Towards an Inclusive Disaster Education : The State of Online Disaster Education from the Learner’s Perspective

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Senanayake, A.C.University of Huddersfield (författare)

Towards an Inclusive Disaster Education : The State of Online Disaster Education from the Learner’s Perspective

Artikel/kapitelEngelska2023

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2023
17 s.

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LIBRIS-ID:oai:lup.lub.lu.se:ff3f6d06-2e7e-4019-94eb-d0259c68ea18
https://lup.lub.lu.se/record/ff3f6d06-2e7e-4019-94eb-d0259c68ea18URI
https://doi.org/10.3390/su151411042DOI

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Språk:engelska
Sammanfattning på:engelska

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Anmärkningar

Disaster Risk Reduction (DRR) education endorses educational initiatives that advocate for reducing existing disaster risks. The COVID-19 pandemic challenged the social order around the world, including the education sector. The rise of the pandemic paved the way to significantly convert the education sector towards online/distant learning via digital platforms. Online distance learning was a challenging emergency shift for many who had to change their teaching and learning strategies. This study is an investigation of the significant challenges associated with online learning in DRR education. The objectives of the study were to consider the online learning strategies used in formal DRR education at the tertiary level and to identify the associated challenges faced by the learners. This study presents the findings of an online survey conducted as part of a research collaboration titled INCLUsive Disaster Education (INCLUDE). INCLUDE is a collaborative research project co-funded by the EU Erasmus+ program aimed to reimagine online distance learning education. The survey was conducted in the country contexts of the research partners, which include Lithuania, Japan, Sweden, and the UK, with DRR learners who are engaged in online learning. The findings suggest that Learning Management Systems, synchronous learning, and flipped classrooms are the dominant learning strategies that engage learners. The findings further suggest that challenges in online DRR education lie in inadequate ICT infrastructure and digital literacy, health-related disturbances, and professional and personal commitments that lead into learning discontinuity. Hence, the study concludes that in order to enhance the inclusivity of online DRR education, the overall social and vulnerability contexts of the learners should be considered.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogiskt arbete hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogical Work hsv//eng
disaster education
inclusivity
online distance learning

Biuppslag (personer, institutioner, konferenser, titlar ...)

Samarakkody, AUniversity of Huddersfield (författare)
Malalgoda, CUniversity of Huddersfield (författare)
Amaratunga, DUniversity of Huddersfield (författare)
Haigh, RUniversity of Huddersfield (författare)
Liyanage, CUniversity of Huddersfield (författare)
Hamza, MoLund University,Lunds universitet,Avdelningen för Riskhantering och Samhällssäkerhet,Institutionen för bygg- och miljöteknologi,Institutioner vid LTH,Lunds Tekniska Högskola,Centrum för Mellanösternstudier (CMES),Samhällsvetenskapliga institutioner och centrumbildningar,Samhällsvetenskapliga fakulteten,LU profilområde: Mänskliga rättigheter,Lunds universitets profilområden,Division of Risk Management and Societal Safety,Department of Building and Environmental Technology,Departments at LTH,Faculty of Engineering, LTH,Centre for Advanced Middle Eastern Studies (CMES),Departments of Administrative, Economic and Social Sciences,Faculty of Social Sciences,LU Profile Area: Human rights,Lund University Profile areas(Swepub:lu)risk-mhm (författare)
Kaklauskas, AVilnius Gediminas Technical University (författare)
Shaw, RKeio University (författare)
University of HuddersfieldAvdelningen för Riskhantering och Samhällssäkerhet (creator_code:org_t)

Sammanhörande titlar

Ingår i:Sustainability15:142071-1050

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Av författaren/redakt...: Senanayake, A.C.; Samarakkody, A; Malalgoda, C; Amaratunga, D; Haigh, R; Liyanage, C; visa fler...; Hamza, Mo; Kaklauskas, A; Shaw, R; visa färre...

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