The Covid pandemic caused changes in education of which we may never know or understand all its repercussions to the public education system. One group of vulnerable students, newcomers from Guatemala and Honduras with limited or interrupted formal education (SLIFE), were negatively affected. Due to the COVID-19 pandemic, one SLIFE program sent its students home in the spring of 2020 to quarantine and did not return to in-person learning again until a year later. The purpose of this quantitative, causal comparative study is to investigate the effects of remote learning during the Covid-19 pandemic on SLIFE students’ education while attending an urban school’s SLIFE program for adolescents in southwest Ohio. The research was a longitudinal design using dependent or paired-samples t tests, comparing SLIFE students’ English and mathematics end of semester grades during face-to-face learning in the first semester of the 2019-2020 school year versus the same SLIFE students’ English and mathematics end of semester grades during remote learning in the first semester of the 2020-2021 school year. A statistically significant difference was found between school years, confirming a decline in SLIFE student achievement while learning remotely during the COVID-19 pandemic. Conclusions and recommendations for future research and practices are included.

Topics include work-integrated learning (internships), student well-being, and students with disabilities. Also,it explores the impact on assessments and academic integrity and what analysis of online systems tells us. Preface ................................................................................................................................ ix Section I: Introduction .................................................. 1 Chapter 1: COVID-19 Emergency Education Policy and Learning Loss: A Comparative Study ............................................................................................................ 3 Athena Vongalis-Macrow, Denise De Souza, Clare Littleton, Anna Sekhar Section II: Student and Teacher Perspectives .............. 27 Chapter 2: Classrooms Going Digital – Evaluating Online Presence Through Students’ Perception Using Community of Inquiry Framework .............................. 29 Hiep Cong Pham, Phuong Ai Hoang, Duy Khanh Pham, Nguyen Hoang Thuan, Minh Nhat Nguyen Chapter 3: A Study of Music Education, Singing, and Social Distancing during the COVID-19 Pandemic: Perspectives of Music Teachers and Their Students in Hong Kong, China .......................................................................................................... 51 Wai-Chung Ho Hong Kong Baptist University Chapter 4: The Architectural Design Studio During a Pandemic: A Hybrid Pedagogy of Virtual and Experiential Learning .......................................................... 75 Cecilia De Marinis, Ross T. Smith Chapter 5: Enhancing Online Education with Intelligent Discussion Tools ........ 97 Jake Renzella, Laura Tubino, Andrew Cain, Jean-Guy Schneider Section III: Student Experience ................................... 115 Chapter 6: Australian Higher Education Student Perspectives on Emergency Remote Teaching During the COVID-19 Pandemic ............................................... 117 Christopher Cheong, Justin Filippou, France Cheong, Gillian Vesty, Viktor Arity Chapter 7: Online Learning and Engagement with the Business Practices During Pandemic ......................................................................................................................... 151 Aida Ghalebeigi, Ehsan Gharaie Chapter 8: Effects of an Emergency Transition to Online Learning in Higher Education in Mexico ..................................................................................................... 165 Deon Victoria Heffington, Vladimir Veniamin Cabañas Victoria Chapter 9: Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic From the Perspective of Higher Education Students ............................ 189 Kesavan Vadakalur Elumalai, Jayendira P Sankar, Kalaichelvi R, Jeena Ann John, Nidhi Menon, Mufleh Salem M Alqahtani, May Abdulaziz Abumelha Disabilities ................................................................. 213 Chapter 10: Learning and Working Online During the COVID-19 Pandemic: A Wellbeing Literacy Perspective on Work Integrated Learning Students ............... 215 Nancy An, Gillian Vesty, Christopher Cheong Chapter 11: Hands-on Learning in a Hands-off World: Project-Based Learning as a Method of Student Engagement and Support During the COVID-19 Crisis .. 245 Nicole A. Suarez, Ephemeral Roshdy, Dana V. Bakke, Andrea A. Chiba, Leanne Chukoskie Chapter 12: Positive and Contemplative Pedagogies: A Holistic Educational Approach to Student Learning and Well-being ........................................................ 265 Sandy Fitzgerald (née Ng) Chapter 13: Taking Advantage of New Opportunities Afforded by the COVID-19 Pandemic: A Case Study in Responsive and Dynamic Library and Information Science Work Integrated Learning .............................................................................. 297 Jessie Lymn, Suzanne Pasanai Chapter 14: Online Learning for Students with Disabilities During COVID-19 Lockdown ....................................................................................................................... 313 Mark Taylor Section V: Teacher Practice .......................................... 331 Chapter 15: From Impossibility to Necessity: Reflections on Moving to Emergency Remote University Teaching During COVID-19 ............................... 333 Mikko Rajanen Chapter 16: Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong ......................................... 355 Tsz Kit Ng, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li, Samuel Kai Wah Chu Chapter 17: Secondary School Language Teachers’ Online Learning Engagement during the COVID-19 Pandemic in Indonesia ......................................................... 385 Imelda Gozali, Anita Lie, Siti Mina Tamah, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, Fransiskus Jemadi Chapter 18: Riding the COVID-19 Wave: Online Learning Activities for a Field-based Marine Science Unit ........................................................................................... 415 PF Francis Section VI: Assessment and Academic Integrity .......... 429 Chapter 19: Student Academic Integrity in Online Learning in Higher Education in the Era of COVID-19 .............................................................................................. 431 Carolyn Augusta, Robert D. E. Henderson Chapter 20: Assessing Mathematics During COVID-19 Times ............................ 447 Simon James, Kerri Morgan, Guillermo Pineda-Villavicencio, Laura Tubino Chapter 21: Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions ........................................................ 465 Talha Sharadgah, Rami Sa’di Section VII: Social Media, Analytics, and Systems ...... 487 Chapter 22: Learning Disrupted: A Comparison of Two Consecutive Student Cohorts ............................................................................................................................ 489 Peter Vitartas, Peter Matheis Chapter 23: What Twitter Tells Us about Online Education During the COVID-19 Pandemic ................................................................................................................... 503 Sa Liu, Jason R Harron

This volume uses case studies and students' lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education. Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students’ experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another. This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume.

In early March of 2020, Americans watched with uncertain terror as the novel coronavirus pandemic unfolded. One week later, Ohio announced its first confirmed cases. Just one year later, the state had over a million cases and 18,000 Ohioans had died. What happened in that first pandemic year is not only a story of a public health disaster, but also a story of social disparities and moral dilemmas, of lives and livelihoods turned upside down, and of institutions and safety nets stretched to their limits. Ohio under COVID tells the human story of COVID in Ohio, America’s bellwether state. Scholars and practitioners examine the pandemic response from multiple angles, and contributors from numerous walks of life offer moving first-person reflections. Two themes emerge again and again: how the pandemic revealed a deep tension between individual autonomy and the collective good, and how it exacerbated social inequalities in a state divided along social, economic, and political lines. Chapters address topics such as mask mandates, ableism, prisons, food insecurity, access to reproductive health care, and the need for more Black doctors. The book concludes with an interview with Dr. Amy Acton, the state’s top public health official at the time COVID hit Ohio. Ohio under COVID captures the devastating impact of the pandemic, both in the public discord it has unearthed and in the unfair burdens it has placed on the groups least equipped to bear them.

This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.

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