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What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education

Author

Listed:
  • Eilis Tobin

    (Richmond Business School, Richmond, The American International University in London, Richmond TW10 6JP, UK)

  • Carola Hieker

    (Richmond Business School, Richmond, The American International University in London, Richmond TW10 6JP, UK
    Department of Space & Climate Physics, University College London, Dorking RH5 6NT, UK)

Abstract

COVID-19 is reshaping education. UNESCO estimates that at the peak in April 2020 COVID-19 disrupted the education of 1.5 billion enrolled learners in schools and universities in 190 countries. This period of unparalleled educational interruption has prompted a rapid reaction, a move to explore online distance learning solutions. Simultaneously, it has exposed the challenges and complexity of distance learning utilising Educational Technology (EdTech). Despite the many technological innovations, these challenges are not new to refugee learners, their educators and remote learning technology providers. In this article, the authors sought to explore frontline practitioners’ ‘lived experience’ of providing education utilising EdTech when education is disrupted by forced displacement. A small scale, explorative, qualitative study was conducted with educators in refugee camps and urban settings, in Greece, Jordan, Kenya and Rwanda, prior to the pandemic. Expert interviews revealed that EdTech programmes cannot be a stand-alone solution. Blended learning programmes that are context-specific, modular, optimised for mobile technology and delivered by trained and supported teachers are the most effective. The article ends with a reflection on how these findings can be applied globally when learning is disrupted by whatever means and lead to an equitable and sustainable recovery for all.

Suggested Citation

  • Eilis Tobin & Carola Hieker, 2021. "What the EdTech Experience in Refugee Camps Can Teach Us in Times of School Closure. Blended Learning, Modular and Mobile Programs Are Key to Keeping Disadvantaged Learners in Education," Challenges, MDPI, vol. 12(2), pages 1-14, July.
    • Handle: RePEc:gam:jchals:v:12:y:2021:i:2:p:19-:d:604691
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    References listed on IDEAS

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    1. Ping Qiao & Xiaoman Zhu & Yangzhi Guo & Ying Sun & Chuan Qin, 2021. "The Development and Adoption of Online Learning in Pre- and Post-COVID-19: Combination of Technological System Evolution Theory and Unified Theory of Acceptance and Use of Technology," JRFM, MDPI, vol. 14(4), pages 1-17, April.
    2. -, 2020. "Education in the time of COVID-19," Coediciones, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), number 45905 edited by Eclac, July.
    3. -, 2020. "Education in the time of COVID-19," Libros y Documentos Institucionales, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), number 45905 edited by Eclac, September.
    4. Andrew Eyles & Stephen Gibbons & Piero Montebruno, 2020. "Covid-19 school shutdowns: what will they do to our children's education?," CEP Covid-19 Analyses cepcovid-19-001, Centre for Economic Performance, LSE.
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    Cited by:

    1. Louis Moustakas & Denise Robrade, 2022. "The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education," Challenges, MDPI, vol. 13(1), pages 1-12, March.

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