The questionnaire used in the study is an original tool, and the analysis focuses on a specificgroup of subjects and a unique context that has not been extensively covered in the existingliterature.

librarians must increasingly prioritize fostering students' ability to criticallyevaluate AI-generated content because of the continuous advancements in these technologies

confirmation” stage of Diffusion of Innovation

impact

Artificial intelligence (AI) encompasses diverse technologies that enable machines tosimulate human cognitive capabilities. The subset of AI known as generative artificialintelligence (genAI) immerses itself in extensive datasets and learns from them. This learningenables it to create original content such as text, images, audio, and video based on itscomprehension of the acquired information.

Nassim Taleb, the author of The BlackSwan.

Most studies agreed in the opinion that AI literacy is less about programming or the intricacies of coding and machine learning algorithms

PubMed (National Library of Medicine), Web of Science (Clarivate), JSTOR (ITHAKA), ERIC (Institute of Education Sciences), IEEE Xplore (IEEE), PsycINFO (American Psychological Association), ACM Digital Library (Association for Computing Machinery), and ScienceDirect (Elsevier).

target groups

content

How does the literature on AI literacy in higher and adult education define the concept of AI literacy and how is it distinguished from related constructs

ncreasing AI skills among “non-experts” is often considered as important as training AI experts, since this group will most likely use AI or collaborate and co-exist with AI

The ability to understand, use, monitor, and critically reflect on AI applications without necessarily being able to develop AI models themselves is commonly referred to as being “AI literate”

the training of competencies in the field of artificial intelligence is extremely relevant not only for future artificial intelligence professionals, but also for people who are not computer scientists, mathematicians or AI engineers themselves, since they will have to interact with these new technologies on a daily basis.

how to make sure that they retain some measure of influence over how, when, and why to incorporate a technology with so much potential to disrupt institutional practices and norms, not to mention the meaning of learning and knowledge itself.

the market price for OpenAI’s services will be once OpenAI shifts from pursuing market share to profit maximization

ChatGPT. Other significant LLMs such as Meta’s Llama or Google’s Gemini are bit players and, if

Tools embedded within larger platforms are likely to gain advantages reaching higher education users in contexts beyond research and scholarly publishing. Learning management systems could function similarly in teaching and learning contexts. One example is the aforementioned AI course design assistant for Blackboard; another is D2L’s beta features that use GAI to create quizzes and practice questions (https://www.d2l.com/newsroom/d2l-rolls-out-generative-ai-program-practice-quiz-questions/). Given the central role that learning management systems play in college courses, these organizations seem well positioned to build out suites of GAI applications aimed at course instructors and their students. The large office suites offered by Microsoft and Google are other potential vessels for the platformization of GAI in higher education.

In academic spaces, the control that large commercial publishers have over large and unique portions of the most important form of scholarly content (particularly in research contexts) is a significant competitive advantage. This content adds considerable value to the discovery tools they are developing and can serve as a foundation for unified platforms with functionality across the discovery, understanding, and writing processes. What is less clear to us is how the significant investments these publishers have made in open publishing models may compete with the increased value of closed collections over the longer term. Already, the sizable corpus of OA publications has given not-for-profit and commercial competitors access to the content necessary to compete in this space: GAI may dramatically increase the commercial value of being a gatekeeper to otherwise inaccessible scholarly content.

What is less clear to us is how the significant investments these publishers have made in open publishing models may compete with the increased value of closed collections over the longer term

Tools aimed specifically at teachers and students are more common in the creation space than in the discovery or understanding space. For example, Anthology’s AI Design Assistant for Blackboard Learn Ultra (https://www.anthology.com/ai-design-assistant) and the startups Teachermatic (https://teachermatic.com/) and Curipod (https://curipod.com/) generate materials teachers can use in the classroom, such as lesson plans, worksheets, tests, or rubrics. These teacher-oriented content generators market themselves as saving teachers valuable time by facilitating the process of creating course materials and sometimes offer options to tailor the content to meet student needs. Other content generators are geared towards learning reinforcement for students. Wolfram’s Problem Generator (https://www.wolframalpha.com/problem-generator/), for instance, creates practice math problems and worksheets. The startup Wisdolia (https://www.wisdolia.com/) creates study flashcards based on content uploaded by users. Such products offer students customizable ways to practice what they have been learning in the classroom on their own time.

new products are appearing so rapidly that just keeping up with them is difficult, and understanding the value of individual products in a now-crowded marketplace is a major challenge for end users and for university CIOs, IT departments, and others involved in decision making about which products will be supported and/or licensed for campus users.

