scholarly journals Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

2021 ◽  
Author(s):  
Helena Kovacs ◽  
Caroline Pulfrey ◽  
Emilie-Charlotte Monnier
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Digital Tools ◽  
Educational Levels ◽  
Online Distance Education ◽  
Depth Analysis ◽  
Online Distance

AbstractIn this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

Use “hhh” Technology in the Transformative Models of Online Education

2011 ◽  
pp. 340-351 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Learning Environments ◽  
Team Members ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Collaborative Spaces ◽  
Online Spaces ◽  
Online Distance ◽  
Hybrid Distance

All People Internet University (“hhh”) technology is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This chapter defines this online distance education approach, outlines an “hhh” framework, and showcases an “hhh” archetype. In “hhh” environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. The “hhh” online spaces are collaborative spaces where students, teachers, subject experts, and “hhh” team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students’ roles transform due to the flexibility and design of the “hhh” learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

scholarly journals Unbundling faculty roles in online distance education programs

2010 ◽  
Vol 11 (2) ◽  
pp. 20 ◽  
Author(s):  
Jan Tucker ◽  
Patricia Neely
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

scholarly journals A Novel Observation on Cloud Computing in Education

2019 ◽  
Vol 8 (3) ◽  
pp. 5262-5274
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Distance Education ◽  
Online Education ◽  
Teaching Practice ◽  
Innovative Teaching ◽  
Remedial Actions ◽  
Essential Service

Cloud computing is an emerging topic in today’s lifestyle in publications and among users. Cloud computing in educational sectors is going beyond classrooms as an essential service. The higher education, distance education, online education etc. uses the services of cloud computing for the flexibility available for the students. Cloud computing has new platforms for innovative teaching practice. In this paper, we have analyzed various educational sectors which use cloud computing as a service. We found that the above mentioned educational sectors are benefiting from the service of cloud computing. It needs some remedial actions to be done for its proper utilization as a service.

scholarly journals Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ibrahim Al-Hussein ◽  
Aidah Mohammad ◽  
Mona Al-Zahrani
Keyword(s):  
Distance Education ◽  
Early Childhood ◽  
Online Education ◽  
Primary School ◽  
Primary School Children ◽  
Online Distance Education ◽  
Online Distance ◽  
Teachers And Parents ◽  
High Level ◽  
The Impact

The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers.  The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.

Online and Distance Education in the Era of Rampant Technological Revolution

2019 ◽  
pp. 237-251 ◽  
Author(s):  
Hasan Ucar
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Thinking Styles ◽  
Technological Transformation ◽  
Online Distance Education ◽  
Technological Developments ◽  
Information And Communication ◽  
Online Distance

Developments in information and communication technologies have reached an all-time high. These improvements have accelerated the transformation of higher education milieus on all sides. Accordingly, higher education institutions have begun to be delineated by these technological developments, activities, and practices. This technoculture era has started a new interaction among communication technologies, teachers, and learners. Herein, transhumanism regards changes in societies through these technological interactions and transformations. The worldwide technological transformation is approximating all societies and cultures to Marshall McLuhan's notion of a global village day by day as a consequence of the technology paradigm. The heydays of the developments in technologies affect all human beings at all points from living, learning, communicating to eating and even thinking styles. Taking these points into account, this chapter will explore how these variables may influence the online distance education milieus in terms of technoculture and transhumanism perspectives.

A Qualitative Assessment About Emergency Remote Teaching (ERT): A Case Study in Higher Education

2021 ◽  
Author(s):  
Kevin Fuchs ◽  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Undergraduate Students ◽  
Rural Areas ◽  
New Technologies ◽  
Qualitative Assessment ◽  
First Year Students ◽  
Online Distance Education ◽  
Internet Connections ◽  
Online Distance

ABSTRACT Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues. KEYWORDS: Online Education, Emergency Remote Teaching, COVID-19, Higher Education

Unbundling Faculty Roles In Online Distance Education Programs

2010 ◽  
Vol 3 (6) ◽  
pp. 17 ◽  
Author(s):  
Patricia W. Neely ◽  
Jan P. Tucker
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment.  Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration which is often overlooked.  As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

scholarly journals CROSSING CULTURES AND BORDERS IN INTERNATIONAL ONLINE DISTANCE HIGHER EDUCATION

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Gulnara Sadykova ◽  
Jennie Dautermann
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Cultural Imperialism ◽  
Host Institution ◽  
Cross Culture ◽  
Online Distance

The growing demand for higher education worldwide, along with global expansion of telecommunication technologies, give online distance education a potential world-wide reach for institutions in many countries. Given the persistent international digital divide and the potential for the host institutions and languages to be those of wealthy, industrialized countries, international online distance higher education (IODHE) has great potential for educational and cultural imperialism. Therefore institutions contemplating expansion into international distance education must accommodate a number of changes that would enable building the safe learning/teaching environment needed for the development of a successful course. Drawing on literature of domestic and international online teaching and learning, multicultural studies, as well as personal international teaching and learning experience, the authors examine four domains where these changes are of critical importance: 1) host institution, 2) technology, 3) learning models of students, and 4) teaching models of faculty. The paper discusses issues and practices in each of these domains and offers general recommendations for institutions participating or planning to participate in cross-border/cross-culture online education.

Advances in Tourism Education: A Qualitative Inquiry about Emergency Remote Teaching in Higher Education

2021 ◽  
Vol 12 (2) ◽  
pp. 538
Author(s):  
Kevin FUCHS
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Undergraduate Students ◽  
Rural Areas ◽  
New Technologies ◽  
Qualitative Inquiry ◽  
First Year Students ◽  
Online Distance Education ◽  
Internet Connections ◽  
Online Distance

Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues.

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