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Displaying results 1 to 18 of 18.

  1. The transition of a workshop for training teacher on videoclass recording
    lessons from a social representations study
    Author: do Bomfim Machado, Wanessa; Gandra, Mario
    Published: 2022
    Publisher:  TUDpress, Dresden ; Technische Universität Dresden

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    RVK Categories: QR 760
    Subjects: Hochschule; Interdisziplinarität; Neue Medien; Interkulturalität; Hochschulbildung; Internationalisierung
    Other subjects: GeNeMe 2019; Fernunterricht; Aufzeichnung von Videoklassen; kognitive und emotionale Aspekte; GeNeMe 2019; distance learning; videoclass recording; cognitive and emotional aspects
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    GeNeMe'21 Gemeinschaften in Neuen Medien, Herausgeber: Prof. Dr. Thomas Köhler, Herausgeber: Prof. Dr. Eric Schoop, Erscheinungsort: Dresden, Verlag: TUDpress, Erscheinungsjahr: 2021, Seiten: 394, ISBN: 978-3-95908-235-8
  2. Every cloud has a silver lining
    the role of study time and class recordings on university students' performance during COVID-19
    Author: Binelli, Chiara; Comi, Simona; Meschi, Elena; Pagani, Laura
    Published: July 2024
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    We study the impact of the COVID-19 pandemic and its side effects on the academic achievement of students in a large university located in a northern Italian region severely affected by the pandemic. Thanks to the richness of our data, we can... more

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    We study the impact of the COVID-19 pandemic and its side effects on the academic achievement of students in a large university located in a northern Italian region severely affected by the pandemic. Thanks to the richness of our data, we can investigate for the first time the role of two specific channels: the increase in study time due to the exceptionally strict confinement measures adopted and the availability of class recordings. We use administrative data on four cohorts of students merged with original survey data. We adopt a fixed-effect difference-in-differences approach, where we compare the outcomes of students from different enrolment cohorts observed in the same semester of their academic career before and after the COVID-19 outbreak. We find a generalized positive effect of the COVID-19 pandemic on students' academic achievement in terms of both earned credits and GPA. We provide evidence that both increased study time and the availability of class recordings contributed to mediating this positive effect.

     
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    Language: English
    Media type: Book
    Format: Online
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    hdl: 10419/302690
    Series: Discussion paper series / IZA ; no. 17173
    Subjects: COVID-19; university education; distance learning; study time
    Scope: 1 Online-Ressource (circa 34 Seiten), Illustrationen
  3. Determinants of student performance during the COVID-19 pandemic school closure in Bhutan
    Author: Hayashi, Ryotaro; Javier, Xylee; Raitzer, David; Thomas, Milan
    Published: 2024
    Publisher:  Asian Development Bank, Metro Manila, Philippines

    This paper uses value-added models and panel data from a comprehensive set of highstakes secondary school exams to assess determinants of student performance during the coronavirus pandemic in Bhutan. Gender gaps, urban-rural gaps, and socioeconomic... more

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    This paper uses value-added models and panel data from a comprehensive set of highstakes secondary school exams to assess determinants of student performance during the coronavirus pandemic in Bhutan. Gender gaps, urban-rural gaps, and socioeconomic gaps do not appear to have widened substantially after the pandemic-related closure. Student characteristics (gender, access to a computer at home) and school characteristics (boarding facilities, urban location, class size, computers) predict performance. Quantile regression analysis shows that home learning environment (parental education) is a predictor of Class XII performance for higher-performing Class X students. Computer ownership at home clearly improves English performance but the pattern is less clear for Dzongkha, which has limited software and internet content for instruction. Influence of past performance and gender is stronger for students in the lowperforming group. Boarding facilities played a unique role in Bhutan's pandemic response, potentially mitigating learning losses and offsetting household differences that condition education outcomes.

