scholarly journals Education and innovation: impacts during a global pandemic in a higher education institution

2021 ◽  
Vol 92 ◽  
pp. 01053
Author(s):  
Ana Vale ◽  
Nazaré Coimbra ◽  
Alcina Martins ◽  
José Oliveira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Value Added ◽  
Education Institution ◽  
Structured Interviews ◽  
Higher Education Institution ◽  
Educational Challenge ◽  
Short Period

Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale. Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education. Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees. Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.

scholarly journals Challenges Experienced by Students Studying through Open and Distance Learning at a Higher Education Institution in Namibia: Implications for Strategic Planning

2020 ◽  
Vol 9 (4) ◽  
pp. 116 ◽  
Author(s):  
Amalia Iilonga ◽  
Amalia Iilonga ◽  
Daniel Opotamutale Ashipala ◽  
Nestor Tomas
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education Institution ◽  
Research Strategy ◽  
Structured Interviews ◽  
Higher Education Institution ◽  
Satellite Campus ◽  
E Learning ◽  
Open And Distance Learning ◽  
Qualitative Phenomenological

Online learning remains one of the most powerful enablers and accelerators for realising higher education studies by enhancing teaching by means of innovative technologies and pedagogies. However, the success rate of students studying through Open and Distance Learning (ODL) remains very low. Therefore, institutions of higher learning in Namibia should continuously establish and assess the challenges affecting the students who opt to study via distance mode to devise strategies required to address such challenges. The objective of this study was to understand the challenges experienced by students studying through ODL at Higher Education Institution (HEI) in Namibia and establish the challenges they face. A qualitative, phenomenological, explorative, descriptive and contextual research strategy was employed in this study to explore and describe challenges experienced by students’ studying through ODL at HEI’ satellite campus in Namibia. A purposive sampling was utilised in the selection of participants. Data were collected from participants using semi-structured interviews with nine participants. Three themes were identified, namely, the reasons why students chose to study through ODL programme, challenges experienced by students studying through ODL and mechanisms for improvement. The findings of this study call for well-articulated plans and actions to address the challenges faced by students studying in the distance e-learning mode. The study recommended that both Lecturers and ODL programme Administrators should undergo refresher training on distance education annually to ensure that they are aware and can address the challenges faced by their students.

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

Bridging the Instructional Designers and Lecturers in Technology Education

2011 ◽  
pp. 215-237
Author(s):  
Samuel Ng Hong Kok ◽  
Tang Buay Choo ◽  
Myint Swe Khine
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Communities Of Practice ◽  
Technology Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Objects ◽  
Instructional Designers ◽  
Higher Education Institution

This chapter examines an initiative to create educational technology (ET) Champions and leaders within a higher education institution in Singapore. It examines how the concept of communities of practice was applied to an initiative for transforming teaching and learning through educational technology. Instructional designers coached ET Champions in the principles of creating learning objects who later returned to their respective colleges to work with other lecturers. ET Champions progressed through five stages, which included peripheral, legitimate, core, strategic and transformational membership. Each stage required support and guidance within the community.

scholarly journals Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda

2020 ◽  
Vol 5 (4) ◽  
pp. 103
Author(s):  
Proscovia Namubiru Ssentamu ◽  
Dick Ng’ambi ◽  
Emily Bagarukayo ◽  
Rehema Baguma ◽  
Harriet Mutambo Nabushawo ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
Student Interactions ◽  
Learning Module

scholarly journals Analysis of a Portuguese HEI teachers experience in the context of COVID-19

2021 ◽  
Vol 14 (2) ◽  
pp. e33579
Author(s):  
Elisabete Brito ◽  
Natália Gomes ◽  
Pedro Tadeu ◽  
Carlos Brigas
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
New Paradigm ◽  
Quantitative Investigation ◽  
Work Volume ◽  
Current Context ◽  
Portuguese Higher Education

The current context of the pandemic crisis has led to unexpected educational changes. It has forced the institutions to rapidly adapt their teaching and learning methodologies in all areas, especially in higher education. This situation, atypical, has given rise to numerous reflections on the ability of institutions to adapt to this new paradigm. This research aims to understand how the Portuguese Higher Education Institution (Polytechnic of Guarda) teachers have adjusted their teaching and learning process to distance learning situation. We constructed a quantitative investigation with a survey applied to the population, consisting of 158 elements, achieving 102 valid answers, 65% of the population. The results show that despite the initial doubts and concerns at the beginning of the process, there was always a substantial increase in work volume. There was a rapid adaptation to new teaching and learning methodologies in COVID-19 time. Overall, most of the inquiries considered this distance learning experience to be very positive.

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