IMPACT OF COVID-19 ON BORDER GUARDS TRAINING IN LATVIA, LITHUANIA, ESTONIA AND FINLAND.
DOI:
https://doi.org/10.17770/sie2021vol5.6335Keywords:
collaboration, development of digital competence, share of best practicesAbstract
Due to Covid-19 the use of educational technologies, efficient and meaningful implementation of digital learning possibilities have become particularly important topics in order to develop border guards training. Issues related to training online, communication via several platforms, possibilities do develop interactive training content, need to use the potential of e-learning opportunities have become routine topics of discussion and ongoing research. Trainers of border guard training institutions have to tackle unexpected, unexplored, challenges and tasks related to border guards training due to Covid-19. Digital competence is particularly important to implement efficient online communication environment. To find out training and learning outcomes and define further necessities of e-learning development during emergency situations the authors of this research explore the scientific literature on the current research results, methodologies, approaches and best practices on developing e-learning systems in educational contexts during Covid-19. Survey results on attitudes, experiences and suggestions of border guards’ trainers in Latvia, Lithuania, Estonia and Finland have been analysed to put forward suggestions for further border guard training development particularly in e-learning context during emergency situations.
References
Čižmešija, A. Diković, M., Domović, V. (2018). Handbook for teaching competence enhancement in higher education, Co-funded by the Erasmus + Programme of the European Union. Ministry of Science and Education of Croatien, ISBN: 978-953-8103-21-6, 2018.
Daniela, L. (2019). Didactics of Smart Pedagogy. Smart Pedagogy for Technology Enhanced Learning. Springer.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Tech Research Dev 68, 2449–2472 (2020). https://doi.org/10.1007/s11423-020-09767-4
Ferri, F., Grifoni, P., Guzzo, T., (2020). Concept Paper Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Institute for Research on Population and Social Policies, National Research Council, 00185 Rome, Italy.
Killen, C., Beetham, H., Knight, S. (2017). Developing organisational approaches to digital capability. Jisc guide. Retrieved from https://www.jisc.ac.uk/guides/developing-organisational-approaches-to-digital-capability
Ilomäki, L., Lakkala, M. (2018). Digital technology and practices for school improvement: innovative digital school model. RPTEL 13, 25 (2018). https://doi.org/10.1186/s41039-018-0094-8
European Commission. (2019). The 2018 International Computer and Information Literacy Study (ICILS) Main findings and implications for education policies in Europe. doi:10. 10.2766/584279 https://ec.europa.eu/education/sites/default/files/document-library-docs/icils-2018-policy-note.pdf
Digital Education Action Plan. (2020). for (2021-2027). Resetting education and training for the digital age. Retrieved from: https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en
UNESCO. (2020). COVID -19 response – remote learning strategy. Remote learning strategy as a key element in ensuring continued learning. Retrieved from https://en.unesco.org/sites/default/files/unesco-covid-19-response-toolkit-remote-learning-strategy.pdf
UNESCO. (2020). Digital Pedagogies for Teaching and Learning, UNESCO MGIEP, 35 Ferozshah Road, New Delhi-110001. https://mgiep.unesco.org/digital-teacher-training
Downloads
Published
Issue
Section
How to Cite
