![]() Similarly, during lockdown, there was a significantly higher consumption of junk food, soft drinks and alcoholic drinks but no change in fruit and vegetable intake. Compared to post-lockdown period, lockdown was associated with a significantly lower levels of physical activity, poorer mental well-being and sense of control over one’s life, and a higher level of loneliness. ![]() ResultsĪ total of 547 complete responses were obtained. A content analysis approach examined responses to the open-ended questions with frequencies and variations in responses determined using Chi-Square tests. Sex differences were examined using the Mann-Whitney U test. Changes between the lockdown and post-lockdown period were assessed using Wilcoxon signed rank test and One-Sample Kolmogorov-Smirnov Normal tests as appropriate. Open-ended questions explored key issues in greater detail. Participants provided information on their socio-demographic status, lifestyle behaviours, mental health, and psychosocial health during and post-lockdown. Participants competed a 25-min questionnaire adapted from the Western Australia Health and Wellbeing Surveillance system. MethodsĪpproximately 2 months after a three-month lockdown, a cross-sectional study was opened to Western Australian adults for an 8-week period (25th August – 21 October 2020). The aim of this study was to examine the effects of COVID-19 lockdown on the community’s physical, mental and psychosocial health. Leverage on a dynamic ecosystem of collaboration: Ministries of Education need to work in close coordination with other entities working in education (multi-lateral, public, private, academic) to effectively orchestrate different players and to secure the quality of the overall learning experience.Since the beginning of the COVID-19 pandemic, the Western Australian government imposed multiple restrictions that impacted daily life activities and the social life.As countries transition to a more consistently blended learning model, it is necessary to prioritize strategies that provide guidance to parents and equip them with the tools required to help them support students. Parents as key partners of teachers: Parent’s involvement has played an equalizing role mitigating some of the limitations of remote learning.Education is an intense human interaction endeavor: For remote learning to be successful it needs to allow for meaningful two-way interaction between students and their teachers such interactions can be enabled by using the most appropriate technology for the local context. ![]() Support to develop digital and pedagogical tools to teach effectively both in remote and in-person settings. Regular and effective pre-service and on-going teacher professional development is key. Teachers are more critical than ever: Regardless of the learning modality and available technology, teachers play a critical role.However, the impact of technology on education remains a challenge. Availability of technology is a necessary but not sufficient condition for effective remote learning: EdTech has been key to keep learning despite the school lockdown, opening new opportunities for delivering education at a scale.WHAT ARE THE LESSONS LEARNED OF THE TWIN REPORTS? This publication not only documents lessons being learned but also provides countries with principles to reimagine learning tomorrow. The second one uses mixed-methods to examine how countries adopted different remote learning strategies, analyzing the take up, but also documenting -when available- the effectiveness of remote learning during COVID-19.
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