grade assignment. At the measurement level this was an “on track to graduation index” for students. Withdrawal was similarly coded by the presence or absence of its occurrence. In each case, the percentage of students succeeding or withdrawing from blended, online or face-to-face courses was calculated by minority and non-minority status for the fall 2014 through fall 2015 semesters.

Next, a classification and regression tree (CART) analysis (Brieman et al. 1984 ) was performed on the student end-of-course evaluation protocol ( Appendix 1 ). The dependent measure was a binary variable indicating whether or not a student assigned an overall rating of excellent to his or her course experience. The independent measures in the study were: the remaining eight rating items on the protocol, college membership, and course level (lower undergraduate, upper undergraduate, and graduate). Decision trees are efficient procedures for achieving effective solutions in studies such as this because with missing values imputation may be avoided with procedures such as floating methods and the surrogate formation (Brieman et al. 1984 , Olshen et al. 1995 ). For example, a logistic regression method cannot efficiently handle all variables under consideration. There are 10 independent variables involved here; one variable has three levels, another has nine, and eight have five levels each. This means the logistic regression model must incorporate more than 50 dummy variables and an excessively large number of two-way interactions. However, the decision-tree method can perform this analysis very efficiently, permitting the investigator to consider higher order interactions. Even more importantly, decision trees represent appropriate methods in this situation because many of the variables are ordinally scaled. Although numerical values can be assigned to each category, those values are not unique. However, decision trees incorporate the ordinal component of the variables to obtain a solution. The rules derived from decision trees have an if-then structure that is readily understandable. The accuracy of these rules can be assessed with percentages of correct classification or odds-ratios that are easily understood. The procedure produces tree-like rule structures that predict outcomes.

The model-building procedure for predicting overall instructor rating

For this study, the investigators used the CART method (Brieman et al. 1984 ) executed with SPSS 23 (IBM Corp 2015 ). Because of its strong variance-sharing tendencies with the other variables, the dependent measure for the analysis was the rating on the item Overall Rating of the Instructor , with the previously mentioned indicator variables (college, course level, and the remaining 8 questions) on the instrument. Tree methods are recursive, and bisect data into subgroups called nodes or leaves. CART analysis bases itself on: data splitting, pruning, and homogeneous assessment.

Splitting the data into two (binary) subsets comprises the first stage of the process. CART continues to split the data until the frequencies in each subset are either very small or all observations in a subset belong to one category (e.g., all observations in a subset have the same rating). Usually the growing stage results in too many terminate nodes for the model to be useful. CART solves this problem using pruning methods that reduce the dimensionality of the system.

The final stage of the analysis involves assessing homogeneousness in growing and pruning the tree. One way to accomplish this is to compute the misclassification rates. For example, a rule that produces a .95 probability that an instructor will receive an excellent rating has an associated error of 5.0%.

Implications for using decision trees

Although decision-tree techniques are effective for analyzing datasets such as this, the reader should be aware of certain limitations. For example, since trees use ranks to analyze both ordinal and interval variables, information can be lost. However, the most serious weakness of decision tree analysis is that the results can be unstable because small initial variations can lead to substantially different solutions.

For this study model, these problems were addressed with the k-fold cross-validation process. Initially the dataset was partitioned randomly into 10 subsets with an approximately equal number of records in each subset. Each cohort is used as a test partition, and the remaining subsets are combined to complete the function. This produces 10 models that are all trained on different subsets of the original dataset and where each has been used as the test partition one time only.

Although computationally dense, CART was selected as the analysis model for a number of reasons— primarily because it provides easily interpretable rules that readers will be able evaluate in their particular contexts. Unlike many other multivariate procedures that are even more sensitive to initial estimates and require a good deal of statistical sophistication for interpretation, CART has an intuitive resonance with researcher consumers. The overriding objective of our choice of analysis methods was to facilitate readers’ concentration on our outcomes rather than having to rely on our interpretation of the results.

Institution-level evaluation: Success and withdrawal

The University of Central Florida (UCF) began a longitudinal impact study of their online and blended courses at the start of the distributed learning initiative in 1996. The collection of similar data across multiple semesters and academic years has allowed UCF to monitor trends, assess any issues that may arise, and provide continual support for both faculty and students across varying demographics. Table  1 illustrates the overall success rates in blended, online and face-to-face courses, while also reporting their variability across minority and non-minority demographics.

While success (A, B, or C grade) is not a direct reflection of learning outcomes, this overview does provide an institutional level indication of progress and possible issues of concern. BL has a slight advantage when looking at overall success and withdrawal rates. This varies by discipline and course, but generally UCF’s blended modality has evolved to be the best of both worlds, providing an opportunity for optimizing face-to-face instruction through the effective use of online components. These gains hold true across minority status. Reducing on-ground time also addresses issues that impact both students and faculty such as parking and time to reach class. In addition, UCF requires faculty to go through faculty development tailored to teaching in either blended or online modalities. This 8-week faculty development course is designed to model blended learning, encouraging faculty to redesign their course and not merely consider blended learning as a means to move face-to-face instructional modules online (Cobb et al. 2012 ; Lowe 2013 ).

Withdrawal (Table  2 ) from classes impedes students’ success and retention and can result in delayed time to degree, incurred excess credit hour fees, or lost scholarships and financial aid. Although grades are only a surrogate measure for learning, they are a strong predictor of college completion. Therefore, the impact of any new innovation on students’ grades should be a component of any evaluation. Once again, the blended modality is competitive and in some cases results in lower overall withdrawal rates than either fully online or face-to-face courses.

The students’ perceptions of their learning environments

Other potentially high-stakes indicators can be measured to determine the impact of an innovation such as blended learning on the academy. For instance, student satisfaction and attitudes can be measured through data collection protocols, including common student ratings, or student perception of instruction instruments. Given that those ratings often impact faculty evaluation, any negative reflection can derail the successful implementation and scaling of an innovation by disenfranchised instructors. In fact, early online and blended courses created a request by the UCF faculty senate to investigate their impact on faculty ratings as compared to face-to-face sections. The UCF Student Perception of Instruction form is released automatically online through the campus web portal near the end of each semester. Students receive a splash page with a link to each course’s form. Faculty receive a scripted email that they can send to students indicating the time period that the ratings form will be available. The forms close at the beginning of finals week. Faculty receive a summary of their results following the semester end.

The instrument used for this study was developed over a ten year period by the faculty senate of the University of Central Florida, recognizing the evolution of multiple course modalities including blended learning. The process involved input from several constituencies on campus (students, faculty, administrators, instructional designers, and others), in attempt to provide useful formative and summative instructional information to the university community. The final instrument was approved by resolution of the senate and, currently, is used across the university. Students’ rating of their classes and instructors comes with considerable controversy and disagreement with researchers aligning themselves on both sides of the issue. Recently, there have been a number of studies criticizing the process (Uttl et al. 2016 ; Boring et al. 2016 ; & Stark and Freishtat 2014 ). In spite of this discussion, a viable alternative has yet to emerge in higher education. So in the foreseeable future, the process is likely to continue. Therefore, with an implied faculty senate mandate this study was initiated by this team of researchers.

Prior to any analysis of the item responses collected in this campus-wide student sample, the psychometric quality (domain sampling) of the information yielded by the instrument was assessed. Initially, the reliability (internal consistency) was derived using coefficient alpha (Cronbach 1951 ). In addition, Guttman ( 1953 ) developed a theorem about item properties that leads to evidence about the quality of one’s data, demonstrating that as the domain sampling properties of items improve, the inverse of the correlation matrix among items will approach a diagonal. Subsequently, Kaiser and Rice ( 1974 ) developed the measure of sampling adequacy (MSA) that is a function of the Guttman Theorem. The index has an upper bound of one with Kaiser offering some decision rules for interpreting the value of MSA. If the value of the index is in the .80 to .99 range, the investigator has evidence of an excellent domain sample. Values in the .70s signal an acceptable result, and those in the .60s indicate data that are unacceptable. Customarily, the MSA has been used for data assessment prior to the application of any dimensionality assessments. Computation of the MSA value gave the investigators a benchmark for the construct validity of the items in this study. This procedure has been recommended by Dziuban and Shirkey ( 1974 ) prior to any latent dimension analysis and was used with the data obtained for this study. The MSA for the current instrument was .98 suggesting excellent domain sampling properties with an associated alpha reliability coefficient of .97 suggesting superior internal consistency. The psychometric properties of the instrument were excellent with both measures.

