Impact of COVID-19 on Formal Education:  An International Review of Practices and Potentials of Open Education at a Distance

Christian M. Stracke; Ramesh Chander Sharma; Aras Bozkurt; Daniel Burgos; Cécile Swiatek Cassafieres; Andreia Inamorato dos Santos; Jon Mason; Ebba Ossiannilsson; Gema Santos-Hermosa; Jin Gon Shon; Marian Wan; Jane-Frances Obiageli Agbu; Robert Farrow; Özlem Karakaya; Chrissi Nerantzi; María Soledad Ramírez-Montoya; Grainne Conole; Vi Truong; Glenda  Cox

doi:10.19173/irrodl.v23i4.6120

Authors

Christian M. Stracke University of Bonn, Germany http://orcid.org/0000-0001-9656-8298
Ramesh Chander Sharma Ambedkar University Delhi, India https://orcid.org/0000-0002-1371-1157
Aras Bozkurt Anadolu University, Turkey https://orcid.org/0000-0002-4520-642X
Daniel Burgos Universidad Internacional de La Rioja, Spain https://orcid.org/0000-0003-0498-1101
Cécile Swiatek Cassafieres Université Paris Nanterre, France https://orcid.org/0000-0003-1066-4559
Andreia Inamorato dos Santos Joint Research Center - European Commission, Spain
Jon Mason Charles Darwin University, Australia https://orcid.org/0000-0003-0827-4068
Ebba Ossiannilsson Swedish Association for Distance Education, Sweden https://orcid.org/0000-0002-8488-5787
Gema Santos-Hermosa Universitat de Barcelona, Spain https://orcid.org/0000-0002-2776-871X
Jin Gon Shon Korean National Open University, South Korea https://orcid.org/0000-0002-0540-4640
Marian Wan Taipei Medical University, Taiwan https://orcid.org/0000-0002-0079-9241
Jane-Frances Obiageli Agbu National Open University of Nigeria, Nigeria https://orcid.org/0000-0001-5852-397X
Robert Farrow Open University, United Kingdom https://orcid.org/0000-0002-7625-8396
Özlem Karakaya Iowa State University, USA https://orcid.org/0000-0002-9950-481X
Chrissi Nerantzi Manchester Metropolitan University, United Kingdom https://orcid.org/0000-0001-7145-1800
María Soledad Ramírez-Montoya Tecnologico de Monterrey, Mexico https://orcid.org/0000-0002-1274-706X
Grainne Conole Independent Consultant, United Kingdom
Vi Truong Monash University, Australia https://orcid.org/0000-0002-3894-3165
Glenda Cox University of Cape Town, South Africa https://orcid.org/0000-0001-8185-0645

DOI:

https://doi.org/10.19173/irrodl.v23i4.6120

Keywords:

school education, higher education, distance education, online learning, open education, COVID-19 pandemic, impact, educational innovation, international practices and case studies, qualitative case study

Abstract

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the “new normal.” Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative—to improve formal education at a distance in schools and universities in the future.

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