The Remoteness of Remote Learning

A Policy Lesson from COVID19

Authors

  • Rosalyn Eder University of Fribourg, Switzerland

DOI:

https://doi.org/10.32674/jise.v9i1.2172

Keywords:

COVID-19, international education, policy, remote teaching, faculty and student

Abstract

The measures enforced by governments to contain the highly contagious COVID19 pathogen laid bare the deep inequalities that beset education systems around the world. The lockdowns and subsequent closures of educational institutions have amplified the gap between the rich and the poor, not just between the Global North and the Global South, but within countries as well. As of April 6th, UNESCO reported that 188 countries have temporarily closed its educational institutions, while several countries implemented localized closures, affecting 1,576,021,818 learners. Accordingly, education authorities have urged for classes at all levels to be moved online, a sudden but necessary emergency response to COVID19. However, for disadvantaged groups, the problem is how to meet the basic conditions that remote learning requires. 

 

 

 

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Author Biography

  • Rosalyn Eder, University of Fribourg, Switzerland

    Rosalyn Eder is a final year Ph.D. candidate at the Department of Education, the University of Fribourg in Switzerland, and a part-time lecturer and international academic coordinator in the tourism program at Salzburg University of Applied Sciences in Austria. She holds a master’s degree in Educational Science from the University of Salzburg, Austria. Rosalyn has participated in several European projects and has acquired funding from the Swiss National Science Foundation in 2015 for an international exploratory workshop that explored postcoloniality and the future of international education. She is an active member of the EAIE Expert Community on Access and Diversity, and on the advisory board of the Journal of Interdisciplinary Studies in Education. Rosalyn’s research and teaching interests focus on globalization and education: internationalization, higher education, labor migration, educational policy, diversity, and inclusion. Born and raised in Manila, Philippines, Rosalyn is a first-generation academic and second-generation migrant worker. She can be reached at: University of Fribourg, Department of Education, Rue P.A. de Faucigny 2, 1700 Fribourg, Switzerland, Email: rosalyn.eder@unifr.ch

     

References

Altbach, P. G. & de Wit, H. (2020, March). COVID-19: The internationalisation revolution that isn’t. Retrieved from https://www.universityworldnews.com/post.php?story=20200312143728370
Chang, G-C. & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. Retrieved from https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries-addressing-the-covid-19-challenges-in-education-a-snapshot-of-policy-measures/
GEM Report (2020, April). “Doing no harm” in and through education. Retrieved from https://gemreportunesco.wordpress.com/2020/04/06/doing-no-harm-in-and-through-education/#more-12830
International Telecommunication Union (2019). Measuring digital development Facts and figures 2019. Geneva, Switzerland: International Telecommunication Union.
Republic of the Philippines Department of Education (2020). Guidelines for the Remainder of School Year 2019-2020 in light of COVID-19 Measures (DepEd Memorandum No. 042, s. 2020). Retrieved from https://www.deped.gov.ph/covid-19/covid19-memoranda/
Sawahel, W. (2020, March). Union opposes online classes as ‘violation of equality’. Retrieved from https://www.universityworldnews.com/post.php?story=20200325083138992
United Nations Educational, Scientific and Cultural Organization (2020). Distance learning solutions. Retrieved from https://en.unesco.org/covid19/educationresponse/solutions

Additional Files

Published

2020-05-24

Issue

Vol. 9 No. 1 (2020): Journal of Interdisciplinary Studies in Education

Section

Short Essays

How to Cite

The Remoteness of Remote Learning: A Policy Lesson from COVID19. (2020). Journal of Interdisciplinary Studies in Education, 9(1), 168-171. https://doi.org/10.32674/jise.v9i1.2172