The online student ratings form presents an electronic data set each semester. These can be merged across time to create a larger data set of completed ratings for every course across each semester. In addition, captured data includes course identification variables including prefix, number, section and semester, department, college, faculty, and class size. The overall rating of effectiveness is used most heavily by departments and faculty in comparing across courses and modalities (Table  3 ).

The finally derived tree (decision rules) included only three variables—survey items that asked students to rate the instructor’s effectiveness at:

Helping students achieve course objectives,

Creating an environment that helps students learn, and

Communicating ideas and information.

None of the demographic variables associated with the courses contributed to the final model. The final rule specifies that if a student assigns an excellent rating to those three items, irrespective of their status on any other condition, the probability is .99 that an instructor will receive an overall rating of excellent. The converse is true as well. A poor rating on all three of those items will lead to a 99% chance of an instructor receiving an overall rating of poor.

Tables  4 , 5 and 6 present a demonstration of the robustness of the CART rule for variables on which it was not developed: expected course grade, desire to take the course and modality.

In each case, irrespective of the marginal probabilities, those students conforming to the rule have a virtually 100% chance of seeing the course as excellent. For instance, 27% of all students expecting to fail assigned an excellent rating to their courses, but when they conformed to the rule the percentage rose to 97%. The same finding is true when students were asked about their desire to take the course with those who strongly disagreed assigning excellent ratings to their courses 26% of the time. However, for those conforming to the rule, that category rose to 92%. When course modality is considered in the marginal sense, blended learning is rated as the preferred choice. However, from Table  6 we can observe that the rule equates student assessment of their learning experiences. If they conform to the rule, they will see excellence.

This study addressed increasingly important issues of student success, withdrawal and perception of the learning environment across multiple course modalities. Arguably these components form the crux of how we will make more effective decisions about how blended learning configures itself in the new normal. The results reported here indicate that blending maintains or increases access for most student cohorts and produces improved success rates for minority and non-minority students alike. In addition, when students express their beliefs about the effectiveness of their learning environments, blended learning enjoys the number one rank. However, upon more thorough analysis of key elements students view as important in their learning, external and demographic variables have minimal impact on those decisions. For example college (i.e. discipline) membership, course level or modality, expected grade or desire to take a particular course have little to do with their course ratings. The characteristics they view as important relate to clear establishment and progress toward course objectives, creating an effective learning environment and the instructors’ effective communication. If in their view those three elements of a course are satisfied they are virtually guaranteed to evaluate their educational experience as excellent irrespective of most other considerations. While end of course rating protocols are summative the three components have clear formative characteristics in that each one is directly related to effective pedagogy and is responsive to faculty development through units such as the faculty center for teaching and learning. We view these results as encouraging because they offer potential for improving the teaching and learning process in an educational environment that increases the pressure to become more responsive to contemporary student lifestyles.

Clearly, in this study we are dealing with complex adaptive systems that feature the emergent property. That is, their primary agents and their interactions comprise an environment that is more than the linear combination of their individual elements. Blending learning, by interacting with almost every aspect of higher education, provides opportunities and challenges that we are not able to fully anticipate.

This pedagogy alters many assumptions about the most effective way to support the educational environment. For instance, blending, like its counterpart active learning, is a personal and individual phenomenon experienced by students. Therefore, it should not be surprising that much of what we have called blended learning is, in reality, blended teaching that reflects pedagogical arrangements. Actually, the best we can do for assessing impact is to use surrogate measures such as success, grades, results of assessment protocols, and student testimony about their learning experiences. Whether or not such devices are valid indicators remains to be determined. We may be well served, however, by changing our mode of inquiry to blended teaching.

Additionally, as Norberg ( 2017 ) points out, blended learning is not new. The modality dates back, at least, to the medieval period when the technology of textbooks was introduced into the classroom where, traditionally, the professor read to the students from the only existing manuscript. Certainly, like modern technologies, books were disruptive because they altered the teaching and learning paradigm. Blended learning might be considered what Johnson describes as a slow hunch (2010). That is, an idea that evolved over a long period of time, achieving what Kaufmann ( 2000 ) describes as the adjacent possible – a realistic next step occurring in many iterations.

The search for a definition for blended learning has been productive, challenging, and, at times, daunting. The definitional continuum is constrained by Oliver and Trigwell ( 2005 ) castigation of the concept for its imprecise vagueness to Sharpe et al.’s ( 2006 ) notion that its definitional latitude enhances contextual relevance. Both extremes alter boundaries such as time, place, presence, learning hierarchies, and space. The disagreement leads us to conclude that Lakoff’s ( 2012 ) idealized cognitive models i.e. arbitrarily derived concepts (of which blended learning might be one) are necessary if we are to function effectively. However, the strong possibility exists that blended learning, like quality, is observer dependent and may not exist outside of our perceptions of the concept. This, of course, circles back to the problem of assuming that blending is a treatment effect for point hypothesis testing and meta-analysis.

Ultimately, in this article, we have tried to consider theoretical concepts and empirical findings about blended learning and their relationship to the new normal as it evolves. Unfortunately, like unresolved chaotic solutions, we cannot be sure that there is an attractor or that it will be the new normal. That being said, it seems clear that blended learning is the harbinger of substantial change in higher education and will become equally impactful in K-12 schooling and industrial training. Blended learning, because of its flexibility, allows us to maximize many positive education functions. If Floridi ( 2014 ) is correct and we are about to live in an environment where we are on the communication loop rather than in it, our educational future is about to change. However, if our results are correct and not over fit to the University of Central Florida and our theoretical speculations have some validity, the future of blended learning should encourage us about the coming changes.

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The authors acknowledge the contributions of several investigators and course developers from the Center for Distributed Learning at the University of Central Florida, the McKay School of Education at Brigham Young University, and Scholars at Umea University, Sweden. These professionals contributed theoretical and practical ideas to this research project and carefully reviewed earlier versions of this manuscript. The Authors gratefully acknowledge their support and assistance.

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Dziuban, C., Graham, C.R., Moskal, P.D. et al. Blended learning: the new normal and emerging technologies. Int J Educ Technol High Educ 15 , 3 (2018). https://doi.org/10.1186/s41239-017-0087-5

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The effect of the covid-19 pandemic on learning quality and practices in higher education—using deep and surface approaches.

1. Introduction

2. literature review, 3. methodology, 4. findings and discussion, 4.1. learners’ perception of technology, 4.2. motivations and challenges for learning using technology, 4.3. learning expectations using technology, 4.4. disengaging in the teaching and learning environment, 4.5. learning experiences using the internet café, 5. concluding remarks, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Share and Cite

Alhammadi, S. The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches. Educ. Sci. 2021 , 11 , 462. https://doi.org/10.3390/educsci11090462

Alhammadi S. The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches. Education Sciences . 2021; 11(9):462. https://doi.org/10.3390/educsci11090462

Alhammadi, Salah. 2021. "The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches" Education Sciences 11, no. 9: 462. https://doi.org/10.3390/educsci11090462

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Challenges and Practices of MAPEH Teachers in the New Normal Education

2022, Zenodo (CERN European Organization for Nuclear Research)

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Reem Montesur

This study entitled coping with the challenges in teaching MAPEH subjects among the non-specialized teachers of District 4 in Laguna was conducted to specifically answer the following questions; What is the demographic profile of the Teachers in MAPEH in terms of; Age; Gender; Years in Service; Educational Attainment and Specialization? What is the coping mechanism of the Teachers in MAPEH in terms of: Time Management; Academic Advice and Mentoring; Appraisal Focused; Emotional-Focused; Occupationfocused coping? Do the coping mechanism used by teachers significantly affect the performance of non-specialized teachers teaching MAPEH of District 4 in Laguna? The study utilized a descriptive design to determine the coping mechanism of the non-specialized teachers in MAPEH. The main source data of this study was the survey questionnaire which was prepared by the researcher and statistically treated by the use of simple descriptive statistics such as frequency, percentage and the mean to ...

