Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Introduction
COVID 19 has changed the world dynamics in many ways. This disease has negatively impacted the world health system and has also affected the global education system. Though the precautionary measures administered, such as social distancing, have helped control the spread of the disease, but it has altered the social life patterns. It has shown a profound impact on the present and future of the education system. According to the UNESCO report, the nationwide termination of educations institutes has obstructed over 60% of the world’s learners populace, with approximately 1.53 billion learners out of learning institutes (UNESCO, 2020). Many academics believe that with the current circumstance, the drop-out rate of students across the globe will increase shortly because of the disruption in the system. Though many parents and institutes are still in denial of the changes that have occurred due to the pandemic, the studies show that the pandemic has altered the current education system. These changes are now shaping the learning system of the future.
Education System during Pandemic:
The recent survey shows that around 22 countries in three continents have closed their learning system on local and state levels because of COVID 19, and such massive disruption has pushed the educators and institutions to opt for new means of education such as online learning, and instructional tutoring (UNESCO, 2020). However, such means of education has also exposed other crucial factors such as inconsistent resources allocation, social and economic differences prevailing among the society as indicated by the study (Harris, 2014). 2015, survey conducted by the National Centre for Education Statistics indicated that 38% of the families living in the United States didn’t have the internet access because of which their children were unable to utilize online learning material, this survey also pointed that the availability of technological tools for online learning was at a higher percentage in urban and suburban areas as compared to remote rural or distant rural areas, where access to broadband was 60% less. Apart from the social difference and resource allocations, study s that school closure is associated with a high economic cost, as parents, daycare workers, and teachers are absent from their work, which creates stress state social security funds and health system.
school closure impact all communities in a system. Still, children with special needs are the most affected, as it impacts their learning capabilities and compromises their nutritional facilities. (Lee, 2020) The survey, which included 2111 participants from the UK, indicated that 83% of participants feel that school closure has worsened their child’s condition.
Furthermore, with home tutoring and online learning system, the economic cost per family tends to increase, as parents are required to spend time with their children, rather than working. Based on the Current Population Survey’s calculations, there is a 12% population in the United States who have no spouse and are the sole caretakers of the family and their kids. Therefore, school closure would imply that 12% of the population have to leave their jobs to care for their children, which will eventually burden up the state unemployment insurance and decrease the per/capita income.
Through technological intervention in the education system is not just because of COVID 19, it has been in practice since the last decade. The research on educational technology reveals that 18.66 billion dollars were invested in the field in 2019 (Hew, 2019), and the market for ed-technology is anticipated to reach $350 billion by 2025. However, COVID 19 is the reason for the significant surge for technological intervention in the current education field. Through technological intervention has become a lifeline for the learning system during the pandemic, factors such as unequal technological resource distribution, and access to educational material are limiting the current learning process.
The changes in the current education system to cover the learning loss are not short-termed; instead, these changes shape the future of the learning system.
Impact of COVID 19 on Future education system:
Considering the current changes in the education system about COVID 19, many educationists like Sandy Mackenzie, Director of Copenhagen International School, believe that the future of the education system will depend solely on technology. However, some educationists consider this shift unplanned and abrupt, resulting in untrained teachers, insufficient bandwidth, and chaos. At the same time, some believe that such changes will create a new fusion model of education that will offer significant benefits to the learners and the community. According to Vice President of Tencent Education (Huang, 2020), “the incorporation of technology in the current education system will, in the long run, become a vital part of the school education system.” However, the significant impact that COVID 19 will have on the future learning system will be highlighted from the parent to institution perspective. To survey the impact, the learning system has been divided into four factors, the institutes, families, assessment systems, and the students.
COVID 19 Impact on future learning institutions:
The significance of tangible learning institutes cannot be neglected, but COVID 19 is changing this perspective by changing the means of education. Past research conducted on the impact of school absence suggests that regular school attendance is connected to student accomplishment and future professional prospects (Malcolm, 2003). Therefore, regular school attendance is significant for improvement in the learning abilities of a child. Though the impact of absence from school due to COVID 19 has not yet been established, past studies suggest that an increase of 10 days of schooling improves the cognitive learning skills by 1% of the standard deviationin the students (Carlsson, 2015). Though distance learning has become a solution to school absence during the pandemic, educationists believe that getting accustomed to the new education system will take a lot of time and patience from the student and the parents.
COVID 19 Impact Future Families:
(Björklund, 2011) Families are an essential factor in the learning process, and their educational background and achievements are directly and positively linked with the child’s education. COVID 19 has pushed the learning system to shift from traditional schooling to home-schooling, which is considered the most effective and safe learning method. Still, it has shifted the roles of parents from facilitators to providers. In the traditional learning system, a parent was a facilitator or mere helper to their kids, as they either helped their children in practicing the questions and relating them with day to day activities. However, with the infiltration of technology and online learning system, a parent has become the driver of the whole system, even though in the presence of tutors and online resources material.
In the shorter run, parents’ changed role will cover up the learning loss of the student, but in the future, such practice cannot be generalized for the whole population. Continuing with the online learning system in the future will create learning inequality in societies. The case study in human capital growth.
COVID 19 Impacts on the Future Assessment System:
Demonstration of understanding a particular subject is a critical factor in the learning process, and it helps in assessing whether the educational goals are being met or not. Assessment systems not just help in evaluation, but also aid in determining the professional position of the individual in the market. The recent outbreak of COVID 19 has affected the educational system’s assessment process, and many inter and intra college level evaluations have been canceled. This cancellation has not just obstructed the flow of information about the learner’s performance but has congested the opportunity for many students to pursue their higher education.