     
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    Media type: Book
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    Series: ADB economics working paper series ; no. 753 (November 2024)
    Subjects: education; distance learning; school closures
    Scope: 1 Online-Ressource (circa 46 Seiten), Illustrationen
  4. Fostering digital education
    emerging practices from the EU : European Digital education hub
    Published: 2024
    Publisher:  Publications Office of the European Union, Luxembourg

    The report, overseen by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) on behalf of the European Commission and of the European Education and Culture Executive Agency is the second report in the... more

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    The report, overseen by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) on behalf of the European Commission and of the European Education and Culture Executive Agency is the second report in the series dedicated to promoting inspiring practices in digital education from the 27 European Union member states. Similar to the 2023 Report, two inspiring practices have been selected and described for each country. However, information was not equally available across all 27 EU countries, thus certain elements have been slightly differently analysed, interpreted and presented. These national inspiring practices, merely constitute a snapshot of digital education initiatives, which can serve as inspiration for the community nurtured under the European Digital Education Hub and beyond. Various digital education initiatives are explored, discussing the relevance and replicability across sectors and countries, in light of the broader goal of enhancing digital literacy and competency across the European Union member countries. Indirectly, the report underlines the importance of ongoing investment in digital education and the need for collaboration between member states. Not least, the report can serve as a resource for policymakers, educational providers, and other stakeholders involved in shaping the future of education in Europe.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
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    ISBN: 9789294887337
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    Subjects: digital technology; education policy; digital literacy; distance learning; teacher training; learning technique; project funding; impact of information technology; EU Member State; Erasmus Mundus
    Scope: 1 Online-Ressource (circa 177 Seiten)
  5. Distance learning in higher education
    evidence from a randomized experiment
    Author: Cacault, Maria Paula; Hildebrand, Christian; Laurent-Lucchetti, Jérémy; Pellizzari, Michele
    Published: April 2019
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    Using a randomized experiment in a public Swiss university, we study the impact of online live streaming of lectures on student achievement and attendance. We find that (i) students use the live streaming technology only punctually, apparently when... more

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    Using a randomized experiment in a public Swiss university, we study the impact of online live streaming of lectures on student achievement and attendance. We find that (i) students use the live streaming technology only punctually, apparently when random events make attending in class too costly; (ii) attending lectures via live streaming lowers achievement for low-ability students and increases achievement for high-ability ones and (iii) offering live streaming reduces in-class attendance only mildly. These findings have important implications for the design of education policies.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/196796
    Series: Discussion paper series / IZA ; no. 12298
    Subjects: EduTech; distance learning; live streaming
    Scope: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  6. Boosting social and economic resilience in Europe by investing in education
    Author: Algan, Yann; Brunello, Giorgio; Goreichy, Esther; Hristova, Assenka
    Published: February 2021
    Publisher:  Publications Office of the European Union, Luxembourg

    This report focuses on the social and economic resilience that might be achieved by well-designed and well-targeted investment in education. It provides a review of the individual and social returns of education in terms of both economic and... more

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    This report focuses on the social and economic resilience that might be achieved by well-designed and well-targeted investment in education. It provides a review of the individual and social returns of education in terms of both economic and non-economic effects. The most important economic benefits for individuals include better skills, better employability, increased productivity and higher earnings. Among the non-economic benefits associated with education are better health, lower crime rates and higher levels of trust, tolerance, and civic and political engagement. At the societal level, the most relevant returns from education are associated with higher GDP growth, better diffusion and adoption of technologies, higher innovation capacity, stable public finances and better social cohesion. We show that European countries, which are endowed with better education, both in terms of quantity and quality, recover faster from economic shocks and have better economic resilience. We also provide evidence that individuals who are more educated are more flexible and adaptable to new technological advances, and we discuss the specific skills that are expected to be most in demand in the future. We point out that access to high-quality preschool education for disadvantaged children is one of the most important policies to tackle existing inequalities within a society. The report also discusses the implications of the Covid-19 related school lockdowns in early 2020 on individuals (students, teachers and parents), educational institutions and systems, and suggests that if not tackled adequately during the recovery stage, the immediate adverse consequences - such as interrupted learning and skills formation, exacerbated educational inequalities and rising dropout rates - could lead to high social and economic costs in the long term.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
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    ISBN: 9789276213871
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    Series: EENEE analytical report ; no. 42
    Subjects: Bildungsertrag; Bildungsinvestition; EU-Staaten; education policy; community resilience; teaching quality; social impact; economic consequence; economic recovery; coronavirus disease; level of education; education budget; social inequality; distance learning; professional qualifications; EU Member State
    Scope: 1 Online-Ressource (circa 57 Seiten), Illustrationen
  7. Schooling in the Nordic countries during the COVID-19 pandemic
    Author: Hall, Caroline King Barnard; Hardoy, Inés; Lundin, Martin
    Published: [2022]
    Publisher:  IFAU, Institute for Evaluation of Labour Market and Education Policy, Uppsala

