scholarly journals COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anurag Varma ◽  
Mohammad Shoeb Jafri
Keyword(s):  
Blended Learning ◽  
Online Teaching ◽  
Professional Training ◽  
Online Survey ◽  
Transition Process ◽  
Primary Data ◽  
Architecture Education ◽  
Content Type ◽  
Education In India ◽  
Teaching Learning

PurposeThe purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.Design/methodology/approachAn online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.FindingsAll institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.Originality/valueThe paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

COVID-19 and necessity-based online entrepreneurship education at US community colleges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eric W. Liguori ◽  
Christoph Winkler ◽  
Lee J. Zane ◽  
Jeff Muldoon ◽  
Doan Winkel
Keyword(s):  
Community College ◽  
Online Survey ◽  
Mode Of Delivery ◽  
Entrepreneurship Education ◽  
Primary Data ◽  
Content Type ◽  
Online Mode ◽  
Educational Environments ◽  
Faculty Concerns ◽  
Online Educators

PurposeThis paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.Design/methodology/approachPrimary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.FindingsWhile the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.Originality/valueThis is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.

Procurement 4.0: factors influencing the digitisation of procurement and supply chains

2018 ◽  
Vol 24 (4) ◽  
pp. 965-984 ◽  
Author(s):  
Florian Bienhaus ◽  
Abubaker Haddud
Keyword(s):  
Supply Chains ◽  
Industry 4.0 ◽  
Online Survey ◽  
Business Models ◽  
Industrial Revolution ◽  
Primary Data ◽  
Content Type ◽  
Procurement Process ◽  
Enabling Technologies ◽  
The Impact

Purpose While digitisation is a key driver of the fourth industrial revolution (Industry 4.0); organisations have different approaches to deal with this topic to get a clearer picture of the opportunities and challenges concerning the digital transformation. The purpose of this paper is to identify the impact of digitisation on procurement and its role within the area of supply chain management. The research will also explore potential barriers to digitising procurement and supply chains and ways to overcome them. Finally, the significance of potential enabling technologies to the digitisation will also be examined. Design/methodology/approach A quantitative approached utilising an online survey was used to collect the primary data for this study. Data were collected from 414 participants directly involved with procurement or related business functions and work for different organisations in different industries. The survey included eight items about the impact of digitisation on organisational performance in the area of procurement and supply chains; ten items related to key barriers to digitisation of organisations and ways to overcome them; and seven items about enabling technologies to leverage procurement procedures and processes digitisation. All of these items utilised the Likert five-point level of agreement scale. Findings The findings indicate that digitisation of procurement process can yield several benefits including: supporting daily business and administrative tasks, supporting complex decision-making processes, procurement will become more focussed on strategic decisions and activities, procurement will become a strategic interface to support organisational efficiency, effectiveness, and profitability, and supporting the creation of new business models, products, and services. The authors were also able to confirm that there are barriers to digitising procurement process and supply chains and such barriers found in existing procedures, processes, capacities, and capabilities. Finally, the significance of a number of enabling technologies to the digitisation process was revealed. Originality/value To the best of the authors’ knowledge, this is the first study of its kind with participants located world-wide. Industry 4.0 as a topic had been explored within different business areas and functions but very limited research specifically explored potential impact, barriers, and enabling technologies of procurement 4.0. The results can be beneficial for organisations already implemented Industry 4.0 or planning to do so. The study can also benefit academic scholars interested in the researched topic, business professionals, organisations within different sectors, and any other party interested in understanding more the concept of procurement 4.0.

Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment

2013 ◽  
Vol 15 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Ing Liang Wong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Skills ◽  
Postgraduate Students ◽  
Building Assessment ◽  
Teaching Learning

Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA activities in developing students’ independent learning skills. Students’ responses on their preferences for module delivery were investigated. Success of TLA activities depends on students’ experience and their familiarity with these activities. Most students agreed that, the use of formative assessment and learning technologies in the BLE was able to develop their independent learning skills; however these activities should be designed and structured properly, with learning supports provided by tutors.