ProQuest Summon

spaCy

Hugging Face

Cadence

ConvertKit

SAML authentication

OpenAthens Identity Federation

not every tool we license is part of OA’s identity federation, which introduces certain considerations

In addition to being content curators, librarians are evolving into facilitators, guiding students through a curated suite of library-licensed AI-tools, termed here as a “tech stack”

In 2007, at my alma mater, Brandeis University, Donald Hindley, an esteemed professor of political science who had been at the university for forty-five years, was explaining to his Latin American politics class the origin of the disparaging insult “wetback” – a slur against Mexican migrants entering Texas by swimming across the Rio Grande. One or two students were offended and immediately complained to the provost, who, in the words of Hindley’s eventual attorneys, “indulged the students’ fantasy that they were crusaders against racism”. She told Hindley that “The University will not tolerate inappropriate, racial and discriminatory conduct by members of its faculty”, also accusing him of inflicting “significant emotional trauma’’ on his students by forcing them to hear such an offensive term. As punishment a monitor would sit in on his classroom for the rest of the term and he would have to attend racial-sensitivity training classes. This Hindley refused to do.

he ethical concerns behindAI systems.

information and media literacy skills

AI can support teachers in creating innova-tive assessment approaches (Chassignol et al., 2018; Chen et al., 2020a, 2020b). For exam-ple, AI-driven writing assistants can evaluate and grade students’ written work automati-cally, and identify features such as word usage, grammar and sentence structures to gradeand provide feedback (Ramesh & Sanampudi, 2021). Chatbots can serve as virtual teacherassistants to ask students questions with simple instruction and provide students with direc-tions with a range of questions (Smutny & Schreiberova, 2020).

Moreover, there are many free and open-source learningresources and tools online (e.g., Code.org, Teachable Machine, Microsoft AI900 learningresources)

digital competency

revises the Technological, Pedagogical and Content Knowledge(TPACK) framework to inform teachers’ competencies and understanding of how AI candesign their teaching and learning. The TPACK framework has been adopted in researchof teachers’ technology integration and offers a nuanced perspective on teachers’ digitalcompetencies via multiple types of knowledge (Koehler et al., 2013; Scherer et al., 2023)

Havenga (2020) adopted AI robot-ics to introduce computer science concepts for engineering students via online collabora-tive problem-based learning.

Ratten (2020) adopted AI technologies to create a sense ofonline community that strengthens bonds among students and enables them to expresstheir knowledge in different digital formats

Torda (2020) incorpo-rated simulations and 3D space for clinical practice and skill development into AI-drivensystems

DigCompEdu framework and P21’s framework for twenty-first century learning were adapted and revised to accommodate AI technologies.

AIED technology

Great Online Transition (GOT)

The other half received a diminutive, forlorn-looking piece of paper with the simple directive: ‘Do not use any prompt; CHAT with ChatGPT.

when we organize our LibGuides solely around peer reviewed, textual, library resources with a cautionary tab on the end for “internet resources”, we ignore the broader processes of meaning-making that characterize our understandings of research. In other words, when we organize LibGuides by format (books, articles, databases, etc), we fail to account for the development of personal information strategies, or engagement with the social and physical sources that Annemaree Lloyd argues constitute today’s information landscapes

the creation of the public domain as a beneficial category for Western nationswanting to produce their own resources (and then limit the resources’ use) by building on indigenousresources without acknowledgment or redres

Siva Vaidhyanatha

The “information wants to be free” meme does a disservice to the task of understanding theethics of information circulation

Does Information Really Want to be Free?Indigenous Knowledge Systems and the Question of Openness

DRM is a hot-button issue because of high-profilecorporations using digital “locks” to regulate consumer use instead of copyright or other legal tools

Napster

Still, many indigenous people have limitedaccess to their own cultural heritage and may be excluded also from interpreting theseobjects even when publicly displayed

apers and presentations at state, regional, national and international peer-reviewed and/or invited