    This article provides an overview of the extent of school closures and the use of distance learning in the Nordic countries during the COVID-19 pandemic (March 2020 to June 2021). Taking the preparedness of the educational systems into consideration... more

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    This article provides an overview of the extent of school closures and the use of distance learning in the Nordic countries during the COVID-19 pandemic (March 2020 to June 2021). Taking the preparedness of the educational systems into consideration and combining several reports summarising student and teacher experiences with research on the causal impact of distance learning, we discuss expected and revealed effects on student outcomes in the short and long term. Survey evidence indicates that the Nordic education systems were relatively well-prepared for a transition to distance learning in terms of access to digital technology. Overall, Sweden stands out as having kept compulsory schools open to a greater extent than the other countries, while policies put in place at the upper secondary level were more similar across the region. The literature suggests that school closures can be expected to have long term negative effects on skill formation and future earnings and that the negative impacts are likely to be larger for more disadvantaged students and larger the younger the students are when exposed to remote instruction. Given the extent of school closures, students in compulsory schooling in Norway, Finland and Denmark seem particularly vulnerable as do disadvantaged groups of upper secondary school students in all of the countries, since they have been exposed to distance learning for the longest periods. The size of the long-term effects will eventually depend on the success of policies put in place to counteract the potential negative effects.

     
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    hdl: 10419/273142
    Series: Working paper / Institute for Evaluation of Labour Market and Education Policy ; 2022, 13
    Subjects: school closures; distance learning; COVID-19; student performance
    Scope: 1 Online-Ressource (circa 44 Seiten)
  8. Distance learning in higher education
    evidence from a randomized experiment
    Author: Pellizzari, Michele; Cacault, Maria Paula; Laurent-Lucchetti, Jérémy; Hildebrand, Christian
    Published: 11 April 2019
    Publisher:  Centre for Economic Policy Research, London

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Array ; DP13666
    Subjects: EduTech; distance learning; live streaming
    Scope: 1 Online-Ressource (circa 37 Seiten), Illustrationen
  9. Learning at home: distance learning solutions and child development during the COVID-19 lockdown
    Author: Champeaux, Hugues; Mangiavacchi, Lucia; Marchetta, Francesca; Piccoli, Luca
    Published: October 2020
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    School closures, forced by the COVID-19 crisis in many countries, impacted on children's lives and their learning process. There will likely be substantial and persistent disparities between families in terms of educational outcomes. Distant learning... more

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    School closures, forced by the COVID-19 crisis in many countries, impacted on children's lives and their learning process. There will likely be substantial and persistent disparities between families in terms of educational outcomes. Distant learning solutions adopted by schools have been heterogeneous over countries, within countries and between school levels. As a consequence, most of the burden of children's learning fell on their parents, with likely uneven results depending on the socio-economic characteristics of the family. Using a real time survey data collected in April 2020 and early May in France and Italy, we estimate child fixed effects models to analyze how the lockdown has affected children's emotional wellbeing and their home learning process. The analysis also focuses on the role played by online classes or other interactive methods on children's home learning and emotional status. We find that the lockdown had a stronger negative effect on boys, on kids attending kindergarten (in Italy) or secondary school (in France), and on children whose parents have a lower education level. We also find that the increase in the time spent in front of screen is correlated to a worse learning achievement and emotional status, while the opposite is true for the time spent reading. The use of interactive distance learning methodologies, that has been much more common in Italy than in France, appears to significantly attenuate the negative impact on lockdown on the learning progresses of both Italian and French kids.