The best of both worlds? Use of Kaizen and other continuous improvement methodologies within Portuguese ISO 9001 certified organizations

2018 ◽  
Vol 30 (4) ◽  
pp. 321-334 ◽  
Author(s):  
Luis Miguel Fonseca ◽  
José Pedro Domingues
Keyword(s):  
Focus Group ◽  
Continuous Improvement ◽  
Quantitative Research ◽  
Online Survey ◽  
Transition Process ◽  
Iso 9001 ◽  
Content Type ◽  
High Workload ◽  
Improvement Methodologies ◽  
Process Diagrams

Purpose ISO 9001:2015 edition, by adopting modern management and quality approaches, can foster the application of continuous improvement (CI) methodologies. The purpose of this paper is to assess the level of utilization of Kaizen and other CI methodologies within Portuguese ISO 9001 certified organizations, namely, amid organizations that have already implemented ISO 9001:2015. Design/methodology/approach After the literature review, a quantitative research, supported on an online survey, was adopted. The survey yielded 309 valid responses (response rate 18 percent) encompassing 71 organizations already certified against ISO 9001:2015 and the remaining 238 against ISO 9001:2008. The results of the statistical analysis performed were reviewed with a focus group of five quality and organizational excellence managers. Findings The results show a mildly use of Kaizen, Lean and Six Sigma (SS) by Portuguese ISO 9001 certified organizations, which is increase when compared to previous studies. The sample of organizations that are already certified by ISO 9001:2015 have mean and median levels of customer improvement methodologies adoption (Lean, Kaizen, SS) higher than those that are still certified against ISO 9001:2008. However, the Kruskal-Wallis test showed that these differences are not statistically significant. Concerning the adoption of these methodologies by activity sector, the sample median values seem to suggest that Lean and SS are more commonly adopted in the industry than in the services, but according to the Kruskal-Wallis test these differences are not statistically significant. Checklists, plan-do-check-act cycle and process diagrams, followed by DMAIC, are the quality tools that are most frequently adopted. A high workload due to the transition process for ISO 9001:2015 and the lack of qualified people were suggested as possible explanations for these results by the Expert Focus Group. Research limitations/implications The study is restricted to ISO 9001 certified organizations in Portugal and due to the short time since ISO 9001:2015 implementation it should be considered as having an explanatory nature and subject to future confirmation. Originality/value This study on the application of CI methodologies between ISO 9001:2015 and ISO 9001:2008 certified organizations contributes to the Kaizen and CI body of knowledge and provides inputs to the organizations and professionals that aim to successfully apply it.

Perception and awareness of Islamic accounting: student perspectives

2015 ◽  
Vol 23 (3) ◽  
pp. 306-320 ◽  
Author(s):  
Dodik Siswantoro
Keyword(s):  
Professional Training ◽  
Accounting Students ◽  
Primary Data ◽  
Certified Public Accountant ◽  
Content Type ◽  
Academic Courses ◽  
Sample Test ◽  
Narrow Gaps ◽  
Practical Implications ◽  
Public Accountant

Purpose – The purpose of this paper is to investigate the perception and awareness of Islamic accounting of undergraduate accounting students at Universitas Indonesia. The Indonesian Institute of Accountants has an Islamic Accounting Certification and a Certified Public Accountant (CPA) test, meaning that the course’s competency should satisfy both Islamic and CPA certification standards to be effective. Design/methodology/approach – The researcher used primary data obtained from a questionnaire. This research was based on the students’ understanding of Islamic accounting at the beginning of the class and at the middle of the semester. The sample test included questions based on the course’s syllabus. Each statement in the questionnaire represented the main topic of each week of the class. Data were analyzed using descriptive statistics, correlation analysis and tests of differences between groups of the sample. Findings – The results showed that few students were aware of Islamic accounting, but the course effectively improved comprehension. In general, respondents believed that Islamic accounting has better norms and value than conventional accounting. In fact, Muslims’ marks in the midterm test are lower than non-Muslims’ marks. This was unexpected, as Muslims had learned similar concepts about Islamic teaching. The students assumed that the course covered only common concepts, not dogma. Research limitations/implications – The sample was limited to students taking an Islamic accounting course at Universitas Indonesia. The results cannot be generalized to other cases. Practical implications – This research can narrow gaps between the needs of the accounting profession and the content of the Islamic accounting academic courses taken by students. To minimize fraud and emphasize Islamic teaching, the curriculum should feature strong and inherent Islamic principles. Originality/value – This may be the first paper to describe students’ perception and awareness of Islamic accounting after taking a course on this topic. Education on this subject should be incorporated into professional training where appropriate.

scholarly journals THE USABILITY OF WHATSAPP MESSENGER AS ONLINE TEACHING-LEARNING MEDIA

2020 ◽  
Vol 3 (2) ◽  
pp. 48
Author(s):  
Darman Fauzan Dhahir
Keyword(s):  
Online Learning ◽  
Education Policy ◽  
Management System ◽  
Online Teaching ◽  
Online Survey ◽  
Sampling Technique ◽  
Quantitative Approach ◽  
Policy Makers ◽  
Convenience Sampling ◽  
Teaching Learning