Proposal for research for which there is a peer review process

monstrated research/scholarly activities will be peer reviewed for researchquality or distinction

combine these heterogeneous datasets to create learner profiles.

just demographic indicators such as age, gender, region and SES are strongly linked with academic performance in online-based learning.

self-regulation of learning

The main difference between a learner profile and a learner model is that the latter supports the learner through an intelligent tutoring system instead of the former that provides a holistic perspective where the instructor supports the learner

learners who choose to study later, have existing experiences, are maturely aged, prefer to study in remote locations, come from a wide range of socio-economic backgrounds (SES) who are motivated by different needs (Devlin, 2017; Schuetze & Slowey, 2002).

incorporate their demographics, motivations (i.e. reasons for enrolling), engagement and learning outcomes to develop learner profiles. In that sense, a latent class analysis (LCA) is applied, an unsupervised machine learning technique

different motivational needs of students shape study behaviour and the traces of their engagement. In that sense, it will help increase much-needed support to personalise student learning, improve learning success and satisfaction in online learning environments.

learning analytics

learner profiling

Although profiling of learners has been often performed in the context of blended learning and MOOC, understanding various types of non-traditional learners in the context of online learning remains underexplored.

Learner profiling is an approach that can help teachers provide personalised learning through the analysis of learners' characteristics and study behaviours

personalised online learning that can help reduce attrition and improve academic outcomes by catering to learners’ needs in online learning platforms

Plato’s Republic

“VR Learn: Virtual Reality in Learning”

data collection to inform decision making is a much more prudent approach.

n regards to K12 and Higher Education, many of them are using immersive tech as part of the learning. However, budget is the real issue here. Many of these institutions are running on strict budgets that were planned a year ahead, so to now throw in VR/AR strategies, their budget is even more stretched.

Redesigning Learning Spaces

As online and blended learning become more common, it is important for instructor resources, such as those provided by Centers for Teaching and Learning (CTL), to work on providing pedagogical training that can be applied across modalities

the relationship between future online education and technology development

Collaborative Learning

MOOCs), badges, and microcredentials

expectations of continual education from employer

modularized and disaggregated degrees

diversity of online students

Deep learning: A definition

Machine learning: A definition

Python

Chongthanavanit, P., Kennedy , J. M., & Kheokao , J. | Thammasat Review | Vol. 23 No. 2 (July-December) 2020 287 Figure 5 A Screenshot of Automated Sentiment Analysis

As Thailand is ranked as the third most favored country in the world for medical and dental tourism with cost savings of 50-75% compared to the US, it is a significant selling point for dental services in Thailand that it can compete with other countries

idiosyncrasies of the Bulgarian national movement in the light of the general European model

We have suggested three key areas where immersive technologies in the form of low-cost, HMD-based VR could play a role in supporting autistic individuals and groups: education; employment; and anxiety. We suggest that the unique nature of HMD-based VR could help to remove individuals from the “real” and into a world they can feel comfortable, relaxed and happy to engage in a range of activities.

Autistic people can often work in unstable jobs that include “fixed-term contracts or in the gig economy, both of which are likely to be severely impacted by COVID-19” (Heasman, 2020). Heasman goes on to suggest that:

As described and developed by Riva and Wiederhold (2020) we suggest that the use of a low-cost spherical, video-based virtual reality mindfulness intervention could reduce the psychological burden of COVID-19 for autistic people, alongside a developed package of at-home educational and support materials to empower families/caregivers delivered via an online eLearning platform to support effective implementation.

One specific form of technology that is poised to potentially impact autistic people is virtual reality (VR) used with head-mounted displays (HMDs) as an immersive technology. Indeed, research supports the use of VR for safe, predictable and effective interventions with autistic groups

se of document cameras, also known as visual presenters, visualizers, or docucams, allowing us to write on a sheet of paper while students at diverse campuses watch. However, visualizers are not without drawbacks, e.g., their usage does not permit distant education students to raise questions online while we teach.

PowerPoint, Word, YouTube, Canvas, Zoom, Padlet, Skype, Microsoft Teams, etc.), thereby enabling teachers to incorporate appropriate digital solutions into lectures and tutorials, given a number of subject-related factors and learning conditions.

Besides all the bad news brought about by the COVID-19 pandemic, this crisis might become a tremendous opportunity for dramatic reshaping and implementing novel digital strategies in higher education.