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This research was conducted to determine the challenges of MAPEH Program at College of Teacher Education. Specifically it aimed to assess the extent of challenges faced by teachers and students regarding MAPEH Instruction. The study used the descriptive research design employing a questionnaire to determine the challenges of MAPEH program at College of Teacher Education Batangas State University-Main Campus. Ranking and weighted mean were the statistical tools employed in this study. It was revealed that Majority of the student and teacher respondents rated the challenges regarding MAPEH instruction as to the great extent. The study recommended that The College of Teacher Education should provide the facilities and equipment for the implementation of the MAPEH program and the college administrators should encourage the MAPEH instructors to pursue advance degrees in education. A similar study may be conducted using other variables in other schools, locales, or other colleges along this line.

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Ali Rıza Erdem

The purpose of this research is establishing that the problems about education supervision of the class teachers working in the village and township centre in Denizli and their opinions about these problems’ effect on their performance. 321 class teachers working in official primary schools in townships of Denizli and 272 class teachers working in official primary schools in villages of Denizli are included in sampling to apply the data collecting method by choosing with proportional cluster sampling methodologyAt the degree of being confronted with problem to improved scale, Alpha consistency coefficient is 0,89 and the effect’s of problem on performance is 0,91. The most important problem of all problems about education supervision of the class teachers working in the village and township centre is ‘’ I abstain from saying the attributes to supervisors that must be improved professionally‘’.

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This study investigated the challenges encountered by newly hired teachers. It sought to determine (a) the demographic profile of the respondents; (b) the level of challenges encountered by the respondents in the new normal in terms of workload, instructional management, classroom management, and school environment; (c) the teaching performance of the respondents for S.Y. 2020-2021;(d) the relationship between the respondents' level of challenges and their teaching performance; and (e) the proposed LAC session based on the results of the study. Fifty-eight (58) newly hired teachers were utilized as respondents. Results revealed that (a) most of the newly hired teachers were female belonging to the age group of 26-30 years, (b) most of the newly hired teachers found workload, classroom management, and school environment to be challenging, and the instructional management to be very challenging, (c) most of the newly hired teachers acquired a very satisfactory teaching performance rating, (d) the respondents' level of challenges and their teaching performance had no significant relationship. The study depicted that although the newly hired teachers were challenged with their workload, instructional management, classroom management, and school environment, their performances were not affected, as depicted in their IPCRF rating.

The main objective of this study was to determine the competency level among MAPEH teachers teaching Music to grade six learners of selected public school of Loreto North District. It utilized the descriptive causal correlational and comparative research design and applied the following statistical tools: mean Pearsonr, independent T-test and Anova. This investigation used a research-made survey questionnaire and summative assessment tool. Universal sampling technique was used to 20 MAPEH teachers and their respective music learners in Grade 6 from selected public elementary schools of Loreto North District. The study's result revealed that most teachers teaching Music to grade six learners ages 39 years and below. Female teachers dominate in the field of teaching. Most of them have less than 9 months of teaching experience. In addition, most teachers teaching music in grade six have less than 19 hours of training/seminar experience. Furthermore, the level of academic performance of grade six learners in music in terms of test scores is fairly satisfactory. Survey revealed that there is a significant relationship between the level of pedagogical competency of MAPEH teachers, the length of teaching experience, and the number of training or seminars attended to the academic performance of Grade six learners. However, there is no significant difference in the level of pedagogy of MAPEH teachers when grouped according to age and sex. As a recommendation, teachers must motivate themselves to grow professionally and develop a sense of responsibility in their competency. Ultimately, teachers must study the curriculum competency-based in Music education and acquire better self-study and learning skills to further develop a sense of responsibility in accomplishing the task provided in the MELC. In the same manner, teachers must engage in providing alternative instructional designs that use developed instructional materials that are based on the needs of the pupils. Most importantly, school heads must provide full support to teachers, especially in conducting seminars or training workshops to enhance the skills of their teachers and purchase in some way musical instruments for teachers and learners to manipulate in the classroom.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Dissertation, Thesis Or Research Project

I f you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

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If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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The Impact of COVID-19 on Education: A Meta-Narrative Review

Aras bozkurt.

1 Distance Education Department, Anadolu University, Eskişehir, Turkey

2 Department of English Studies, University of South Africa, Pretoria, South Africa

3 Anadolu Üniversitesi, Açıköğretim Fakültesi, Kat:7, Oda:702, 26470, Tepebaşı, Eskişehir, Turkey

Kadir Karakaya

4 Applied Linguistics & Technology Department, Iowa State University, Ames, IA USA

5 Educational Psychology, Learning Sciences, University of Oklahoma, Norman, OK USA

Özlem Karakaya

6 Educational Technology & Human-Computer Interaction, Iowa State University, Ames, IA USA

Daniela Castellanos-Reyes

7 Curriculum and Instruction, Learning Design and Technology, Purdue University, West Lafayette, IN USA

Associated Data

The dataset is available from the authors upon request.

The rapid and unexpected onset of the COVID-19 global pandemic has generated a great degree of uncertainty about the future of education and has required teachers and students alike to adapt to a new normal to survive in the new educational ecology. Through this experience of the new educational ecology, educators have learned many lessons, including how to navigate through uncertainty by recognizing their strengths and vulnerabilities. In this context, the aim of this study is to conduct a bibliometric analysis of the publications covering COVID-19 and education to analyze the impact of the pandemic by applying the data mining and analytics techniques of social network analysis and text-mining. From the abstract, title, and keyword analysis of a total of 1150 publications, seven themes were identified: (1) the great reset, (2) shifting educational landscape and emerging educational roles (3) digital pedagogy, (4) emergency remote education, (5) pedagogy of care, (6) social equity, equality, and injustice, and (7) future of education. Moreover, from the citation analysis, two thematic clusters emerged: (1) educational response, emergency remote education affordances, and continuity of education, and (2) psychological impact of COVID-19. The overlap between themes and thematic clusters revealed researchers’ emphasis on guaranteeing continuity of education and supporting the socio-emotional needs of learners. From the results of the study, it is clear that there is a heightened need to develop effective strategies to ensure the continuity of education in the future, and that it is critical to proactively respond to such crises through resilience and flexibility.

Introduction

The Coronavirus (COVID-19) pandemic has proven to be a massive challenge for the entire world, imposing a radical transformation in many areas of life, including education. It was rapid and unexpected; the world was unprepared and hit hard. The virus is highly contagious, having a pathogenic nature whose effects have not been limited to humans alone, but rather, includes every construct and domain of societies, including education. The education system, which has been affected at all levels, has been required to respond to the crisis, forced to transition into emergency modes, and adapt to the unprecedented impact of the global crisis. Although the beginning of 2021 will mark nearly a year of experience in living through the pandemic, the crisis remains a phenomenon with many unknowns. A deeper and more comprehensive understanding of the changes that have been made in response to the crisis is needed to survive in these hard times. Hence, this study aims to provide a better understanding by examining the scholarly publications on COVID-19 and education. In doing this, we can identify our weaknesses and vulnerabilities, be better prepared for the new normal, and be more fit to survive.

Related Literature

Though the COVID-19 pandemic is not the first major disruption to be experienced in the history of the world, it has been unique due to its scale and the requirements that have been imposed because of it (Guitton, 2020 ). The economies of many countries have greatly suffered from the lockdowns and other restrictive measurements, and people have had to adapt to a new lifestyle, where their primary concern is to survive by keeping themselves safe from contracting the deadly virus. The education system has not been exempt from this series of unfortunate events inflicted by COVID-19. Since brick-and-mortar schools had to be closed due to the pandemic, millions of students, from those in K-12 to those in higher education, were deprived of physical access to their classrooms, peers, and teachers (Bozkurt & Sharma, 2020a , b ). This extraordinary pandemic period has posed arguably the most challenging and complex problems ever for educators, students, schools, educational institutions, parents, governments, and all other educational stakeholders. The closing of brick-and-mortar schools and campuses rendered online teaching and learning the only viable solution to the problem of access-to-education during this emergency period (Hodges et al., 2020 ). Due to the urgency of this move, teachers and instructors were rushed to shift all their face-to-face instruction and instructional materials to online spaces, such as learning management systems or electronic platforms, in order to facilitate teaching virtually at a distance. As a result of this sudden migration to learning and instruction online, the key distinctions between online education and education delivered online during such crisis and emergency circumstances have been obfuscated (Hodges et al., 2020 ).

