From our journals: The educational value of online courses, lessons for post-pandemic education and more

By

Meghan Ensell

Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression (in English)

By: Manini Ojha, O.P. Jindal Global University; Mohammad Arshad Rahman, Zayed University

Published in: Education Policy Analysis Archives, June 21, 2021

The COVID-19 pandemic dramatically accelerated the shift to online classes. This learning format provokes the question: What do people think about the educational value of online courses versus in-person? This study addresses the question through a statistical analysis of public opinion using nationally representative survey data from the U.S. 

Educational public policy during the pandemic: Comparative study of Mexico and Ecuador (in Spanish)

By: Angel Torres-Toukoumidis, Universidad Politécnica Salesiana; Sonia Esther González-Moreno, Universidad Autónoma de Chihuahua; Fernando Pesántez-Avilés, Universidad Politécnica Salesiana; Juan Cárdenas-Tapia, Universidad Politécnica Salesiana; Herik Germán Valles-Baca, Universidad Autónoma de Chihuahua

Published in: Education Policy Analysis Archives, June 28, 2021

The COVID-19 pandemic has led governments to make urgent decisions in the education sector in order to deal with the contingencies produced by the health crisis. A comparative analysis of education policies in these countries shows similar responses, such as the suspension of classes and telework, virtual learning programs, but also contrasts, which may provide lessons for post-pandemic education policy and practice.

Campus uprisings: How student activists and collegiate leaders resist racism and create hope

Reviewed by: Demeturie Toso-Lafaele Gogue and Nicholas F. Havey, University of California, Los Angeles

Published in: Education Review, June 16, 2021

In this review, Gogue and Havey present a history of student activism, a primer on recent campus movements, and clear and actionable recommendations for students, faculty, community members and student affairs professionals. The contributors to this volume remind the reviewers “of the success and failures of the past and offer desperately needed opportunities for those working in the fields of higher education and student affairs to learn and grow.” 

Current Issues in Education: After a rigorous application process, CIE is now indexed by the Directory of Open Access Journals, a community-curated online directory that indexes and provides access to high quality, open access and peer-reviewed journals. The DOAJ maintains an independent database containing over 16,500 peer-reviewed open access journals representing 80 languages and 126 countries and covering all areas of science, technology, medicine, social sciences, arts and humanities.

About our journals

MLFTC sponsors three innovative, open-access journals on education scholarship. EPAA is a peer-reviewed, international, multilingual and multidisciplinary journal designed for researchers, practitioners, policymakers and development analysts concerned with education policies. Education Review publishes reviews of books on education topics and Acquired Wisdom essays by esteemed educational researchers, and CIE is a peer-reviewed journal led by MLFTC graduate students. 

Contact Stephanie McBride-Schreiner to learn more about our journals.