A second, and currently more important source of digital divisions are the skills to use technology (DiMaggio et al. 2004; Hargittai and Hinnant 2008). In the context of education, the distinction between access and skills is even more relevant as the two requirements are plausibly applicable to both the student and the school. Not only the student, but also the school needs the necessary equipment and skills to work with online education technology.

More important drivers for a digital divide in corona-times are the ICT skills students have

udents vary in their preparedness for digital education, but that school variation is not systematically related to the student composition by socioeconomic and migration background

Using data from theInternational Computer and Information Literacy Study (ICILS) on seven countries, and the

Politically and legally, the principle of subsidiarity ensures that education remains a nationalcompetence for EU Member States (Ertl, 2006), while, theoretically, scholarly research points tothe continued relevance of the state within a multi-scalar governance complex

A study of French university studentsshowed that, in a course redesigned around appropriate onlinetools, distance learning achieved similar learning outcomesto a course taught in person

German secondary school students reported spendingmore time on school work if their school offered more digitallearning materials

A study of French university studentsshowed that, in a course redesigned around appropriate onlinetools, distance learning achieved similar learning outcomesto a course taught in person

the pitfalls of online proctoring

Remote proctoring, or online proctoring, means to use either human proctors or

A common solution was to deliver the test

cheating

2018wave of ICILS (International Computer and Information Literacy Study)

Schools in disadvantaged, rural ordeprived areas are especially likely to lack the appropriate digital capacity andinfrastructure required to deliver teaching remotely. Significant differences in the provisionof online teaching and learning resources may also exist between private and publicschools.

Special EducationalNeeds and /or Disabilities (SEND):

Guarantee access to internet and availability of computers, laptops, or tablets:access to the internet at a decent speed and to proper ICT tools are basicprerequisites for any online teaching and learning strategy.

TALIS(Teaching and Learning International Survey)

Virtual Learning Environments50 (VLE):

tudents from more advantaged backgrounds may be morelikely to attend schools with better digital infrastructure and where teachers have higherlevels of digital skills.

studentsreporting having a quiet place to study

The difference between high and low educationgroups is quite large in many countries, but especially in Slovakia, Romania, Bulgaria, andHungary.

PISA 2018 student questionnaire show that also as regards computer accessat home there are relevant socio-economic differences across European countries.

ew Research Centre also in 2019shows that there are striking differenc

OVID-19 is likely to further widen the socio-emotionaldisparities between children from more and less advantaged backgrounds.

Learning and inequality

Furthermore, there issignificant variability across countries. While Romania, Bulgaria and Slovakia consistently

technology devices in online English classroo

First, we explore state theories of governance and crisis and compare the pre-pandemic approaches to educational governance in Denmark, England and Italy. Following this, we examine the concept of ‘hybrid accountability’ and describe our own analytical framework. In the subsequent two sections, we outline our methodological approach before presenting our individual cases studies. Finally, we discuss the theoretical impli-cations of our findings for accountability and governance in times of crisis.

On 11 March 2020, Mette Frederiksen, the Danish Prime Minister, announced a complete lock-down of Danish society and appealed to Danes’ ‘sense of society’ (samfundssind) in the face of an uncertain situation. The lockdown involved the immediate physical closure of all educational insti-tutions (Sundheds- og Ældreministeriet, 2020). On 19 March 2020, Parliament passed an executive order for ‘emergency education’ which granted Pernille Rosenkrantz-Theil, Minister for Children and Education, legislative powers over the framework and scope of educational provision, includ-ing remote learning, and the authority to cancel, postpone or replace examinations with continuous assessment grades (standpunktskarakterer), if the health crisis continued (Børne- og Undervisningsministeriet, 2020a). At that point, compulsory public school (folkeskoler) Year 9 leavers’ examinations were expected to take place in May and June 2020.

an empirical and theoretical contribution to research on education in crises with a qualitative study of policymaker and practitioner experiences during the COVID-19 pandemic in three European contexts: Denmark, England and Italy. These countries have distinc-tive educational governance arrangements which means that the mixes and layers of hybrid accountability are organised and experienced differently by school actors in each context.

how individual governments’ policy responses redefined the pre-existing mixes and layers of school accountabilities in different governance contexts.