State of the Current Relevant Literature

Although the scale of the impact of the COVID-19 global pandemic on education overshadows previously experienced nationwide or global crises or disruptions, the phenomenon of schools and higher education institutions having to shift their instruction to online spaces is not totally new to the education community and academia (Johnson et al., 2020 ). Prior literature on this subject indicates that in the past, schools and institutions resorted to online or electronic delivery of instruction in times of serious crises and uncertainties, including but not limited to natural disasters such as floods or earthquakes (e.g., Ayebi-Arthur, 2017 ; Lorenzo, 2008 ; Tull et al., 2017 ), local disruptions such as civil wars and socio-economic events such as political upheavals, social turmoils or economic recessions (e.g., Czerniewicz et al., 2019 ). Nevertheless, the past attempts to move learning and teaching online do not compare to the current efforts that have been implemented during the global COVID-19 pandemic, insofar as the past crisis situations were sporadic events in specific territories, affecting a limited population for relatively short periods of time. In contrast, the COVID-19 pandemic has continued to pose a serious threat to the continuity of education around the globe (Johnson et al., 2020 ).

Considering the scale and severity of the global pandemic, the impacts it has had on education in general and higher education in particular need to be explored and studied empirically so that necessary plans and strategies aimed at reducing its devastating effects can be developed and implemented. Due to the rapid onset and spread of the global pandemic, the current literature on the impact of COVID-19 on education is still limited, including mostly non-academic editorials or non-empirical personal reflections, anecdotes, reports, and stories (e.g., Baker, 2020 ; DePietro, 2020 ). Yet, with that said, empirical research on the impact of the global pandemic on higher education is rapidly growing. For example, Johnson et al. ( 2020 ), in their empirical study, found that faculty members who were struggling with various challenges adopted new instructional methods and strategies and adjusted certain course components to foster emergency remote education (ERE). Unger and Meiran ( 2020 ) observed that the pandemic made students in the US feel anxious about completing online learning tasks. In contrast, Suleri ( 2020 ) reported that a large majority of European higher education students were satisfied with their virtual learning experiences during the pandemic, and that most were willing to continue virtual higher education even after the pandemic (Suleri, 2020 ). The limited empirical research also points to the need for systematically planning and designing online learning experiences in advance in preparation for future outbreaks of such global pandemics and other crises (e.g., Korkmaz & Toraman, 2020 ). Despite the growing literature, the studies provide only fragmentary evidence on the impact of the pandemic on online learning and teaching. For a more thorough understanding of the serious implications the pandemic has for higher education in relation to learning and teaching online, more empirical research is needed.

Unlike previously conducted bibliometric analysis studies on this subject, which have largely involved general analysis of research on health sciences and COVID-19, Aristovnik et al. ( 2020 ) performed an in-depth bibliometric analysis of various science and social science research disciplines by examining a comprehensive database of document and source information. By the final phase of their bibliometric analysis, the authors had analyzed 16,866 documents. They utilized a mix of innovative bibliometric approaches to capture the existing research and assess the state of COVID-19 research across different research landscapes (e.g., health sciences, life sciences, physical sciences, social sciences, and humanities). Their findings showed that most COVID-19 research has been performed in the field of health sciences, followed by life sciences, physical sciences, and social sciences and humanities. Results from the keyword co-occurrence analysis revealed that health sciences research on COVID-19 tended to focus on health consequences, whereas the life sciences research on the subject tended to focus on drug efficiency. Moreover, physical sciences research tended to focus on environmental consequences, and social sciences and humanities research was largely oriented towards socio-economic consequences.

Similarly, Rodrigues et al. ( 2020 ) carried out a bibliometric analysis of COVID-19 related studies from a management perspective in order to elucidate how scientific research and education arrive at solutions to the pandemic crisis and the post-COVID-19 era. In line with Aristovnik et al.’s ( 2020 ) findings, Rodrigues et al. ( 2020 ) reported that most of the published research on this subject has fallen under the field of health sciences, leaving education as an under-researched area of inquiry. The content analysis they performed in their study also found a special emphasis on qualitative research. The descriptive and content analysis yielded two major strands of studies: (1) online education and (2) COVID-19 and education, business, economics, and management. The online education strand focused on the issue of technological anxiety caused by online classes, the feeling of belonging to an academic community, and feedback.

Lastly, Bond ( 2020 ) conducted a rapid review of K-12 research undertaken in the first seven months of the COVID-19 pandemic to identify successes and challenges and to offer recommendations for the future. From a search of K-12 research on the Web of Science, Scopus, EBSCOHost, the Microsoft Academic, and the COVID-19 living systematic map, 90 studies were identified and analyzed. The findings revealed that the reviewed research has focused predominantly on the challenges to shifting to ERE, teacher digital competencies and digital infrastructure, teacher ICT skills, parent engagement in learning, and students’ health and well-being. The review highlighted the need for straightforward communication between schools and families to inform families about learning activities and to promote interactivity between students. Teachers were also encouraged to develop their professional networks to increase motivation and support amongst themselves and to include opportunities for both synchronous and asynchronous interaction for promoting student engagement when using technology. Bond ( 2020 ) reported that the reviewed studies called for providing teachers with opportunities to further develop their digital technical competencies and their distance and online learning pedagogies. In a recent study that examines the impact of COVID-19 at higher education (Bozkurt, 2022 ), three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The findings of this study are similar to Mishra et al. ( 2021 ) who examined the COVID-19 pandemic from the lens of online distance education and noted that technologies for teaching and learning and psychosocial issues were emerging issues.

The aforementioned studies indicate that a great majority of research on COVID-19 has been produced in the field of health sciences, as expected. These studies nonetheless note that there is a noticeable shortage of studies dealing with the effects of the pandemic in the fields of social sciences, humanities, and education. Given the profound impact of the pandemic on learning and teaching, as well as on the related stakeholders in education, now more than ever, a greater amount of research on COVID-19 needs to be conducted in the field of education. The bibliometric studies discussed above have analyzed COVID-19 research across various fields, yielding a comparative snapshot of the research undertaken so far in different research spheres. However, despite being comprehensive, these studies did not appear to have examined a specific discipline or area of research in depth. Therefore, this bibliometric study aims to provide a focused, in-depth analysis of the COVID-19-related research in the field of education. In this regard, the main purpose of this study is to identify research patterns and trends in the field of education by examining COVID-19-related research papers. The study sought to answer the following research questions:

• What are the thematic patterns in the title, abstract, and keywords of the publications on COVID-19 and education?
• What are the citation trends in the references of the sampled publications on COVID-19 and education?

Methodology

This study used data mining and analytic approaches (Fayyad et al., 2002 ) to examine bibliometric patterns and trends. More specifically, social network analysis (SNA) (Hansen et al., 2020 ) was applied to examine the keywords and references, while text-mining was applied (Aggarwal & Zhai, 2012 ) to examine the titles and abstracts of the research corpus. Keywords represent the essence of an article at a micro level and for the analysis of the keywords, SNA was used. SNA “provides powerful ways to summarize networks and identify key people, [entities], or other objects that occupy strategic locations and positions within a matrix of links” (Hansen et al., 2020 , p. 6). In this regard, the keywords were analyzed based on their co-occurrences and visualized on a network graph by identifying the significant keywords which were demonstrated as nodes and their relationships were demonstrated with ties. For text-mining of the titles and abstracts, the researchers performed a lexical analysis that employs “two stages of co-occurrence information extraction—semantic and relational—using a different algorithm for each stage” (Smith & Humphreys, 2006 , p. 262). Thus, text-mining analysis enabled researchers to identify the hidden patterns and visualize them on a thematic concept map. For the analysis of the references, the researchers further used SNA based on the arguments that “citing articles and cited articles are linked to each other through invisible ties, and they collaboratively and collectively build an intellectual community that can be referred to as a living network, structure, or an ecology” (Bozkurt, 2019 , p. 498). The analysis of the references enabled the researchers to identify pivotal scholarly contributions that guided and shaped the intellectual landscape. The use of multiple approaches enables the study to present a broader view, or a meta-narrative.

Sample and Inclusion Criteria

The publications included in this research met the following inclusion criteria: (1) indexed by the Scopus database, (2) written in English, and (3) had the search queries on their title (Table ​ (Table1). 1 ). The search query reflects the focus on the impact of COVID-19 on education by including common words in the field like learn , teach , or student . Truncation was also used in the search to capture all relevant literature. Narrowing down the search allowed us to exclude publications that were not education related. Scopus was selected because it is one of the largest scholarly databases, and only publications in English were selected to facilitate identification of meaningful lexical patterns through text-mining and provide a condensed view of the research. The search yielded a total of 1150 papers (articles = 887, editorials = 66, notes = 58, conference papers = 56, letters = 40, review studies = 30, book chapters = 9, short surveys = 3, books = 1).

