https://socictopen.socict.org/files/original/58a07a1ce6336b1515cc1716d6806b4e.pdf 56ec39c385482fc25f64cf40297e540a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coronavirus Description An account of the resource Dominio científico: Coronavirus Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic Creator An entity primarily responsible for making the resource Nadia Albu, Cătălin Nicolae Albu, Cristina Venera Tartavulea, Ramona Iulia Dieaconescu, Silvia Petre Description An account of the resource In this paper, we investigate the impact of the abrupt switch to online teaching whichoccurred in 2020 due to the COVID-19 pandemic. By using responses from 362 professorsand students from 13 European countries, we find that universities and students were veryquick to adapt to the new changes and that a mix of synchronous and asynchronousinteraction and assessment methods are currently employed. However, this mix is quitelimited relative to what is usually subsumed into online learning tools, and is indicative ofpassive delivery and reduced interaction. Our respondents estimate that most onlineinteraction and assessment methods will continue to be used after the return to face-to-faceeducation. Our respondents also view the switch to online teaching to have an overallmoderate positive impact on the educational process, albeit the overall effectiveness of theonline educational experience is perceived to be lower than in the case of face-to-faceteaching. Moreover, we find that the institutional support, the trust in the online system andthe perceived effectiveness of formative assessment are factors that are positivelyassociated with the impact and effectiveness of online education Date A point or period of time associated with an event in the lifecycle of the resource 2020 Subject The topic of the resource Online teaching, quality of online education, effective online education, online instructional methods, online assessment methods Identifier An unambiguous reference to the resource within a given context 10.24818/EA/2020/55/920 Source A related resource from which the described resource is derived Amfiteatru Economic Publisher An entity responsible for making the resource available Academy of Economic Studies of Bucharest Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Business, Economics as a science