During the first wave of the COVID-19 pandemic in Europe, the strategic interventions of national governments in public education were visible in two key emergency measures: (a) the full or partial closure of schools and subsequent shift to remote education; and (b) the cancellation, postponement or reconfiguration of national large-scale assessments

Politically and legally, the principle of subsidiarity ensures that education remains a national competence for EU Member States (Ertl, 2006), while, theoretically, scholarly research points to the continued relevance of the state within a multi-scalar governance complex (Levinson et al., 2020; Tröhler, 2020).

Turkish students were significantly more likely to be compliant with the pandemic related restrictions. Besides that, there were significant socio-economic disparities between Turkish and Danish students and also within Turkey between public and private school students. Turkish online education system was significantly less adequate and satisfactory compared to the Danish system. These were even worse for those who were attending public schools in Turkey. Regardless of the socio-economic differences, the majority of the students in both countries has been negatively affected by the pandemic and related restrictions and had a negative opinion about distance education.

large cross-country differences as some countries exhibit relatively more uniform attitudes towards ICT, while at the same time are not characterized by severe inequalities in environmental factors (an example is Estonia). On the other hand, there are countries characterized by alarming levels of sources of educational inequality (examples are Bulgaria and Romania).

Two sources of secondary data, namely the ICT in education survey and a set of EU-SILC derived indicators,

theoretical framework of Sen-Bourdieu

The negative impact of loud noises on learning (i.e. impairing reading comprehension and memory, decreas-ing motivation, and other factors) is widely accepted in the literature (see e.g. Clark and Stansfeld, 2007). ‘Undoubtedly, it is a general hindrance to cognitive development in contem-porary urban environments, affecting any mode of learning, including home schooling. Therefore, the evidence presented in Figure 3 is alarming as it shows a high proportion of households suffering from noise, which appears to be more intense in many high-income coun-tries such as the Netherlands, Germany, France, Luxembourg and Denmark, while it is milder in Poland, Italy, Bulgaria, Estonia and Croatia. The data also show that noise pollution affects disproportionately low-income households. For example, in the Netherlands 37.4% of house-holds below the poverty line reported suffering from noise compared to 25.5% of households above the poverty line. In Denmark, the difference is even larger for poor and non-poor house-holds (32.3% vs 16.1%). Yet there are also a few cases defying the general pattern such as Greece, Romania and Lithuania, where the incidence of households suffering from noise is more frequent among non-poor households.0510152025303540NetherlandsGermanyDenmarkMaltaFranceLuxembourgBelgiumPortugalCyprusUnited KingdomEU28SwedenAustriaSpainFinlandCzechiaGreeceRomaniaLatviaIrelandSloveniaSlovakiaHungaryLithuaniaPolandItalyBulgaria

Finally, the last panel of Table 4 presents results regarding parents’ views on the usefulness of using ICT at school. This is an interesting variable as it can be understood to capture the degree to which the ends of the expressive order of digital schooling are accepted by parents. The results can be characterized as counterintuitive since they do not reveal differences in favour of highly edu-cated parents across countries as one might have anticipated. On the contrary, in Croatia, Denmark, Estonia, Finland, Hungary, Latvia and Portugal, parents with a low level of education appear to be more favourably inclined towards digital technologies, while in many other countries the differ-ence in mean scores is negligible (for example, in Bulgaria, Italy, Romania, Slovakia), indicating a relatively similar attitude towards ICT, on average, between the two groups. This finding merits more investigation as it is open to various interpretations. It might imply the wider acceptance of ICT as an educational resource in modern digital societies or it might reflect a relative ‘conserva-tism’ of highly educated parents in regard to the educational benefits of new technologies that further implying a preference over more traditional forms of teaching, or even a more refined view of the conditions under which digital technologies can be productively deployed for teaching and learning purposes. These arguments are plausible, but, in order to test them, more refined empirical

Therefore, the expressive (or regulative) dimension of the pedagogic dis-course is currently globally dominant, regulating education policies and practices, as well as their evaluation (e.g. Muller and Hoadley, 2010).

assess the impact of the use of modern technologies on the quality of the education process

opportunities and threats stemming from remote learning

The benefits of deploying augmented reality solutions to provide digital adventures and disruptive advertising options along the consumer journey include driving purchase intent, high conversion rates, and more activatable data collection.