Search strings used to create research corpus

Data Analysis and Research Procedures

This study has two phases of analysis. In the first phase, text mining was used to analyze titles and abstracts, and SNA was applied to analyze keywords. By using two different analytical approaches, the authors were able to triangulate the research findings (Thurmond, 2001 ). In this phase, using lexical algorithms, text mining analysis enabled visualizing the textual data on a thematic concept map according to semantic relationships and co-occurrences of the words (Fig.  1 ). Text mining generated a machine-based concept map by analyzing the co-occurrences and lexical relationships of textual data. Then, based on the co-occurrences and centrality metrics, SNA enabled visualizing keywords on a network graphic called sociogram (Fig.  2 ). SNA allowed researchers to visually identify the key terms on a connected network graph where keywords are represented as nodes and their relationships are represented as edges. In the first phase of the study, by synthesizing outputs of the data mining and analytic approaches, meaningful patterns of textual data were presented as seven main research themes.

Thematic concept mapping of COVID-19 and education-related papers

Social networks analysis of the keywords in COVID-19 and education-related papers

In the second phase of the study, through the examination of the references and citation patterns (e.g., citing and being cited) of the articles in the research corpus, the citation patterns were visualized on a network graphic by clusters (See Fig.  3 ) showing also chronical relationships which enabled to identify pivotal COVID-19 studies. In the second phase of the study, two new themes were identified which were in line with the themes that emerged in the first phase of the study.

Social networks analysis of the references in COVID-19 and education-related papers 2019–2020 (Only the first authors were labeled – See Appendix Fig. ​ Fig.4 4 for SNA of references covering pre-COVID-19 period)

Strengths and Limitations

This study is one of the first attempts to use bibliometric approaches benefiting from data mining and analysis techniques to better understand COVID-19 and its consequences on published educational research. By applying such an approach, a large volume of data is able to be visualized and reported. However, besides these strengths, the study also has certain limitations. First, the study uses the Scopus database, which, though being one of the largest databases, does not include all types of publications. Therefore, the publications selected for this study offer only a partial view, as there are many significant publications in gray literature (e.g., reports, briefs, blogs). Second, the study includes only publications written in English, however, with COVID-19 being a global crisis, publications in different languages would provide a complementary view and be helpful in understanding local reflections in the field of education.

Findings and Discussion

Sna and text-mining: thematic patterns in the title, abstract, and keywords of the publications.

This section reports the findings based on a thematic concept map and network graphic that were developed through text mining (Fig.  1 —Textual data composed of 186.234 words visualized according to lexical relationships and co-occurrences) and sociograms created using SNA (Fig.  2 —The top 200 keywords with highest betweenness centrality and 1577 connections among them mapped on a network graph) to visualize the data. Accordingly, seven major themes were identified by analyzing the data through text-mining and SNA: (1) the great reset, (2) digital pedagogy, (3) shifting educational landscape and emerging educational roles, (4) emergency remote education, (5) pedagogy of care, (6) social equity, equality, and injustice, and (7) future of education.