     
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    Other identifier:
    hdl: 10419/227346
    Series: Discussion paper series / IZA ; no. 13819
    Subjects: children's education; education inequality; distance learning; children's time-use; emotional skills; COVID-19
    Scope: 1 Online-Ressource (circa 31 Seiten), Illustrationen
  10. Did COVID-19 affect the division of labor within the household?
    evidence from two waves of the pandemic in Italy
    Author: Del Boca, Daniela; Oggero, Noemi; Profeta, Paola; Rossi, Mariacristina
    Published: June 2021
    Publisher:  IZA - Institute of Labor Economics, Bonn, Germany

    The COVID-19 pandemic has had a dramatic impact on families' lives, with parents all over the world struggling to meet the increased demands of housework, childcare and home-schooling. Much of the additional burden has been shouldered by women,... more

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    The COVID-19 pandemic has had a dramatic impact on families' lives, with parents all over the world struggling to meet the increased demands of housework, childcare and home-schooling. Much of the additional burden has been shouldered by women, particularly in countries with a traditionally uneven division of household labor. Yet the dramatic increase in remote work from home since the pandemic also has the potential to increase paternal involvement in family life and thus to redress persistent domestic gender role inequalities. This effect depends on the working arrangements of each partner, whether working remotely, working at their usual workplace or ceasing work altogether. We examine the role of working arrangements during the pandemic on the traditional division of household labor in Italy using survey data from interviews with a representative sample of working women conducted during the two waves of COVID-19 (April and November 2020). Our data show that the gender gap in household care related activities was widest during the first wave of the pandemic, and although it was less pronounced during the second wave, it was still higher than pre-COVID-19. The time spent by women on housework, childcare, and assisting their children with distance learning did not depend on their partners' working arrangements. Conversely, men spent fewer hours helping with the housework and distance learning when their partners were at home. It is interesting, however, that although men who worked remotely or not at all did devote more time to domestic chores and child care, the increased time they spent at home did not seem to lead to a reallocation of couples' roles in housework and child care. Finally, we find that working arrangements are linked to women's feelings of uncertainty, with heterogeneous effects by level of education.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/236484
    Series: Discussion paper series / IZA ; no. 14453
    Subjects: COVID-19; work arrangements; housework; childcare; distance learning
    Scope: 1 Online-Ressource (circa 28 Seiten), Illustrationen
  11. The impact of COVID-19 on higher education
    a review of emerging evidence : analytical report
    Author: Farnell, Thomas; Skledar Matijevic, Ana; Šcukanec Schmidt, Ninoslav
    Published: 2021
    Publisher:  Publications Office of the European Union, Luxembourg

    The COVID-19 pandemic has resulted in temporary physical closures of schools and higher education institutions around the world. In higher education, approximately 220 million students globally have been affected due to the disruption caused by... more

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    The COVID-19 pandemic has resulted in temporary physical closures of schools and higher education institutions around the world. In higher education, approximately 220 million students globally have been affected due to the disruption caused by COVID-19, leaving policymakers and educational institutions with unprecedented challenges such as how to mitigate learning losses, how to deploy remote learning, how to safely reopen educational institutions and how to ensure that underrepresented, vulnerable and disadvantaged learners are not left behind. The COVID-19 pandemic has already had an unprecedented impact on higher education worldwide in virtually all aspects of its functioning. In the academic year 2019/2020, the pandemic transformed the way teaching took place, accelerating transformation that was already taking place in the form of online learning and teaching. The pandemic has also had direct impact on how research is carried out, on university operations (in terms of campus closures and the shift to online learning) and on university governance, with management staff needing to take a range of emergency decisions and allow additional flexibility in many areas of activity. The pandemic has also highlighted the importance of universities' community engagement. This analytical report provides a synthesis of the emerging evidence on what impact COVID-19 has had on higher education in Europe, with a special focus on three thematic areas: teaching and learning; the social dimension of higher education (i.e. the effect on underrepresented, vulnerable and disadvantaged learners); and student mobility.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789276213673
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    Subjects: Hochschule; Hochschullehre; Epidemie; Coronavirus; Europa; higher education; coronavirus disease; learning; risk management; distance learning; socially disadvantaged class; teaching; governance
    Scope: 1 Online-Ressource (circa 70 Seiten), Illustrationen
  12. POINT review of industrial transition of Bulgaria
    harnessing digitalisation to link and strengthen the ICT and mechatronics sectors
    Author: Stefanov, Russlan; Boekholt, Patries; Pontikakis, Dimitrios
    Published: 2021
    Publisher:  Publications Office of the European Union, Luxembourg

