Introduction
The 2020-2022 education system has seen a shift in the presence of students due to the impacts of the COVID-19 pandemic. Schools and universities have had to adapt to the new circumstances and, as a result, a hybrid approach of both in-person and online learning has been adopted. This essay will discuss the various ways in which student presence has been affected in different education systems, and how these changes have impacted the overall educational experience.
Remote Learning
One of the most significant changes in the presence of students in the 2020-2022 education systems is the shift to remote learning. In response to the pandemic, many educational establishments have closed their doors to students and opted to deliver teaching and learning online (Mahajan et al. 1508). This has meant that students have had to become accustomed to learning from home, usually with limited face-to-face contact with teachers and peers. Whilst this has enabled educational establishments to continue to provide teaching and learning, it has also had a detrimental effect on the social aspect of education and the connection between students and educators.
Hybrid Approach
In addition to the shift to remote learning, many educational establishments have also adopted a hybrid approach of both in-person and online learning. This has enabled students to return to school and university buildings for some of their lessons, whilst also providing an element of safety and security for those who are unable to attend in person due to health or travel restrictions (Batista-Toledo and Gavilan 1765). This hybrid approach has also enabled educational establishments to maintain a sense of connection between students, as well as provide students with the opportunity to access the teaching and learning they need in a safe and secure environment.
Social Distancing
Due to the need for social distancing, the presence of students in 2020-2022 education systems has been affected. To ensure the safety of staff and students, many educational establishments have implemented social distancing measures, resulting in a reduction in the number of students in each class and a decrease in contact between staff and students (Batista-Toledo and Gavilan 1768). Although this has enabled educational establishments to comply with safety regulations, it has hurt the educational experience, as students cannot interact with each other in the same way they would have before the pandemic.
Change in the Education System
The transition to e-learning has had an extensive influence on the educational system as a whole. For instance, educational institutions have been required to expend funds on modern technology to enable distance learning (Martin 6). Furthermore, the shift to virtual education has placed a burden on educators, who must modify their teaching to an online environment. Finally, numerous schools are having difficulty in keeping track of the requirements of technological progress, as they are regularly unable to catch up with the speedy changes in the educational environment.
Conclusion
To summarize, the COVID-19 pandemic has had a significant impact on the presence of students in the 2020-2022 education systems. To ensure the safety of staff and students, educational establishments have adopted remote learning, a hybrid approach combining in-person and online learning, and social distancing measures. Although these changes have made it possible to continue teaching and learning, they have also hurt the overall educational experience.
Works Cited
Batista-Toledo, Santiago, and Diana Gavilan. “Implementation of Blended Learning during COVID-19.” Encyclopedia, vol. 2, no. 4, Oct. 26, 2022, pp. 1763-1772. Web.
Mahajan, Ritika, et. al. “COVID-19 and Management Education: From Pandemic to Endemic.” The International Journal of Management Education, March 13, 2023, pp. 1472-1817, Web.
Martin, Florence, et al. “Engaging Learners in the Emergency Transition to Online Learning During the COVID-19 Pandemic.” Journal of Research on Technology in Education, vol. 54, Feb. 3, 2022, pp. 1-13. Web.