• Theme 1: The Great Reset (See path Fig.  1 : lockdown  +  emergency  +  community  +  challenges  +  during  >  pandemic and impact  >  outbreak  >  coronavirus  >  pandemic and global  >  crisis  >  pandemic  >  world; See nodes on Fig.  2 : Covid19, pandemic, Coronavirus, lockdown, crisis ). The first theme in the thematic concept map and network graphic is the Great Reset. It has been relatively a short time since the World Health Organization (WHO) declared the COVID-19 a pandemic. Although vaccination had already started, the pandemic continued to have an adverse impact on the world. Ever since the start of the pandemic, people were discussing when there would be a return to normal (Bozkurt & Sharma, 2020a , b ; Xiao, 2021 ); however, as time goes by, this hope has faded, and returning to normal appears to be far into the future (Schwab & Malleret, 2020 ). The pandemic is seen as a major milestone, in the sense that a macro reset in economic, social, geopolitical, environmental, and technological fields will produce multi-faceted changes affecting almost all aspects of life (Schwab & Malleret, 2020 ). The cover of an issue of the international edition of Time Magazine reflected this idea of a great reset and presented the COVID-19 pandemic as an opportunity to transform the way we live and work (Time, 2020 ). It has been argued that the pandemic will generate the emergence of a new era, and that we will have to adapt to the changes it produces (Bozkurt & Sharma, 2020 ). For example, the industrial sector quickly embraced remote work despite its challenges, and it is possible that most industrial companies will not return to the on-site working model even after the pandemic ends (Hern, 2020 ). We can expect a high rate of similar responses in other fields, including education, where COVID-19 has already reshaped our educational systems, the way we deliver education, and pedagogical approaches.
• Theme 2: Digital pedagogy (See path on Fig.  1 : distance learning  >  research  >  teacher  >  development  >  need  >  training  +  technology  +  virtual  >  digital  >  communication  >  support  >  process  >  teaching  >  online  >  learning  >  online learning  +  course  >  faculty  >  students  >  experience ; See nodes on Fig.  2 : online learning, distance learning, computer-based learning, elearning, online education, distance education, online teaching, multimedia-based learning, technology, blended learning, online, digital transformation, ICT, online classes, flexible learning, technology-enhanced learning, digitalization ). Owing to the rapid transition to online education as a result of COVID-19, digital pedagogy and teachers’ competencies in information and communication technology (ICT) integration have gained greater prominence with the unprecedented challenges teachers have faced to adapt to remote teaching and learning. The COVID-19 pandemic has unquestionably manifested the need to prepare teachers to teach online, as most of them have been forced to assume ERE roles with inadequate preparation. Studies involving the use of SNA indicate a correspondence between adapting to a digital pedagogy and the need to equip teachers with greater competency in technology and online teaching (e.g., Blume, 2020 ; König et al., 2020 ). König et al. ( 2020 ) conducted a survey-based study investigating how early career teachers have adapted to online teaching during COVID-19 school closures. Their study found that while all the teachers maintained communication with students and their parents, introduced new learning content, and provided feedback, they lacked the ability to respond to challenges requiring ICT integration, such as those related to providing quality online teaching and to conducting assessments. Likewise, Blume ( 2020 ) noted that most teachers need to acquire digital skills to implement digitally-mediated pedagogy and communication more effectively. Both study findings point to the need for building ICT-related teaching and learning competencies in initial teacher education and teacher professional development. The findings from the SNA conducted in the present study are in line with the aforementioned findings in terms of keyword analysis and overlapping themes and nodes.
• Theme 3: Shifting educational landscape and emerging educational roles (See path on Fig.  1 : future > education > role > Covid19; See nodes on Fig.  2 : higher education, education, student, curriculum, university, teachers, learning, professional development, teacher education, knowledge, readiness ). The role of technology in education and human learning has been essential during the COVID-19 pandemic. Technology has become a prerequisite for learning and teaching during the pandemic and will likely continue to be so after it. In the rapid shift to an unprecedented mode of learning and teaching, stakeholders have had to assume different roles in the educational landscape of the new normal. For example, in a comprehensive study involving the participation of over 30 K higher education students from 62 countries conducted by Aristovnik et al. ( 2020 ), it was found that students with certain socio-demographic characteristics (male, lower living standard, from Africa or Asia) were significantly less satisfied with the changes to work/life balance created by the COVID-19 pandemic, and that female students who were facing financial problems were generally more affected by COVID-19 in their emotional life and personal circumstances. Despite the challenges posed by the pandemic, there is likely to be carry over in the post-pandemic era of some of the educational changes made during the COVID-19 times. For example, traditional lecture-based teacher-centered classes may be replaced by more student-centered online collaborative classes (Zhu & Liu, 2020 ). This may require the development and proliferation of open educational platforms that allow access to high-quality educational materials (Bozkurt et al., 2020 ) and the adoption of new roles to survive in the learning ecologies informed by digital learning pedagogies. In common with the present study, the aforementioned studies (e.g., Aristovnik et al., 2020 ; König et al., 2020 ) call for more deliberate actions to improve teacher education programs by offering training on various teaching approaches, such as blended, hybrid, flexible, and online learning, to better prepare educators for emerging roles in the post-pandemic era.
• Theme 4: Emergency remote education (see path Fig.  1 : higher education  >  university  >  student  >  experience  >  remote; See nodes on Fig.  2 : Covid19, pandemic, Coronavirus, higher education, education, school closure, emergency remote teaching, emergency remote learning ). Educational institutions have undergone a rapid shift to ERE in the wake of COVID-19 (Bozkurt & Sharma, 2020a ; Bozkurt et al., 2020 ; Hodges et al., 2020 ). Although ERE is viewed as similar to distance education, they are essentially different. That is, ERE is a prompt response measure to an emergency situation or unusual circumstances, such as a global pandemic or a civil war, for a temporary period of time, whereas distance education is a planned and systematic approach to instructional design and development grounded in educational theory and practice (Bozkurt & Sharma, 2020b ). Due to the urgent nature of situations requiring ERE, it may fall short in embracing the solid pedagogical learning and teaching principles represented by distance education (Hodges et al., 2020 ). The early implementations of ERE primarily involved synchronous video-conferencing sessions that sought to imitate in-person classroom instruction. It is worth noting that educators may have heavily relied on synchronous communication to overcome certain challenges, such as the lack of available materials and planned activities for asynchronous communication. Lockdowns and school closures, which turned homes into compulsory learning environments, have posed major challenges for families and students, including scheduling, device sharing, and learner engagement in a socially distanced home learning environment (Bond, 2020 ). For example, Shim and Lee ( 2020 ) conducted a qualitative study exploring university students’ ERE experiences and reported that students complained about network instability, unilateral interactions, and reduced levels of concentration. The SNA findings clearly highlight that there has been a focus on ERE due to the school closures during the COVID-19 pandemic. It is key to adopt the best practices of ERE and to utilize them regularly in distance education (Bozkurt, 2022 ). Moreover, it is important to note that unless clear distinctions are drawn between these two different forms of distance education or virtual instruction, a series of unfortunate events in education during these COVID-19 times is very likely to take place and lead to fatal errors in instructional practices and to poor student learning outcomes.
• Theme 5: Pedagogy of care (See path Fig.  1 : r ole  >  education  >  Covid19  >  care ; See nodes on Fig.  2 : Stress, anxiety, student wellbeing, coping, care, crisis management, depression ). The thematic concept map and network graphic show the psychological and emotional impact of the COVID-19 pandemic on various stakeholders, revealing that they have experienced anxiety, expressed the need for care, and sought coping strategies. A study by Baloran ( 2020 ), conducted in the southern part of the Philippines to examine college students’ knowledge, attitudes, anxiety, and personal coping strategies during the COVID-19 pandemic, found that the majority of the students experienced anxiety during the lockdown and worried about food security, financial resources, social contact, and large gatherings. It was reported that the students coped with this anxiety by following protective measures, chatting with family members and friends, and motivating themselves to have a positive attitude. In a similar study, Islam et al. ( 2020 ) conducted an investigation to determine whether Bangladeshi college students experienced anxiety and depression and the factors responsible for these emotional responses. Their cross-sectional survey-based study found that a large percentage of the participants had suffered from anxiety and depression during the pandemic. Academic and professional uncertainty, as well as financial insecurity, have been documented as factors contributing to the anxiety and depression among college students. Both studies point to the need for support mechanisms to be established by higher education institutions in order to ensure student wellbeing, provide them with care, and help them to cope with stress, anxiety, and depression. Talidong and Toquero ( 2020 ) reported that, in addition to students’ well-being and care, teachers’ perceptions and experiences of stress and anxiety during the quarantine period need to be taken into account. The authors found that teachers were worried about the safety of their loved ones and were susceptible to anxiety but tended to follow the preventive policies. A pedagogy of care has been presented as an approach that would effectively allow educators to plan more supportive teaching practices during the pandemic by fostering clear and prompt communication with students and their families and taking into consideration learner needs in lesson planning (e.g., Karakaya, 2021 ; Robinson et al., 2020 ). Here it is important to stress that a pedagogy of care is a multifaceted concept, one that involves the concepts of social equity, equality, and injustice.
• Theme 6: Social equity, equality, and injustice (See path on Fig.  1 : Impact  >  outbreak  >  coronavirus  >  pandemic  >  social ; See nodes on Fig.  2 : Support, equity, social justice, digital divide, inequality, social support ). One of the more significant impacts of COVID-19 has been the deepening of the existing social injustices around the world (Oldekop et al., 2020 ; Williamson et al., 2020 ). Long-term school closures have deteriorated social bonds and adversely affected health issues, poverty, economy, food insecurity, and digital divide (Van Lancker & Parolin, 2020 ). Regarding the digital divide, there has been a major disparity in access to devices and data connectivity between high-income and low-income populations increasing the digital divide, social injustice, and inequality in the world (Bozkurt et al., 2020 ). In line with the SNA findings, the digital divide, manifesting itself most visibly in the inadequacy and insufficiency of digital devices and lack of high-speed Internet, can easily result in widespread inequalities. As such, the disparities between low and high socio-economic status families and school districts in terms of digital pedagogy inequality may deepen as teachers in affluent schools are more likely to offer a wide range of online learning activities and thereby secure better student engagement, participation, and interaction (Greenhow et al., 2020 ). These findings demonstrate that social inequities have been sharpened by the unfortunate disparities imposed by the COVID-19, thus requiring us to reimagine a future that mitigates such concerns.
• Theme 7: Future of education (See word path on Fig.  1 : Future  >  education  >  Covid19  >  pandemic  >  changes and pandemic  >  coronavirus, outbreak, impact  >  world ; See nodes on Fig.  2 : Sustainability, resilience, uncertainty, sdg4). Most significantly, COVID-19 the pandemic has shown the entire world that teachers and schools are invaluable resources and execute critical roles in society. Beyond that, with the compulsory changes resulting from the pandemic, it is evident that teaching and learning environments are not exclusive to brick-and-mortar classrooms. Digital technologies, being at the center of teaching and learning during the pandemic period, have been viewed as a pivotal agent in leveraging how learning takes place beyond the classroom walls (Quilter-Pinner & Ambrose, 2020 ). COVID-19 has made some concerns more visible. For example, the well-being of students, teachers, and society at large has gained more importance in these times of crisis. Furthermore, the need for educational technology and digital devices has compounded and amplified social inequities (Pelletier et al., 2021 ; West & Allen, 2020 ). Despite its global challenges, the need for technology and digital devices has highlighted some advantages that are likely to shape the future of education, particularly those related to the benefits of educational technology. For example, online learning could provide a more flexible, informal, self-paced learning environment for students (Adedoyin & Soykan, 2020 ). However, it also bears the risk of minimizing social interaction, as working in shared office environments has shifted to working alone in home-office settings. In this respect, the transformation of online education must involve a particular emphasis on sustaining interactivity through technology (Dwivedi et al., 2020 ). In view of the findings of the aforementioned studies, our text-mining and SNA findings suggest that the COVID-19 impositions may strongly shape the future of education and how learning takes place.

In summary, these themes extracted from the text-mining and SNA point to a significant milestone in the history of humanity, a multi-faceted reset that will affect many fields of life, from education and economics to sociology and lifestyle. The resulting themes have revealed that our natural response to an emerging worldwide situation shifted the educational landscape. The early response of the educational system was emergency-based and emphasized the continuance of in-person instruction via synchronous learning technologies. The subsequent response foregrounded the significance of digitally mediated learning pedagogy, related teacher competencies, and professional development. As various stakeholders (e.g., students, teachers, parents) have experienced a heightened level of anxiety and stress, an emerging strand of research has highlighted the need for care-based and trauma-informed pedagogies as a response to the side effects of the pandemic. In addition, as the global pandemic has made systemic impairments, such as social injustice and inequity, more visible, an important line of research has emerged on how social justice can be ensured given the challenges caused by the pandemic. Lastly, a sizable amount of research indicates that although the COVID-19 pandemic has imposed unprecedented challenges to our personal, educational, and social lives, it has also taught us how to respond to future crises in a timely, technologically-ready, pedagogically appropriate, and inclusive manner.

SNA: Citation Trends in the References of the Sampled Publications

The trends identified through SNA in citation patterns indicate two lines of thematic clusters (see Fig.  3 -A network graph depicting the citing and being cited patterns in the research corpus. Node sizes were defined by their citation count and betweenness centrality.). These clusters align with the results of the analysis of the titles, abstracts, and keywords of the sampled publications and forge the earlier themes (Theme 4: Emergency remote education and Theme 5: Pedagogy of care).

