Details

Autor(en) / Beteiligte

• Zviagintsev, Roman
• Kersha, Yuliya
• Bysik, Nadezhda
• Kosaretsky, Sergey
• Jonker, Carine
• Gogolin, Ingrid
• Ebersöhn, Liesel

Titel

Response to COVID-19 in Remote Russian Schools: Readiness to Online Education and Coping Strategies

Ist Teil von

• Global Perspectives on Education Research, 2023, Vol.II, p.34-65

Auflage

1

Ort / Verlag

Routledge

Erscheinungsjahr

2023

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• Around the world, the COVID-19 pandemic has hit the education system hard, causing school closures and a forced shift to distance learning. This transition has become the most difficult for schools and students at risk, that is, the disadvantaged and underperforming individuals living in remote regions. This situation leads to a significant increase in educational inequality without promoting compensatory measures. This research focuses on the problem of transition in one of the remote rural municipalities of Russia. The analysis assessed the readiness of schools to switch to distance learning and the development of strategies to compensate for the loss in students' knowledge during the quarantine period. It was found that the technical equipment of schools in the municipality is at a lower level compared to the national average. There is a lack of access to computers among students and software for online learning among teachers. Despite limited resources, local schools have been able to leverage the school's social capital and attract the local community and sponsors to help resolve these challenges. School principals could effectively distribute responsibilities among the teaching staff, organise the exchange of experience through lesson studies and "lessons barter", engage in networking, and promote collaboration. During this period, schools were trying to get support from students' families. Special attention was paid to communicating with students from the "risk group". The initiative and creativity shown during the pandemic have facilitated the transition to new forms of learning. This transition was easier for schools where components of blended learning have already been applied. Apart from Russia, the situation and problems described in the study are relevant to other countries with comparable territorial and economic diversity. The situation with the coronavirus infection has struck public institutions and foundations. From the beginning of the pandemic to this day, researchers continue to discuss the post-pandemic consequences for schools, students, and their families and what innovations should be made in teaching. The main concerns during this period are associated with the most vulnerable groups of students, that is, disadvantaged, underperforming students with special educational needs. The research challenge of this work is connected to an attempt to transfer the existing framework of territorial inequality in education into the current context of the pandemic. Distance learning is when the teacher delivers instruction with spatial or temporal separation from the students. Among the existing channels for organising remote work, audio, video, and computer technologies stand out. The use of new formats is also being actively studied in the framework of additional education.