The Impact of COVID-19 on Higher Education: A Review of Emerging Evidence. Analytical Report

Autor/inn/en	Farnell, Thomas; Skledar Matijevic, Ana; Šcukanec Schmidt, Ninoslav
Institution	European Commission, Directorate-General for Education, Youth, Sport and Culture; European Union (EU) (Belgium); Public Policy and Management Institute (PPMI) (Lithuania)
Titel	The Impact of COVID-19 on Higher Education: A Review of Emerging Evidence. Analytical Report
Quelle	(2021), (70 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-76-21367-3
DOI	10.2766/069216
Schlagwörter	COVID-19; Pandemics; Higher Education; School Closing; Foreign Countries; Interpersonal Relationship; Foreign Students; International Cooperation; Teacher Attitudes; Student Attitudes; College Faculty; College Students; Educational Policy; Student Mobility; Barriers; Peer Teaching; Educational Technology; Distance Education; Technology Uses in Education; Online Courses; Equal Education; Access to Education; Access to Computers; Governance; Educational Needs; Educational Finance; Academic Support Services; Student Personnel Services; Teaching Methods; Program Effectiveness; Well Being; At Risk Students; College Instruction; Europe + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Internationale Kooperation; Internationale Zusammenarbeit; Lehrerverhalten; Schülerverhalten; Fakultät; Collegestudent; Politics of education; Bildungspolitik; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Peer group teaching; Peer Group Teaching; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Educational policy; Financing; Steuerung; Erziehung; Finanzierung; Educational need; Bildungsbedarf; Bildungsfonds; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Hochschullehre; Europa
Abstract	The COVID-19 pandemic has resulted in temporary physical closures of schools and higher education institutions around the world. In higher education, approximately 220 million students globally have been affected due to the disruption caused by COVID-19, leaving policymakers and educational institutions with unprecedented challenges such as how to mitigate learning losses, how to deploy remote learning, how to safely reopen educational institutions and how to ensure that underrepresented, vulnerable and disadvantaged learners are not left behind. The COVID-19 pandemic has already had an unprecedented impact on higher education worldwide in virtually all aspects of its functioning. In the academic year 2019/2020, the pandemic transformed the way teaching took place, accelerating transformation that was already taking place in the form of online learning and teaching. The pandemic has also had direct impact on how research is carried out, on university operations (in terms of campus closures and the shift to online learning) and on university governance, with management staff needing to take a range of emergency decisions and allow additional flexibility in many areas of activity. The pandemic has also highlighted the importance of universities' community engagement. This analytical report provides a synthesis of the emerging evidence on what impact COVID-19 has had on higher education in Europe, with a special focus on three thematic areas: teaching and learning; the social dimension of higher education (i.e. the effect on underrepresented, vulnerable and disadvantaged learners); and student mobility. [This report was prepared with NESET.] (As Provided).
Anmerkungen	European Commission. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01