• Thematic Cluster 1: The first cluster centers on the abilities of educational response, emergency remote education affordances, and continuity of education (Bozkurt & Sharma, 2020a ; Crawford et al., 2020 ; Hodges et al., 2020 ) to mitigate the impact of COVID-19 on education, especially for more vulnerable and disadvantaged groups (UNESCO, 2020 ; Viner et al., 2020 ). The thematic cluster one agrees with the theme four emergency remote education . The first trend line (See red line in Fig.  3 ) shows that the education system is vulnerable to external threats. Considering that interruption of education is not exclusive to pandemics – for example, political crises have also caused disruptions (Rapp et al., 2016 ) – it is clear that coping mechanisms are needed to ensure the continuity of education under all conditions. In this case, we need to reimagine and recalibrate education to make it resilient, flexible, and adaptive, not only to ensure the continuity of education, but also to ensure social justice, equity, and equality. Given that online education has its own limitations (e.g., it is restricted to online tools and infrastructures), we need to identify alternative entry points for those who do not have digital devices or lack access to the internet.

“What we teach in these times can have secondary importance. We have to keep in mind that students will remember not the educational content delivered, but how they felt during these hard times. With an empathetic approach, the story will not center on how to successfully deliver educational content, but it will be on how learners narrate these times” (p. iv).

Conclusion and Suggestions

The results from this study indicate that quick adaptability and flexibility have been key to surviving the substantial challenges generated by COVID-19. However, extreme demands on flexibility have taken a toll on human well-being and have exacerbated systemic issues like inequity and inequality. Using data mining that involved network analysis and text mining as analytical tools, this research provides a panoramic picture of the COVID-19-related themes educational researchers have addressed in their work. A sample of 1150 references yielded seven themes, which served to provide a comprehensive meta-narrative about COVID-19 and its impact on education.

A portion of the sampled publications focused on what we refer to as the great reset , highlighting the challenges that the emergency lockdown brought to the world. A publication pattern centered around digital pedagogy posited distance and online learning as key components and identified the need for teacher training. Given the need for adaptability, a third theme revealed the demand for professional development in higher education and a future shift in educational roles. It can be recommended that future research investigate institutional policy changes and the adaptation to these changes in renewed educational roles. The ERE theme centered on the lack of preparation in instituting the forced changes brought about by the COVID-19 pandemic. The publications related to this theme revealed that the COVID-19 pandemic uncovered silent threads in educational environments, like depression, inequality, and injustice. A pedagogy of care has been developed with the aim of reducing anxiety and providing support through coping strategies. These research patterns indicate that the future of education demands sustainability and resilience in the face of uncertainty.

Results of the thematic analysis of citation patterns (Fig.  3 ) overlapped with two of the themes found in our thematic concept map (Fig.  1 ) and network graphic (Fig.  2 ). It was shown that researchers have emphasized the continuity of education and the psychological effects of the COVID-19 crisis on learners. Creating coping strategies to deal with global crises (e.g., pandemics, political upheavals, natural disasters) has been shown to be a priority for educational researchers. The pedagogy of resilience (Purdue University Innovative learning, n.d. ) provides governments, institutions, and instructors with an alternative tool to applying to their contexts in the face of hardship. Furthermore, prioritizing the psychological long-term effects of the crisis in learners could alleviate achievement gaps. We recommend that researchers support grieving learners through care (Noddings, 1984 ) and trauma-informed pedagogy (Imad, 2020 ). Our resilience and empathy will reflect our preparedness for impending crises. The thematic analysis of citation patterns (1: educational response, emergency remote education affordances, and continuity of education; 2: psychological impact of COVID-19) further indicates suggestions for future instructional/learning designers. Freire ( 1985 ) argues that to transform the world we need to humanize it. Supporting that argument, the need for human-centered pedagogical approaches (Robinson et al., 2020 ) by considering learning a multifaceted process (Hodges et al., 2021 ) for well-designed learning experiences (Moore et al., 2021 ) is a requirement and instructional/learning designers have an important responsibility not only to design courses but an entire learning ecosystem where diversity, sensitivity, and inclusivity are prioritized.

ERE is not a representative feature in the field of online education or distance education but rather, a forced reaction to extraordinary circumstances in education. The increasing confusion between the practice of ERE and online learning could have catastrophic consequences in learners' outcomes, teachers' instructional practices, and institutional policies. Researchers, educators, and policymakers must work cooperatively and be guided by sound work in the field of distance learning to design nourishing educational environments that serve students’ best interests.

In this study, text mining and social network analysis were demonstrated to be powerful tools for exploring and visualizing patterns in COVID-19-related educational research. However, a more in-depth examination is still needed to synthesize effective strategies that can be used to support us in future crises. Systematic reviews that use classical manual coding techniques may take more time but increase our understanding of a phenomenon and help us to develop specific action plans. Future systematic reviews can use the seven themes identified in this study to analyze primary studies and find strategies that counteract the survival of the fittest mindset to ensure that no student is left behind.

Acknowledgements

This paper is dedicated to all educators and instructional/learning designers who ensured the continuity of education during the tough times of the COVID-19 pandemic.

This article is produced as a part of the 2020 AECT Mentoring Program.

SNA of references covering pre-COVID-19 period (Only the first authors were labeled)

Authors’ Contributions

AB: Conceptualization, Methodology, Software, Formal analysis, Investigation, Resources, Data Curation, Writing—Original Draft, Writing—Review & Editing, Visualization, Funding acquisition.; KK: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.; MT: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.; ÖK: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.; DCR: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.

This paper is supported by Anadolu University, Scientific Research Commission with grant no: 2106E084.

Data Availability

Declarations.

This is a systematic review study and exempt from ethical approval.

The authors declare no competing interests.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

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Kadir Karakaya, Email: ude.etatsai@ayakarak .

Murat Turk, Email: [email protected] .

Özlem Karakaya, Email: ude.etatsai@melzo .

Daniela Castellanos-Reyes, Email: ude.eudrup@dletsac .

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COVID-19 and the Educational Response: New Educational and Social Realities

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This research topic inquires into multiple and diverse impacts of the Covid-19 pandemic on education within various international contexts as billions navigate new educational and social realities. This crisis has led educators at all levels of PreK-20 and their stakeholders to question basic ...

Keywords : pandemic, education, social disruption, teaching, covid-19, coronavirus

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Home > Computational, Mathematical, and Physical Sciences > Mathematics Education > Theses and Dissertations

Mathematics Education Theses and Dissertations

Theses/dissertations from 2024 2024.

Rigorous Verification of Stability of Ideal Gas Layers , Damian Anderson

Documentation of Norm Negotiation in a Secondary Mathematics Classroom , Michelle R. Bagley

New Mathematics Teachers' Goals, Orientations, and Resources that Influence Implementation of Principles Learned in Brigham Young University's Teacher Preparation Program , Caroline S. Gneiting

Theses/Dissertations from 2023 2023

Impact of Applying Visual Design Principles to Boardwork in a Mathematics Classroom , Jennifer Rose Canizales

Practicing Mathematics Teachers' Perspectives of Public Records in Their Classrooms , Sini Nicole White Graff

Parents' Perceptions of the Importance of Teaching Mathematics: A Q-Study , Ashlynn M. Holley

Engagement in Secondary Mathematics Group Work: A Student Perspective , Rachel H. Jorgenson

Theses/Dissertations from 2022 2022

Understanding College Students' Use of Written Feedback in Mathematics , Erin Loraine Carroll

Identity Work to Teach Mathematics for Social Justice , Navy B. Dixon

Developing a Quantitative Understanding of U-Substitution in First-Semester Calculus , Leilani Camille Heaton Fonbuena

The Perception of At-Risk Students on Caring Student-Teacher Relationships and Its Impact on Their Productive Disposition , Brittany Hopper

Variational and Covariational Reasoning of Students with Disabilities , Lauren Rigby

Structural Reasoning with Rational Expressions , Dana Steinhorst

Student-Created Learning Objects for Mathematics Renewable Assignments: The Potential Value They Bring to the Broader Community , Webster Wong

Theses/Dissertations from 2021 2021

Emotional Geographies of Beginning and Veteran Reformed Teachers in Mentor/Mentee Relationships , Emily Joan Adams

