The topic of the thesis is education of children in COVID 19 period from the point of view of Roma mother. In the theoretical part the author presents the history of Roma population in Czech republic and their cultural specifics. Special focus is given to education. Practical part then focuses on analysis of interviews and observations of Roma mothers. Focus will be given to their perception of online education of their children including evaluation of what possible support was offered to them by the state and what obstacles they met in online education.

El presente proyecto detalla la creación de Ingenio, una propuesta que brinda talleres virtuales diseñados para desarrollar las inteligencias múltiples en los niños de 6 a 12 años del NSE B y C a nivel nacional. Para ello, se ha propuesto el desarrollo de una plataforma web, la cual tendrá como aliados a profesores independientes que la usen de forma gratuita para brindar sus servicios. El proyecto nace ante la necesidad de que los niños puedan potenciar otras habilidades adicionales a las impartidas tradicionalmente, ya que la oferta de actividades extracurriculares en colegios u otras instituciones es baja en el sector. Esta situación se ha agravado a raíz de la pandemia del COVID-19, debido a que estos actores han buscado reducir sus costos o no han tenido la capacidad para adaptar los talleres a la modalidad virtual. Además, con esta propuesta también se satisface la necesidad de los profesores particulares. Por un lado, se reduce el esfuerzo individual de captación de alumnos y, por otro lado, se les facilita un espacio para monitorear el aprendizaje de estos. Para validar la deseabilidad, factibilidad y viabilidad de este proyecto se efectuaron diversos experimentos y análisis de resultados. Entre los más importantes se destaca que la plataforma puede ser creada en un plazo de 3 meses cumpliendo todos los requisitos técnicos, se estima una venta de más de S/900,000.00 para el 3er año y se obtiene un VAN de S/18,672. / The current project details the creation of Ingenio, a proposal that provides virtual workshops designed to develop multiple intelligences in children from 6 to 12 years of age of the upper-middle and middle economic class Peru nationwide. For this purpose, it has been proposed the development of a web platform, which will have as allies independent teachers who will use such platform free of charge to provide their services. The project was born out of the need for children to be able to enhance other skills in addition to those traditionally taught, since the supply of extracurricular activities in schools and other institutions is very limited. This situation has worsened as a result of the COVID-19 pandemic, due to the fact that these actors have sought to reduce their costs or because they did not have the capacity to adapt the workshops to the virtual modality. In addition, this proposal also satisfies the needs of private teachers. On the one hand, it reduces the individual effort of recruiting students and, on the other hand, it provides them with a space to monitor their student’s learning. To validate the desirability, feasibility and viability of this project, several experiments and analysis of results were carried out. Among the most important results, we can highlight that the platform can be created in a period of 3 months fulfilling all the technical requirements, and that by the 3rd year of operations this project it is estimated to reach a sales level of more than S/900,000.00 for the 3rd year, and a VNA of S/18,672. / Trabajo de investigación

The aim of this work is to design and implement E-learning system. This system will be targeted on the Algorithms course education in English. Thanks to this fact, foreign students will be able to attend the course, too. The introduction part offers an overview of basic conceptions related to E-learning systems: conceptual and detailed design of E-learning system, system development, designing system testing and maintenance and system improving. Theoretical part of this project is focused on selected topics from data structures, searching and sorting algorithms. The work is dealing with the development of E-learning system from the entire beginning to activities related with its release. Through the interface of administrator the application enables administration of courses and users. The other part of the system serves for checking of students´ results. Student part of the application makes the Algorithms course materials available and provides convenient means of knowledge testing. The results of tests are processed in a form of statistics within the system.

Digitalization through the use of Information and Communication Technologies is a phenomenon which has a great influence on our way of living. Organizations and society at large are not left behind. With the ubiquitous nature of technological devices, the need for digital competency in the constantly changing and advancing digital landscape is of utmost importance. In 2020, people’s lives and everyday activities were altered on a global scale, due to the outbreak of a viral disease named COVID-19, which resulted in a worldwide pandemic. Educators were suddenly faced with teaching challenges, due to the need for adoption of electronic learning tools and technologies for delivery of learning activities. Transitioning from traditional face-to-face teaching to distance learning was seamless for teachers who were digitally competent. However, the same transition for those with little or no digital competence and experience, resulted in great challenges in the delivery of academic activities through electronic learning platforms.The educational system however is still recuperating from the COVID-19 induced online method of teaching. The digital competence of teachers and their perceived experience during the transitioning phase has therefore become of great importance to study in qualitative research within an interpretive case study. As a result, this research work aims to compare responses of teachers who serve at two secondary schools in Greece and Sweden, both of which are located in the European Union. By answering two research questions, this study follows an inductive approach, using educational technology affordance framework. This provides insight into effective delivery of online learning in the education sector. The methodological approach of this research follows data collection through semi-structured interviews, addressed to teachers and validated through IT personnel who work in the selected schools; and the use of additional data collection through documents available online, which are related to the context of study. The data collected were examined using thematic analysis, followed by a general discussion, answers to research questions, and analysis about the theoretical framework. The findings of this research work reveal that there are interrelationships between teachers’ experience with online learning and their digital competencies, and these interrelationships play a major role in determining the successful implementation of digital technologies in academic activities. This is because, despite the challenges faced by teachers during the transitioning phase from traditional teaching method to online delivery, teachers with significantly higher levels of digital competence managed the new digital procedures easily. On the contrary, those with little or no digital competence level found the new procedure a difficult task. Thereby resulting in professional stress during this transition. Hence, the successful implementation of digital technologies into the educational work procedures is highly dependent on the digital skills levels of the teachers who will implement these technologies, as well as suitable and user-friendly platforms.This research work is descriptive, and it contributes to the knowledge as it concerns the need for digital competence among teachers. It provides further clarification on what school management, education specialists and software developers are doing with respect to improving the digital competence level of teachers. In addition to this, the study provides insights on what education policy makers can do to support teachers’ readiness towards digital skill acquisition. This is seen as a necessity to achieve optimum results for a successful future delivery of online education.