    This report documents the findings of a review of industrial transition of Bulgaria launched in 2019 in partnership with the Bulgarian Council of Ministers, which follows the POINT (Projecting Opportunities for INdustrial Transitions) methodology of... more

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    This report documents the findings of a review of industrial transition of Bulgaria launched in 2019 in partnership with the Bulgarian Council of Ministers, which follows the POINT (Projecting Opportunities for INdustrial Transitions) methodology of the JRC. The review explores some of the policy pathways that Bulgaria might take as it seeks to digitalise its economy and derive multiple associated benefits in terms of pervasive productivity improvements and the creation of knowledge-intensive and therefore well-paid jobs for a broad cross section of the workforce. The Bulgarian information and communication technologies (ICT) sector has been on a meteoric growth trajectory over the past decade fuelled by the export of software solutions. However, ICT is still insufficiently connected to other sectors nationally and faces important skills bottlenecks. An important premise of this exercise is that the emerging strengths of the domestic ICT sector can contribute to the digitalisation of manufacturing and in particular of the mechatronics sector. This is because the needs of one sector closely correspond to the abilities of the other. Bulgaria has production strengths in both ICT and mechatronics dating back to the 1980s, which provides the necessary depth of the system for transformation. Based on extensive research, consultations with key stakeholders, and drawing from international experience the review makes a number of suggestions for improvement in long-term policy orientation, coordination and implementation. Importantly, there are significant gaps in the education and training systems that prevent systematic investments in human capital. Recent cluster initiatives by the ICT and mechatronics sectors and a proliferation of start-ups in both sectors are encouraging signs but will require considerable additional support to further develop and deliver broad-based benefits for the Bulgarian economy and society. The European Green Deal and the EU Recovery Fund offer a unique opportunity to address the gaps in the system and enable long-term transformation. In the medium term, there are considerable opportunities for further growth by nurturing greater domestic ICT use, including by government. A government-orchestrated effort to strengthen the linkages between ICT and mechatronics could help develop world-class production capabilities and also create a platform for wider digitalisation in other areas such as clean technologies, telemedicine and tele-education. For this effort to be successful, policy makers should consider actions that: Elevate human capital investment into a major national goal; Ensure sufficient public investments and encourage business investment on digital innovation, worker training, and upgrading of productive capabilities; Use the occasion of the digital transition to revamp rules and the structure of information flows, in order to improve governance and enable whole-of-government mobilisation; Strengthen and extend mechanisms that allow for coordination and collaboration with the business sector, ensure that policies leverage private investment and facilitate a continuous dialog that informs government policies.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
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    ISBN: 9789276323228
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    Series: EUR ; 30643
    JRC science for policy report
    Subjects: mechatronics; information technology; digitisation; private equity; staff; productivity; job creation; digital single market; clean technology; telemedicine; distance learning; investment; innovation; governance; EU industrial policy; government policy; Bulgaria; report
    Scope: 1 Online-Ressource (circa 118 Seiten), Illustrationen
  13. Did Covid-19 affect the division of labor within the household?
    evidence from two waves of the pandemic in Italy
    Author: Del Boca, Daniela; Oggero, Noemi; Profeta, Paola; Rossi, Mariacristina
    Published: June 2021
    Publisher:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    The COVID-19 pandemic has had a dramatic impact on families' lives, with parents all over the world struggling to meet the increased demands of housework, childcare and home-schooling. Much of the additional burden has been shouldered by women,... more

