April 25, 2022
Richard Carter Jr.
A University of Wyoming school member served as co-author and researcher for a not too long ago revealed article that discusses the implications of on-line increased training within the post-COVID-19 period.
Richard Carter Jr., an assistant professor within the UW College of Education, helped write and edit “Academia’s responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19” within the British Journal of Educational Technology, a number one journal within the discipline of academic expertise. The article goals to assist college students and educators in on-line increased training by well timed analysis.
“We are really proud to see the depth and breadth of academia’s response to the crisis,” Carter says. “This article focuses on analyzing, visualizing and interpreting how higher education scholars rapidly disseminated strategies and resources … The true outcome was to honor the efforts of scholars from around the world.”
Among the article’s key factors is that instructors and different educators have to put progressive educating methods and strategies on the forefront of their classes and planning. The article additionally discusses open supply journals and their effectiveness for offering educators entry to articles that present particular ideas, methods and instruments. Additionally, the authors say additional analysis is required to discover assist and help in on-line studying for college students with disabilities.
Others contributing to the publication have been Ling Zhang, of the University of Kansas; Xueqin Qian, of Woodland Elementary School in Olathe, Kansas; Sohyun Yang, of Fort Hays State University; James Rujimora, of the University of Central Florida; and Shuman Wen, of Rutgers University.
Carter is obsessed with furthering discourse and analysis through the COVID-19 pandemic for on-line increased training. After noticing what number of journals launched particular points relating to methods for educating increased training in a digital area, he and his colleagues felt it obligatory to affix the dialog.
“Through open access journals and articles, teachers in Wyoming can access resources and learn from other teachers and researchers from diverse backgrounds,” Carter says. “Moving forward, we do need better systems or resources for all educators, researchers and other stakeholders to support all students with and without disabilities.”
For extra data, name Carter at (307) 766-2370 or e-mail email@example.com.