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Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom

Author

Listed:
  • Luiz Antonio Joia

    (Brazilian School of Public and Business Administration at Getulio Vargas Foundation (FGV EBAPE), Rua Jornalista Orlando Dantas 30 Room 234 Botafogo, Rio de Janeiro 22231-010, Brazil)

  • Manuela Lorenzo

    (Brazilian School of Public and Business Administration at Getulio Vargas Foundation (FGV EBAPE), Rua Jornalista Orlando Dantas 30 Room 234 Botafogo, Rio de Janeiro 22231-010, Brazil)

Abstract

On 11 March 2020, the World Health Organization declared COVID-19 to be a pandemic to be confronted by humanity. As a result, social isolation has become the norm in most countries, with the consequent replacement of face-to-face classes by classes mediated by information and communication technology. Within this context, this work sets out to investigate the factors necessary for courses mediated by technology to attain their pedagogical objectives. Additionally, the study examines how subjects that develop hard and soft skills differ in a technology-mediated setting. The results show that the teacher’s digital competence on the technological platform and the metacognitive support available in the digital environment are significant factors for a course to attain its pedagogical objectives successfully. Lastly, the study revealed that hard skill disciplines, when they migrate to technology-mediated environments, are more likely to fail to achieve their educational goals than soft skill disciplines subject to the same migration.

Suggested Citation

  • Luiz Antonio Joia & Manuela Lorenzo, 2021. "Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom," Sustainability, MDPI, vol. 13(5), pages 1-19, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2531-:d:506372
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    References listed on IDEAS

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    4. Ahmed Saleh Mohamed Alichleh AL-Ali & Gyanendra Singh Sisodia & Bhumika Gupta & Murale Venugopalan, 2022. "Change Management and Innovation Practices during Pandemic in the Middle East E-Commerce Industry," Sustainability, MDPI, vol. 14(8), pages 1-14, April.
    5. Anna Dewalska-Opitek & Katarzyna Bilińska & Marek Cierpiał-Wolan, 2022. "The Application of the Soft Modeling Method to Evaluate Changes in Customer Behavior towards e-Commerce in the Time of the Global COVID-19 Pandemic," Risks, MDPI, vol. 10(3), pages 1-13, March.
    6. Eva Blondeel & Patricia Everaert & Evelien Opdecam, 2021. "And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?," Sustainability, MDPI, vol. 13(21), pages 1-18, November.
    7. Argenis P. Vergara-Torres & Verónica Ortiz-Rodríguez & Orlando Reyes-Hernández & Jeanette M. López-Walle & Raquel Morquecho-Sánchez & José Tristán, 2022. "Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students," Sustainability, MDPI, vol. 14(5), pages 1-13, February.
    8. Başak Karakoç Öztürk, 2024. "A Mixed-Method Study on the Distance Education Process Experienced in the Faculties of Education," SAGE Open, , vol. 14(1), pages 21582440241, February.
    9. Marwa Abdelmonem & Sherin Karawia, 2024. "Classroom communications post pandemic: a case study," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 11(1), pages 1-16, December.
    10. Vacius Jusas & Rita Butkiene & Algimantas Venčkauskas & Renata Burbaite & Daina Gudoniene & Šarūnas Grigaliūnas & Diana Andone, 2021. "Models for Administration to Ensure the Successful Transition to Distance Learning during the Pandemic," Sustainability, MDPI, vol. 13(9), pages 1-22, April.
    11. Jonathan R. White, 2024. "Language Learning Through Zoom: The Need for Pedagogical-Technological Knowledge," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global Scientific Publishing, vol. 14(1), pages 1-16, January.

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