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    The COVID-19 pandemic has had a dramatic impact on families' lives, with parents all over the world struggling to meet the increased demands of housework, childcare and home-schooling. Much of the additional burden has been shouldered by women, particularly in countries with a traditionally uneven division of household labor. Yet the dramatic increase in remote work from home since the pandemic also has the potential to increase paternal involvement in family life and thus to redress persistent domestic gender role inequalities. This effect depends on the working arrangements of each partner, whether working remotely, working at their usual workplace or ceasing work altogether. We examine the role of working arrangements during the pandemic on the traditional division of household labor in Italy using survey data from interviews with a representative sample of working women conducted during the two waves of COVID-19 (April and November 2020). Our data show that the gender gap in household care related activities was widest during the first wave of the pandemic, and although it was less pronounced during the second wave, it was still higher than pre-COVID-19. The time spent by women on housework, childcare, and assisting their children with distance learning did not depend on their partners’ working arrangements. Conversely, men spent fewer hours helping with the housework and distance learning when their partners were at home. It is interesting, however, that although men who worked remotely or not at all did devote more time to domestic chores and child care, the increased time they spent at home did not seem to lead to a reallocation of couples’ roles in housework and child care. Finally, we find that working arrangements are linked to women's feelings of uncertainty, with heterogeneous effects by level of education.

     
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    hdl: 10419/236667
    Series: CESifo working paper ; no. 9125 (2021)
    Subjects: Covid-19; work arrangements; housework; childcare; distance learning
    Scope: 1 Online-Ressource (circa 30 Seiten), Illustrationen
  14. Did COVID-19 affect the division of labor within the household?
    evidence from two waves of the pandemic in Italy
    Author: Del Boca, Daniela; Oggero, Noemi; Profeta, Paola; Rossi, Mariacristina
    Published: [2021]
    Publisher:  Collegio Carlo Alberto, [Torino]

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    Series: Carlo Alberto notebooks ; no. 654 (May 2021)
    Subjects: COVID-19; work arrangements; housework; childcare; distance learning
    Scope: 1 Online-Ressource (circa 27 Seiten), Illustrationen
  15. The pandemic, socioeconomic disadvantage and learning outcomes
    cross-national impact analyses of education policy reforms
    Author: Schnepf, Sylke Viola; Volante, Louis; Klinger, Don A.; Giancola, Orazio; Salmieri, Luca
    Published: 2024
    Publisher:  Publications Office of the European Union, Luxembourg

    The COVID-19 pandemic disrupted the learning process of more than 1.5 billion students and youth around the world. The abrupt and unplanned shift to online schooling had a negative impact on student learning and achievement, with the greatest... more

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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    The COVID-19 pandemic disrupted the learning process of more than 1.5 billion students and youth around the world. The abrupt and unplanned shift to online schooling had a negative impact on student learning and achievement, with the greatest challenges experienced by the most vulnerable learners. Scientific evidence from across the globe is revealing the scale of the learning losses attributable to the school restrictions in response to the pandemic. The literature discussing the efficacy of policy interventions developed to address this generational challenge is very much limited to deliberations about reforming national education systems. Relatively little available research considers this topic from a cross-national perspective. The current volume, The Pandemic, Socioeconomic Disadvantage and Learning Outcomes: Cross-National Impact Analyses of Education Policy Reforms, provides a timely and detailed cross-cultural and comparative analysis of the relationship between pandemic-related school restrictions, learning loss and education policy development. Cases from Germany, Italy, the Netherlands, Belgium, Hungary and England provide a close examination of the pressing learning challenges precipitated by COVID-19 and its disproportionate impact on socioeconomically disadvantaged students. The chapters collected in this volume are about the application of counterfactual methods for estimating the learning loss caused by pandemic-related school restrictions. The results reported here go far beyond just monitoring learning outcomes before and after the pandemic; they contribute to our understanding of the differential impacts of pandemic related school restrictions across education systems and offer implications for pandemic-era schooling contexts, making us better prepared for future crises.