You Do Math Like a Girl: How Women Reason Mathematically Outside of Formal and School Mathematics Contexts , Katelyn C. Pyfer

Developing the Definite Integral and Accumulation Function Through Adding Up Pieces: A Hypothetical Learning Trajectory , Brinley Nichole Stevens

Theses/Dissertations from 2020 2020

Mathematical Identities of Students with Mathematics Learning Dis/abilities , Emma Lynn Holdaway

Teachers' Mathematical Meanings: Decisions for Teaching Geometric Reflections and Orientation of Figures , Porter Peterson Nielsen

Student Use of Mathematical Content Knowledge During Proof Production , Chelsey Lynn Van de Merwe

Theses/Dissertations from 2019 2019

Making Sense of the Equal Sign in Middle School Mathematics , Chelsea Lynn Dickson

Developing Understanding of the Chain Rule, Implicit Differentiation, and Related Rates: Towards a Hypothetical Learning Trajectory Rooted in Nested Multivariation , Haley Paige Jeppson

Secondary Preservice Mathematics Teachers' Curricular Reasoning , Kimber Anne Mathis

“Don’t Say Gay. We Say Dumb or Stupid”: Queering ProspectiveMathematics Teachers’ Discussions , Amy Saunders Ross

Aspects of Engaging Problem Contexts From Students' Perspectives , Tamara Kay Stark

Theses/Dissertations from 2018 2018

Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals , Kiya Lynn Eliason

How Teacher Questions Affect the Development of a Potential Hybrid Space in a Classroom with Latina/o Students , Casandra Helen Job

Teacher Graphing Practices for Linear Functions in a Covariation-Based College Algebra Classroom , Konda Jo Luckau

Principles of Productivity Revealed from Secondary Mathematics Teachers' Discussions Around the Productiveness of Teacher Moves in Response to Teachable Moments , Kylie Victoria Palsky

Theses/Dissertations from 2017 2017

Curriculum Decisions and Reasoning of Middle School Teachers , Anand Mikel Bernard

Teacher Response to Instances of Student Thinking During Whole Class Discussion , Rachel Marie Bernard

Kyozaikenkyu: An In-Depth Look into Japanese Educators' Daily Planning Practices , Matthew David Melville

Analysis of Differential Equations Applications from the Coordination Class Perspective , Omar Antonio Naranjo Mayorga

Theses/Dissertations from 2016 2016

The Principles of Effective Teaching Student Teachershave the Opportunity to Learn in an AlternativeStudent Teaching Structure , Danielle Rose Divis

Insight into Student Conceptions of Proof , Steven Daniel Lauzon

Theses/Dissertations from 2015 2015

Teacher Participation and Motivation inProfessional Development , Krystal A. Hill

Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom , Ashley Burgess Hulet

English Learners' Participation in Mathematical Discourse , Lindsay Marie Merrill

Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom , Paula Jeffery Prestwich

Parents and the Common Core State Standards for Mathematics , Rebecca Anne Roberts

Examining the Effects of College Algebra on Students' Mathematical Dispositions , Kevin Lee Watson

Problems Faced by Reform Oriented Novice Mathematics Teachers Utilizing a Traditional Curriculum , Tyler Joseph Winiecke

Academic and Peer Status in the Mathematical Life Stories of Students , Carol Ann Wise

Theses/Dissertations from 2014 2014

The Effect of Students' Mathematical Beliefs on Knowledge Transfer , Kristen Adams

Language Use in Mathematics Textbooks Written in English and Spanish , Kailie Ann Bertoch

Teachers' Curricular Reasoning and MKT in the Context of Algebra and Statistics , Kolby J. Gadd

Mathematical Telling in the Context of Teacher Interventions with Collaborative Groups , Brandon Kyle Singleton

An Investigation of How Preservice Teachers Design Mathematical Tasks , Elizabeth Karen Zwahlen

Theses/Dissertations from 2013 2013

Student Understanding of Limit and Continuity at a Point: A Look into Four Potentially Problematic Conceptions , Miriam Lynne Amatangelo

Exploring the Mathematical Knowledge for Teaching of Japanese Teachers , Ratu Jared R. T. Bukarau

Comparing Two Different Student Teaching Structures by Analyzing Conversations Between Student Teachers and Their Cooperating Teachers , Niccole Suzette Franc

Professional Development as a Community of Practice and Its Associated Influence on the Induction of a Beginning Mathematics Teacher , Savannah O. Steele

Types of Questions that Comprise a Teacher's Questioning Discourse in a Conceptually-Oriented Classroom , Keilani Stolk

Theses/Dissertations from 2012 2012

Student Teachers' Interactive Decisions with Respect to Student Mathematics Thinking , Jonathan J. Call

Manipulatives and the Growth of Mathematical Understanding , Stacie Joyce Gibbons

Learning Within a Computer-Assisted Instructional Environment: Effects on Multiplication Math Fact Mastery and Self-Efficacy in Elementary-Age Students , Loraine Jones Hanson

Mathematics Teacher Time Allocation , Ashley Martin Jones

Theses/Dissertations from 2011 2011

How Student Positioning Can Lead to Failure in Inquiry-based Classrooms , Kelly Beatrice Campbell

Teachers' Decisions to Use Student Input During Class Discussion , Heather Taylor Toponce

A Conceptual Framework for Student Understanding of Logarithms , Heather Rebecca Ambler Williams

Theses/Dissertations from 2010 2010

Growth in Students' Conceptions of Mathematical Induction , John David Gruver

Contextualized Motivation Theory (CMT): Intellectual Passion, Mathematical Need, Social Responsibility, and Personal Agency in Learning Mathematics , Janelle Marie Hart

Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections , Travis L. Lemon

Understanding Teachers' Change Towards a Reform-Oriented Mathematics Classroom , Linnae Denise Williams

Theses/Dissertations from 2009 2009

A Comparison of Mathematical Discourse in Online and Face-to-Face Environments , Shawn D. Broderick

The Influence of Risk Taking on Student Creation of Mathematical Meaning: Contextual Risk Theory , Erin Nicole Houghtaling

Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program , Rachelle Myler Orsak

Theses/Dissertations from 2008 2008

Student Teacher Knowledge and Its Impact on Task Design , Tenille Cannon

How Eighth-Grade Students Estimate with Fractions , Audrey Linford Hanks

Similar but Different: The Complexities of Students' Mathematical Identities , Diane Skillicorn Hill

Choose Your Words: Refining What Counts as Mathematical Discourse in Students' Negotiation of Meaning for Rate of Change of Volume , Christine Johnson

Mathematics Student Teaching in Japan: A Multi-Case Study , Allison Turley Shwalb

Theses/Dissertations from 2007 2007

Applying Toulmin's Argumentation Framework to Explanations in a Reform Oriented Mathematics Class , Jennifer Alder Brinkerhoff

What Are Some of the Common Traits in the Thought Processes of Undergraduate Students Capable of Creating Proof? , Karen Malina Duff

Probing for Reasons: Presentations, Questions, Phases , Kellyn Nicole Farlow

One Problem, Two Contexts , Danielle L. Gigger

The Main Challenges that a Teacher-in-Transition Faces When Teaching a High School Geometry Class , Greg Brough Henry

Discovering the Derivative Can Be "Invigorating:" Mark's Journey to Understanding Instantaneous Velocity , Charity Ann Gardner Hyer

Theses/Dissertations from 2006 2006

How a Master Teacher Uses Questioning Within a Mathematical Discourse Community , Omel Angel Contreras

Determining High School Geometry Students' Geometric Understanding Using van Hiele Levels: Is There a Difference Between Standards-based Curriculum Students and NonStandards-based Curriculum Students? , Rebekah Loraine Genz

The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework , Andrew Ray Glaze

Second Graders' Solution Strategies and Understanding of a Combination Problem , Tiffany Marie Hessing

What Does It Mean To Preservice Mathematics Teachers To Anticipate Student Responses? , Matthew M. Webb

Theses/Dissertations from 2005 2005

Fraction Multiplication and Division Image Change in Pre-Service Elementary Teachers , Jennifer J. Cluff

An Examination of the Role of Writing in Mathematics Instruction , Amy Jeppsen

Theses/Dissertations from 2004 2004

Reasoning About Motion: A Case Study , Tiffini Lynn Glaze

Theses/Dissertations from 2003 2003

An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers' View of Self-As Mathematics Expert , Julie Stafford

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