Post-COVID Education in New Zealand: Approaching Normal Lives? The Context of COVID-19 in New Zealand

Gillian  Hubbard; Margaret  Gleeson

Article Details

Post-COVID Education in New Zealand: Approaching Normal Lives? The Context of COVID-19 in New Zealand

Authors:

Gillian Hubbard | Margaret Gleeson

Publisher:

KnE Social Sciences

Journal:

KnE Social Sciences Vol.9 Issue 22, pp.169-176

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001513668

pISSN:

2518-668X

Abstract:

 New Zealand had a relatively low death toll from Covid-19 because of stringent measures against it but this did not mean New Zealand escaped economic and social disruption at this time. The well-being of people was a key priority of adjustments in education in this period and the success of adjustments to delivery and assessment was dependent on the efforts and good-will of the people involved. Academic standards were largely maintained but the most disadvantaged groups were most affected by lack of resources and other forms of support. The drawbacks in emergency remote teaching that emerged in the period serve as a reminder of the value of sound underpinning principles for online teaching. In 2023, the unsatisfactory mixed model of both online and face-to-face delivery underlines the role and importance of teacher presence in relation to social presence and cognitive presence in teaching and learning.

Article Details

Post-COVID Education in New Zealand: Approaching Normal Lives? The Context of COVID-19 in New Zealand

Authors: Gillian Hubbard | Margaret Gleeson

Publisher: KnE Social Sciences

Journal: KnE Social Sciences Vol.9 Issue 22, pp.169-176

Document Type: Article

Publication Date: 9/2024

Document Language: English

Document ID (Org No.): 2001513668

pISSN: 2518-668X

Issues

Authors:

Gillian Hubbard | Margaret Gleeson

Publisher:

KnE Social Sciences

Journal:

KnE Social Sciences Vol.9 Issue 22, pp.169-176

Document Type:

Article

Publication Date:

9/2024

Document Language:

English

Document ID (Org No.):

2001513668

pISSN:

2518-668X