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It analyzes features across edu-space and classrooms, learning and teaching processes, curricular choices, ICT applications, and perceptions, using a systematic review of prior literature. Cloud platforms, MOOCs, LMS, OER, open practices, m-learning, and social networks are identified as new trends, alongside recommendations to expand these approaches post-pandemic.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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COVID-19 Pandemic: A Systematic Review  \nEnquêtes caractéristiques des environnements d'apprentissage pendant la pandémie de COVID-19 : Une revue systématique  \nAbdullah M. Al-Ansi, Universitas Mahammadiyah Yogyakarta, Indonesia  \nAbstract  \nDramatic change in learning environments during the COVID-19 pandemic highlighted the significance of virtual learning and led to more interactive learning environments. Quick adoption of online and social interactive learning in many universities around the world raised challenges and emphasized the importance of investigating different learning environments. This paper investigates the accelerated transition in education from traditional learning environments through online learning environments to social innovative learning environments, and the latest trends ofthis change. The stages of transition were divided into three parts: before, during, and after the COVID-19 pandemic, which was the reason for this accelerated change. Features and characteristics of each stage of transition were analyzed and discussed, based on the following factors: edu-space and classrooms, the learning and teaching process, curricular choices, information and communication technology applications, students’and educators’ perceptions, edu-approaches, and knowledge transformation. A systematic review approach was used to investigate learning environments based on the literature reviews of previous publications. Analysis of these features revealed the main characteristics and differences in each stage. New trends in online learning environments and social innovative learning environments were identified including cloud platforms, massive open online courses, digital learning management systems, open educational resources, open educational practices, m-learning, and social network applications. Finally, this study makes two recommendations: 1) the adoption of online learning environments and social innovative learning environment applications to continue the e-learning process during the pandemic, and 2) the enhanced usage of online learning environments and social innovative learning environment applications in the future by educational institutions and governments.  \nKeywords: traditional learning environment; online learning environment ; social learning environment; Tech-Edu-Trends; COVID-19  \nCJLT/RCAT Vol. 48 (1)  \nRésumé  \nLe changement majeur des environnements d'apprentissage pendant la pandémie de COVID-19 amis en évidence l'importance de l'apprentissage virtuel et a conduit à des environnements  \nd'apprentissage plus interactifs. L'adoption rapide de l'apprentissage interactif en ligne et social dans denombreuses universités du monde entier a soulevé des défis et souligné l'importance d'étudier différentsenvironnements d'apprentissage. Cet article étudie la transition accélérée dans l'éducation, des environnements d'apprentissage traditionnels aux environnements d'apprentissage sociaux et innovants en passant par les environnements d'apprentissage en ligne, ainsi que les dernières tendances de ce changement. Les étapes de la transition ont été divisées en trois parties : avant, pendant et après lapandémie de COVID-19, qui a été la raison de ce changement accéléré . Les caractéristiques de chaque étape de la transition ont été analysées et discutées, en fonction des facteurs suivants : l'espace éducatif et les salles de classe, le processus d'apprentissage et d'enseignement, les choix curriculaires, les applications des technologies de l'information et de la communication, les perceptions des étudiants et des éducateurs, les approches éducatives et la transformation des connaissances. Une approche de revue systématique a été utilisée pour étudier les environnements d'apprentissage en se basant sur les revues de littérature des publications précédentes. L'analyse de ces caractéristique","cbCailsp85iXxSJU","https://ap.wps.com/l/cbCailsp85iXxSJU","pdf",164921,27,"English","# Introduction\n## COVID-19 impact on education and distance learning\n# Systematic review approach\n## Transition stages: before, during, after COVID-19\n# Analysis factors\n## Edu-space and classrooms\n## Learning and teaching process and curricular choices\n## ICT applications and perceptions\n# Identified trends\n## Cloud platforms and MOOCs\n## LMS, OER, open practices, m-learning, social networks\n# Recommendations","[{\"question\":\"How does the paper structure the transition in learning environments during COVID-19?\",\"answer\":\"It divides the transition into three stages: before, during, and after the COVID-19 pandemic, and analyzes characteristics within each stage.\"},{\"question\":\"Which factors does the systematic review use to compare learning environment features?\",\"answer\":\"The review analyzes edu-space and classrooms, learning and teaching processes, curricular choices, ICT applications, students’ and educators’ perceptions, edu-approaches, and knowledge transformation.\"},{\"question\":\"What new trends in online and social innovative learning environments are identified?\",\"answer\":\"The paper identifies cloud platforms, MOOCs, digital learning management systems, open educational resources and practices, m-learning, and social network applications.\"}]","Investigating Characteristics of Learning Environments During the COVID-19 Pandemic: A Systematic Review | PDF",68]