In order to prevent the spread of Covid-19, whether ready or not, education policy makers in Indonesia have established a policy of online learning from home. Some schools use a special Learning Management System (LMS) application, while others simply use existing common communication applications, including WhatsApp Messenger. This study aims to measure its usability in its use as an online learning medium. This research uses a descriptive quantitative approach. The data were obtained from an online survey of students and teachers who were determined by convenience sampling technique. Measurements were carried out with ISO for HCI and Usability 2001. The results showed that the Usability of WhatsApp was rated in the sufficient category, close to the good category.

scholarly journals Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ritimoni Bordoloi ◽  
Prasenjit Das ◽  
Kandarpa Das
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Social Constructivism ◽  
Open Educational Resources ◽  
Bring Your Own Device ◽  
Statistical Tool ◽  
Content Type ◽  
Academic Analytics ◽  
To Come ◽  
Teaching Learning

PurposeDuring any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.Design/methodology/approachThe academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.FindingsBlended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.Research limitations/implicationsThe discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.Practical implicationsThis study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.Social implicationsThrough this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.Originality/valueIt is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

Networking: a male dominated game

2018 ◽  
Vol 33 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Maria Socratous
Keyword(s):  
Online Survey ◽  
Cultural Influences ◽  
Primary Data ◽  
Structured Interviews ◽  
Men And Women ◽  
Content Type ◽  
The University ◽  
Chartered Accountants ◽  
Big Four ◽  
Depth Interviews

Purpose Using primary data from an online survey in addition to 29 semi-structured interviews among chartered accountants and academics in Cyprus, originally collected for the purposes of a PhD research, this paper aims to investigate the importance of networking with regards to women’s progression in the workplace, as well as the barriers women are faced with in their attempt to “play” the networking game in according to the male rules. Design/methodology/approach The use of an inductive approach was considered appropriate since there is little existing research on gender issues in Cypriot organisations. For the purposes of the study, a two-step qualitative approach was taken. Step 1 was an online survey with both closed and open-ended questions delivered to employed Cypriot men and women. Step 2 of the study comprised semi-structured, in-depth interviews. The interviews were conducted with specific, preselected employees, both men and women, comprising chartered accountants from the BIG Four companies in Cyprus and academics working at the University of Cyprus. Findings The research reported in this paper suggests that while there is the perception that men and women share the same opportunities within the workplace and women do not progress by choice, there appear to be various structural and cultural influences at play. It is clear that women are restricted from networking opportunities either intentionally or due to cultural and societal norms and this results in minimising their chances of breaking the glass ceiling and progressing to the top of the organisational ladder. Originality/value The research focuses on the impediments women in Cyprus are faced with in their attempt to network. There is no previous research on this subject in Cyprus.

scholarly journals Blended learning: how to flip the classroom at HEIs in Bangladesh?

2019 ◽  
Vol 13 (2) ◽  
pp. 228-242 ◽  
Author(s):  
Faieza Chowdhury
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Secondary Data ◽  
Well Being ◽  
Primary Data ◽  
Successful Implementation ◽  
Learning Program ◽  
Content Type ◽  
Learning Programs

Purpose E-learning is a very popular concept in the education sector today, and one of the best ways to implement this is through blended learning. However, the implementation of blended learning program at Higher Education Institutions (HEIs) is quite new in Bangladesh. The purpose of this paper is to explore the concept of blended learning, how to construct a blended learning program, the benefits of blended learning and some prerequisites to implement blended learning program successfully at HEIs in Bangladesh. Design/methodology/approach Nature of the study is explanatory, descriptive as well as evaluative. Primary data were collected through face-to-face interviews using structured questionnaire having both open- and close-ended questions including personal observations. Secondary data comprise relevant documents available from government agencies, archives, and library and research organizations. Findings By utilizing the blended learning tools, HEIs in Bangladesh can achieve radical improvements in education quality as well as in the accessibility and cost-effectiveness of learning programs. Moreover, any innovative educational reform will be successful only when it is fully accepted and adopted by all the key stakeholders: students, parents, teachers, academic administrators, researchers and policy makers. Practical implications Several practical solutions have been presented in this paper: how to create a blended learning program, how to overcome the obstacles for successful implementation of blended learning and how to create a flipped classroom with the aid of technology. Social implications A country’s soul and economic well-being depends to a large extent on the quality of their citizen’s education. Implementing innovative teaching programs within the education system will enhance the quality of education at HEIs in Bangladesh, creating more efficient labor force hence benefiting the overall society. Originality/value Originality in terms of exposing the hurdles that needs to be addressed for successful implementation of blended learning programs at HEIs in Bangladesh and providing an easy guideline to educators on how to create flipped classrooms.

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