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 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 Migrating From Face-To-Face to Online Learning During the COVID-19 Pandemic: The Experiences of Psychology Students at a Private Higher Education Institution in Gauteng

2021 ◽  
Vol 3 (3) ◽  
pp. 11-21
Author(s):  
Monique Cloete ◽  
Jessica Michele Ellington ◽  
Anke Jansen van Vuuren ◽  
Elisca Adele Marais ◽  
Poppy Masinga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Computer Literacy ◽  
Online Survey ◽  
Education Institution ◽  
Psychology Students ◽  
Private Higher Education ◽  
Survey Method ◽  
Higher Education Institution ◽  
Face To Face

Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approach. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.

scholarly journals Guidelines towards the facilitation of interactive online learning programmes in higher education

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Lydia Mbati ◽  
Ansie Minnaar
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Observational Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Methodological Approach ◽  
Education Institution ◽  
Curriculum Planning ◽  
Open And Distance Learning

The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. <br /><br />Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students’ attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.

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