Like the shift in the learning system from conventional to online, the future assessment system has also been changed due to the pandemic. Many institutions are now opting for an online assessment system for their future valuations, which will offer benefits such as easy access, paper, and resource-saving. Still, on the other hand, it will create many obstructions in the process of future evaluation. By shifting to an online evaluation system, the teacher will be required to devise assessment strategies that could restrict the students from copying or searching, hence more burdens will be placed on the teachers. Furthermore, since the devised assessment strategies would be unique for every student, it will require to be checked thoroughly by the teachers, which again will become a strenuous task for them (Arkorful, 2015).
It has been observed that online assessments are more vulnerable to deception, making the whole system doubtable and un-credible. The study (Piopiunik, 2020) shows that most companies employ grade classification and educational achievement as a benchmark for hiring. With a non-credible and vulnerable assessment system, the effectiveness of such classification will decrease and have a negative impact on the labor market. This will further impact the growth rate in the earning and will amplify the rate of job separation, which in turn will burden up the whole economic system of the society and individuals.
COVID 19 Impacts on Future Students:
Students are at the core of learning systems, and COVID 19 has negatively affected their learning and mental capabilities. According to Dr. Tony Wagner Co-director of Harvard’s Change leadership, the current change in the education system is compelling students to change their perspective towards learning.
Every institute is making an effort to survive and thrive during the pandemic by collaborating and pushing the factors involved in the learning system. These include parents, institutes, evaluation systems, and, most importantly, students. Many educationists such as the head of OECD Andreas Schleicher consider the pandemic as an opportunity for learning, as according to him all the obstruction present in traditional learning system have been omitted, and now students recognize ways that were earlier not acknowledged.
On the other hand, some educationists believe that though COVID 19 has made the learner independent, it has also highlighted the limitations attached to the future education system (Burgess, 2020). The pandemic will create education inequalities among future learners because of the variance in the educational background of parents, resource availability, and technical knowledge of the learner themselves. Furthermore, the mental impact of social distancing and isolation will create a cognitive problem for future students and eventually impact their learning abilities. Educationist believes that post-COVID 19 the students are required to be self-motivated and resourceful to achieve higher educational accomplishments.
Conclusion:
The facts and figures presented in the essay support the thesis that COVID 19 has changed the dynamic of the current and future education system. Before, the pandemic it was the World Wars that globally shut down the education system and changed the whole learning scenario, but now this particular health crisis has impacted not just the current system. Still, its impacts can be far seen in the future. The crises have also created new and unique opportunities for the education system and have highlighted the limitation that has persisted in society but has never been discussed.
The foreseen change in the education system cannot be avoided, but it can be managed by preparing the factors involved. Educationist and institutions should focus on the limitation of the new proposed education system, and then devise strategies that could cover up the constraints.
Reflection:
There are many places in the essay where fundamental facts and figure from past studies and survey have been presented to support the argument that COVID 19 has changed the present and future of education”, for example under the heading “COVID 19 impact on future students” numerical factual data about the number of students who have been affected is given, which shows that logical, rhetorical appeal has been employed. By offering factual and numerical data in my essay, the essay’s credibility and understanding have been improved.
Credible and informative feedback would help in revising the essay. Yes, there are certainly heading in the draft that I am uncertain of because they do not specify the tone of the topic, and neither provides the reader with a final suggestion or evidence.
References
Touchstone 3.2 Rubric and Feedback Rubric Category Feedback Score (acceptable, needs improvement etc.)
Argument Development and Support
You are starting to develop an argument, but your argument doesn’t begin to become clear until late in the paper. In the introduction, you mention that the pandemic will impact education in the future, but you don’t specify how it will do so until several pages later. To improve your approach to the essay, specify specifically and precisely how the impact of the pandemic on education now will change education in the future. At a few points in the essay, you indicate that it will “create education inequalities among future learners because of the variance in the educational background of parents, resource availability, and technical knowledge of the learner themselves.” If this is your main idea, state it earlier in the essay. Draw additional connections back to this main idea in the body paragraphs. See the example argument structure here: https://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf
28/40
Research
You are on the right track with your use of sources. A few points in your essay still require citations, and some citations should be adjusted as noted in my comments directly on your text. 21/30
Organization Your ideas are generally organized. However, as noted above, your thesis should be made more specific and additional connections should be drawn between the supporting paragraphs and that thesis statement. Additionally, you can clarify your counterargument. If you argue one position on the topic, consider how someone might argue the opposite in your counterargument paragraph. Demonstrate why that perspective would be mistaken. 11/15
Style
The style of writing in this essay is generally acceptable; however, a number of unusual and unclear expressions appear in the text. 3/5
Conventions There are a few significant errors in the text. Review your document for typos as well as grammatical errors. 3/5
Reflection The reflection is somewhat unclear. In particular, your response to the second question is difficult to understand. 2/5
Overall Score and Feedback: 68/100 Hi Peter! You are on the right track here, and you have made improvements to your previous draft. The primary way to improve your essay as you move forward is to continue to highlight your one main argument throughout the essay. Make your thesis statement more specific in the introductory paragraph, and draw very clear connections back to that thesis throughout the supporting paragraphs. Make sure to “connect the dots” for your reader. Please see my notes directly on your text above. I look forward to reading your revised essay!
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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