360° AR platform

The ARIA Network to offer augmented reality (AR) advertising inventory

ad inventory space within shopping centers across the country

The past few months have seen the growing appeal of an evolving system that has various names, including “blended synchronous” learning, “synchromodal” learning and “HyFlex” learning. In this style of learning, instructors blend in-person and online elements, aiming to integrate the best of asynchronous and synchronous instruction. In this format, students who seek an in-person classroom experience interact with remote students who prefer that same real-time experience, but from a distance.

a team of researchers in the U.S. and Canada surveyed 4,789 undergraduate students across 95 countries, finding that 84 percent of those students (recruited via Instagram) preferred synchronous over asynchronous delivery for its immersive and social qualities. In contrast with nontraditional distance learners before COVID-19, who valued asynchronous courses for their flexibility, today’s students prioritize face-to-face instruction and connection with others.

While many still see NFTs as a passing fad, industry leaders have realized that the incorporation of blockchain technology to NFTs and its integration into the Metaverse is the missing piece for the creation of a “Functional Metaverse.”

It’s important to notice that NFTs existed before the first blockchain, but blockchain technology has transformed NFT markets by solving the double-spending problem and conferring scarcity, uniqueness and authenticity to a nonfungible token.

NFTs are the representation of a nonfungible asset in digital media. In a more technical definition, an NFT is a piece of software code that verifies that you hold ownership of a nonfungible digital asset, or the digital representation of the nonfungible physical asset in digital media.

NASCAR

In July this year, Coca-Cola launched branded virtual clothing as nonfungible tokens,

what do blockchain technology and NFTs have to do with Metaverse?

The report forecast China's growth in ed tech spending to be 15.6 percent over the same period, reaching $34.2 billion by 2026. Japan, Canada and Germany are all expected to see double-digit growht in ed tech spending over the report period as well: Japan at 14.5 percent, Canada at 14 percent and Germany at 11.9 percent CAGR.

Deterding (2011) argues that the use of gamification does not necessarily require software. Rather, gamification can be viewed as an approach in practice (e.g. teaching and learning) to create a game like experience.

John Dewey

a sense of agency, control and ownership for users.

Points and scoreboards are typical game elements

iPads have come a long way since our initial investment in interactive whiteboards.

SAMR and TPACK models

At the University of Wisconsin at Madison, officials renewed their contract with an automated proctor provider, even after more than 2,000 people on campus signed a petition calling to ban the technology on campus.

Respondus

Despite all these efforts, a few students did use Chegg to cheat, posting questions from the test to the site and having a paid expert give an answer (the site guarantees answers in half an hour, according to Carpenter).

One reason colleges are holding onto proctoring tools, Urdan adds, is that many colleges plan to expand their online course offerings even after campus activities return to normal. And the pandemic also saw rapid growth of another tech trend: students using websites to cheat on exams.

“You can’t close the digital divide with just pipes and wires,” Huffman said. “You have to also address the human side of the equation.”

That number comes within a larger $65 billion sum going toward broadband connectivity. What makes the $2.75 billion within that significant is that it is aimed at digital inclusion, the work of giving people skills to use technology, affordable long-term access to it, and the devices they need to benefit from it in meaningful ways.

“You can’t close the digital divide with just pipes and wires,” Huffman said. “You have to also address the human side of the equation.”

Some federal policymakers had already been laying groundwork for this sort of investment, having introduced a digital equity act in 2019. In the wake of COVID-19, that legislation was essentially renewed this year with bipartisan support

Lukashenka’s regime are almost certainly profiting from the project

Whatever else Lukashenka’s scheme is, it’s ingenious:

e Netherlands and analyzingtest scores on externally standardized tests, the studyreports a learning loss of 3.16 percentiles on a com-posite index of math, reading, and spelling, an effectthat varies in size by socioeconomic background andschool composition

Born of the need to find alternatives to the frontal teaching of music, the Dutch Association of Music Teachers (VLS) called on its members (i.e. music teachers trained at a conservatory with a bachelor degree in music in education) to share lesson materials, links

Increasing inequality

Researchers of the Research Centre for Social Innovation at HU University of Applied Sciences Utrecht decided to monitor the developments resulting from the Dutch policy

Individual choice, necessity and, above all, responsibility were initially regarded to be the ultimate criteria for private decisions concerning mobility and social activity. In contrast to most other European countries where people were virtually housebound, the Dutch authorities relied primarily on a moral appeal to its citizens to stay at home as much as possible, observe five feet of social distance and wash their hands regularly and carefully. All public spaces, from parks to beaches, remained accessible, unless there was a specific threat of becoming overcrowded. No written authorisation was required for outings or travel, and the police’s overall approach was more pedagogical than repressive.

