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Agility in Teacher Training: Distance learning during the Covid-19 pandemic

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The outbreak of the Covid-19 (Coronavirus) pandemic forced the entire world to respond in new and unconventional ways. This required quick thinking and unusual flexibility whilst operating under conditions of uncertainty and fear. This article deals with the implementation of methods of agility in distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel's government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization with maximum flexibility was far from being planned or perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

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The outbreak of the Covid-19 (Coronavirus) pandemic forced the entire world to respond in new and unconventional ways. This required quick thinking and unusual flexibility whilst operating under conditions of uncertainty and fear. This article deals with the implementation of methods of agility in distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel's government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization with maximum flexibility was far from being planned or perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

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Yonit Nissim (Israel) 4330
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