     
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  16. Teaching and testing by phone in a pandemic
    Author: Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin
    Published: [2021]
    Publisher:  Center for Global Development, Washington, DC

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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Series: Working paper / Center for Global Development ; 591 (September 2021)
    Subjects: Education; COVID; distance learning; teachers
    Scope: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  17. Study on learning mobility
    final report
    Contributor: Kirdulytė, Greta (HerausgeberIn); Abozeid, Omar (HerausgeberIn); Makauskė, Giedrė (HerausgeberIn); Del Cogliano, Debora (HerausgeberIn); Pupinis, Mantas (HerausgeberIn); Schouenborg, Jacob (HerausgeberIn); Fras, Max (HerausgeberIn); Ponchon, Carole (HerausgeberIn); Nicodemi, Susie (HerausgeberIn); Dumcius, Rimantas (HerausgeberIn)
    Published: July 2023
    Publisher:  Publications Office of the European Union, Luxembourg

    European policies and programmes have been promoting and structuring learning mobility across the Union for decades. Despite the progress in creating learning mobility opportunities for a wider and more diverse group of participants, learners and... more

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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    European policies and programmes have been promoting and structuring learning mobility across the Union for decades. Despite the progress in creating learning mobility opportunities for a wider and more diverse group of participants, learners and staff members face obstacles to learning mobility. The study identified lack of financial means, awareness about the existing opportunities, unified recognition policies and practices and even lack of interest as the main obstacles to learning mobility across different education and training sectors, youth and sport. In order to mitigate the existing obstacles to learning mobility, the study made recommendations to increase the budget allocations for national and European learning mobility programmes, increase awareness about learning mobility opportunities for different target groups, improve the recognition practices of qualifications and learning periods abroad, lower the administrative burden related to learning mobility applications, and enhance inclusiveness of learning mobility opportunities. In order to better assess the progress of learning mobility in Europe, data collection and monitoring practices should also be strengthened. Using a variety of research methods, this report strengthened the evidence base and supported the work in preparing a Commission proposal for a Council Recommendation on learning mobility to mitigate the existing barriers using various research methods.

     
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    Source: Union catalogues
    Contributor: Kirdulytė, Greta (HerausgeberIn); Abozeid, Omar (HerausgeberIn); Makauskė, Giedrė (HerausgeberIn); Del Cogliano, Debora (HerausgeberIn); Pupinis, Mantas (HerausgeberIn); Schouenborg, Jacob (HerausgeberIn); Fras, Max (HerausgeberIn); Ponchon, Carole (HerausgeberIn); Nicodemi, Susie (HerausgeberIn); Dumcius, Rimantas (HerausgeberIn)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789268090404
    Other identifier:
    Subjects: EU-Bildungspolitik; Bildungswesen; Mobilität; EU-Staaten; EU policy; education policy; student mobility; learning; vocational training; vocational education; statistical method; research method; data processing; cartography; young person; adult education; higher education; distance learning; budget policy; professional qualifications; digital literacy; report
    Scope: 1 Online-Ressource (circa 391 Seiten)
  18. The effectiveness of learning a foreign language via the Duolingo App
    Author: Psychogyiou, Athanasia
    Published: 2017
    Publisher:  LAP LAMBERT Academic Publishing, Saarbrücken

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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9786202053488; 6202053488
    Other identifier:
    9786202053488
    Edition: 1. Auflage
    Other subjects: (Produktform)Electronic book text; distance learning; effectiveness; foreign language; language skills; learning process; Duolingo application; (VLB-WN)1569: Sprachwissenschaft, Literaturwissenschaft/Sonstige Sprachen, Sonstige Literaturen
    Scope: Online-Ressourcen, 88 Seiten
    Notes:

    Lizenzpflichtig. - Vom Verlag als Druckwerk on demand und/oder als E-Book angeboten