A number of measureswere issued by the government, addressing the support of children, living in vulnerableenvironments, in primary and secondary education and providing them with laptops

The NetherlandsSchools in primary, secondary, vocational and higher education have been closed since March16 with the exception of children of parents with “essential jobs”(e.g. health care, education,public transport) (Rijksoverheid, 2020). It is anticipated that K-12 schools will have resumedorganising activities in schools before the start of the summer holidays, albeit in a customisedmanner in keeping with regulations issued by the National Institute for Public Health and theEnvironment (Algemene Vereniging Schoolleiders, 2020). It is expected that universities willorganise distance and online education until the end of the academic year, although somefacilities and buildings (library, research labs) are still accessible.As a result of the measures schools and universities faced decisions about how to continueteaching and learning and mandated that teachers and faculty move education online within amatter of days, requiring not only an enormous effort and flexibility from teachers andeducational support staff but also from students and their respective home-situation.The Netherlands has an advanced digital economy and the extent to which the internet isavailable to everyone is high (De Heij, 2019). The use of technology for teaching and learningis widely adopted in Dutch education (ten Brummelhuis and Binda, 2017; Bijleveld andHeuzels, 2020; SURF, Vereniging van Universiteiten and Vereniging van Hogescholen, 2018)Education inprecarioustimes

K (coordinating), Australia,Belgium, Cyprus, Ireland and The Netherlands.

hen social relations with friends diminish, the meaning of the social home undesirably changed forthe participants.

the meaning of physical home

the meaning of physical home

“What is the meaning of home?

“How do Dutch adolescents aged 14-18 en

Online education at home is not developed for the corona crisis, it has been around for many years ona voluntary basis

inductive codes were identified: loneliness, boredom and not enjoying being at home.

semi-structured in-depth interviews to collect the data. A totalof 8 participants were interviewed from 3 different schools. When analyzing the data in an inductivemanner the inductive code tree was developed.

qualitative research method,

home, ‘physical home’ and ‘social home’

connectivism

social interaction with face-to-face discourse, such as conversation

Zoom

Researchers found that the inability to identify body language and gestures and the ability to see students’ reactions to questions caused teacher-student inter-actions to be hindered during online teaching. Online interaction differs from classroom interaction

Resistance to new technology is not unique to Swede

Information and Communication Technology (ICT)

United Nations Sustainable Development Goals, especially SDG

rofessional development was designed using the Adaptation of Blended Learning framework to meet the new requirements of online schooling. Twenty-six teachers participated in the intervention of professional development, spanning six months.

student’s motivation

uizzes and assignments at theend of each section to track their performance

self-discipline is required by students in onlinecourses, compare to traditional classroom education

overview ofthe asynchronous online engineering course entitled “Roboticsfor All-R006E” 1 at Lule ̊a University of Technology, whichis hosted at the Canvas Network 2

nvas platform

ara Sally Goza, the President of the American Academy of Pediatrics, stated that, as pediatricians, what children receive from school is much more than just education. Therefore, the neces-sary measures should be taken properly and face-to-face education should begin with students in schools (10). In the USA, the re-opening of schools in many states and regions is left to regional administrations, provided that priority is given to the approach of re-opening schools ac-cording to the availability of measures (42

In Israel, an increase in the rate of cases was observed in high school students after schools were re-opened, probably due to insufficient protective measures (

o difference in COVID-19 disease rates compared with Sweden where schools never closed, and in Finland, which initially closed and then re-opened schools

When the pandemic started in the early pe-riod of 2020 in Denmark and Finland, schools were first closed and then re-opened. After the opening of schools, there was no change in the number of cases in school-age children (<16 years), the disease rates in the community were not affected by the re-opening of schools, and the expected increase in infections did not occur.

For example, in a developed Western country, Italy, 9 040 000 children and young people in kindergartens and early childhood education services have been out of school during the COVID 19 pandemic