The purposes of this research project were to identify the extent to which online courses are available to high school students in Tennessee, to describe the characteristics of current online programs, to identify barriers to the implementation of online courses in school systems that are not currently offering such programs, and to offer recommendations that could facilitate implementation of these programs. The research went in two directions. A study of past and current online educational programs was completed in order to learn the nature of successful programs across the country. Then, a survey was constructed and sent to appropriate technology personnel in Tennessee schools to evaluate both their current online programs and to determine those needed in the state. There are only two school systems in Tennessee that allow students to earn online credits to be used towards high school graduation. One is a larger school system and the other is a medium sized school system; both are in the eastern region of the state. One survey respondent summed it up by saying: I really think the State Department of Education should step up and provide some direction. Florida has a vanguard program; I’d like to see the same type of program implemented in Tennessee. If individual school districts are left to design their own programs, then there is going to be a lot of duplicated effort, a wide range of implementation strategies, and varying degrees of quality. That’s likely to breed confusion and disillusionment.

This dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions* online courses. An analysis of the data revealed that both institutions were at the appropriate stage of development, support, training and quality assurance measures for their sizes, online populations and for the length of time they have been involved in online learning. Findings revealed that both institutions had a quality assurance process in place that is appropriate to their location, population and faculty. There is much to be learned by examining the two different credentialing and quality assurance approaches to online teaching and learning that these two different institutions employ for anyone interested in improving their institutions* processes.

This study investigates the effects of self-regulated strategy development (Harris, Graham, & Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A nonexperimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.

Florida Virtual School (FLVS) was established in 1997 as an online education alternative for the residents of Florida. The purpose of this study was to identify policy changes at the organizational, state, and federal levels that had the propensity to impact student success (as measured by student's final letter grade) at FLVS. In addition, this study identified which type of institutional isomporphic policy (coercive, mimetic, or normative) best classified major policy changes in the organization from 1997-2007. The use of institutional theory as the guiding framework for this study proved to be beneficial and enabled the researcher to conclude which types of policy are the most effective in increasing student success in the secondary online education environment. This study utilized ANOVA and regression analysis to detect whether or not changes in policy at the organizational and federal level have a statistically significant impact on student success in the secondary online education environment. This study reveals that student success at FLVS is consistently decreasing and that the change is statistically significant. Regression analysis found that the policy changes at FLVS in this study explain some of the variance detected in the change in the mean, or GPA, of the school. This study found that both coercive and mimetic policies have a statistically significant impact on student success in the secondary online education environment as identified in the isomorphic mechanisms outlined in institutional theory. This study is important to the field of literature regarding secondary online education in that it opens the discussion regarding types of policy and the potential impact that policy changes have on student success in the secondary online education environment. In addition, this study serves as a framework upon which future studies can be conducted and are recommended in this study.

The aim of the study is to analyze how the practice of teaching history in Swedish upper secondary school was impacted by the covid-19 pandemic. The study used qualitative interviews with five history teachers to gain an understanding about how they felt that the pandemic came to affect them and their teaching.  To analyze the result the frame factor theory, and frame factory frames: pandemic and remote teaching have been used.  The result of the study shows that online education and the pandemic effected most aspects of teaching, especially the social collaboration between students’ and students and their teacher. All five teachers reported that not being able to read their students’ body language and alertness during their lectures was an issue, since they were unable adapt their lesson after their students' needs. The teachers believe that these issues resulted in a lower quality learning environment.  Remote teaching also increased the workload for teachers, especially when they needed to develop their technical skills to meet the demands of remote teaching. The teachers preferred to teach in classrooms with their students present, but they also saw the value in their own professional development during this challenging period.  Despite the challenges, the teachers’ view of remote teaching is positive and they see several advantages with the tool. One example of this is that certain group of students that tend to stay at home and avoid school, performed better during remote teaching period. Another example is that teachers had an easier time having deeper and more meaningful conversations with their students. However, the main take away from the study is that the teachers recognize the importance of remote teaching as a tool in case something similar, like the covid pandemic, should occur in the future.

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