scholarly journals Evidence on Online Higher Education: The Promise of COVID-19 Pandemic Data

2021 ◽  
pp. 0258042X2110647
Author(s):  
Kameshwari Shankar ◽  
Punit Arora ◽  
Maria Christina Binz-Scharf
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Empirical Studies ◽  
Preliminary Evidence ◽  
Online Higher Education ◽  
Accurate Picture ◽  
College Programs ◽  
Online Format ◽  
The Many

Among the many disruptions caused by the COVID-19 Pandemic was the sudden move to online teaching in colleges and universities across the globe. In this paper, we provide a brief overview of existing literature on the effectiveness of online college programs relative to traditional in-person programs. We argue that pre-pandemic studies may have drawn overly pessimistic conclusions about online teaching in higher education. We highlight two important limitations of pre-pandemic studies, namely endogeneity bias and the use of older instructional technology. The data that will emerge from the forced shift to online instruction during the pandemic will help correct several of these biases and provide a more accurate picture of the hopes and challenges of online higher education. Finally, we also provide some preliminary evidence on virtual instruction and evaluation methods using a survey of online undergraduate and graduate classes. We find that large undergraduate classes benefitted greatly from the online format, while smaller graduate classes faced significant challenges. Empirical studies of post-pandemic data will help in identifying when and how online instruction can provide the effective instruction to students to address both the short-term goals of course and degree completion and long-term outcomes in the labor market.

scholarly journals HIGHER EDUCATION LEARNERS’ ATTITUDES TOWARDS EMERGENCY ONLINE INSTRUCTION DURING COVID-19 PANDEMIC: THE CONTEXT OF TURKEY

2021 ◽  
pp. 123-132
Author(s):  
Mohammadreza Valizadeh ◽  
Fatemeh Soltanpour
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Instruction ◽  
Quantitative Data ◽  
Online Teaching ◽  
Assessment Procedure ◽  
Technological Infrastructure ◽  
Teacher Student ◽  
Face To Face Learning ◽  
Online Format

This mixed-methods study aimed at investigating the Turkish higher education learners’ attitudes towards Emergency Online Teaching (EOT) under the Covid-19 pandemic in order to discover the benefits and drawbacks of it. The participants were 251 higher education learners who received the EOT during the Covid-19 crisis in Turkey. Both qualitative and quantitative data were gathered by means of a questionnaire in August 2020. Quantitative data were obtained via closed-ended questions with the response on a Likert-scale format. Qualitative data were acquired through open-ended questions. The results showed that the hurried shift to an online instruction by universities in Turkey was not fully satisfactory and the majority of the respondents (74.1%) preferred face-to-face learning to the online format, however, the participants also stated that they felt safer during this pandemic disease thanks to the availability of distant online education. The drawbacks they mentioned included inadequate technological infrastructure or facilities, lack of sufficient teacher-student and peer interaction, lack of learners’ attention and concentration, tediousness of online lessons, learners’ inadequate engagement in class activities, as well as the absence of comprehensive assessment procedure.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

Online Higher Education: Faculty Satisfaction and Its Antecedents

2019 ◽  
Vol 43 (5) ◽  
pp. 509-542 ◽  
Author(s):  
Lisa T. Stickney ◽  
Regina F. Bento ◽  
Anil Aggarwal ◽  
Veena Adlakha
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Faculty Satisfaction ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Organizational Policies ◽  
Teaching Online ◽  
Online Higher Education ◽  
Learning Programs

The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.

Teaching Off-Line Digital Video Editing On-Line

2012 ◽  
pp. 845-858
Author(s):  
Sarah Atkinson
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Video ◽  
Virtual Learning Environment ◽  
Video Editing ◽  
Online Higher Education ◽  
Video Tutorials ◽  
On Line

This chapter focuses upon a case study of an online higher education intervention – an interactive resource the author has devised as an aid to the teaching and learning of undergraduate digital video editing (DVE). This resource specifically addresses drama and fiction postproduction principles, practice and techniques. The repository, which includes streamed materials available to download, guides the student through the film production process in a step-by-step way (for students), with suggested class based activities and tasks using the materials (for tutors). The resources include the script, all planning documentation, all production paperwork, and all rushes shot for different productions. The student/tutor navigates through these materials guided by a combination of voice-overs, video tutorials by those personnel involved in the production, and clips taken from the “making of” documentaries. This chapter explores the intervention within the wider context of higher education online teaching and through the lens of virtual learning environment pedagogic theory.

Blended Learning in Saudi Higher Education Framework, Implications, and limitations

2021 ◽  
Vol 8 (1) ◽  
pp. 386-392
Author(s):  
Samar Alharbi
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Face To Face ◽  
New Methods ◽  
Modern Era

In the modern era of teaching and learning, the education system witnessed many changes. New methods of teaching and learning are utilised in order to adapt to the growth of technology. Teachers used some teaching methods, such as online teaching, face to face teaching or a combination of both online and face to face known as blended learning (BL) environment. BL has been proven its advantages empirically in many studies. One of the significant advantages is that BL is used as an extended learning environment to reinforce knowledge and make learning more accessible by utilising technology and online resources. However, there are some drawbacks of implementing blended learning, such as the demand of time and teachers' efforts to provide feedback and follow up students. This paper examined the use of BL in higher education. The first part of this paper reviewed some empirical studies in BL.  The second part presented the theoretical framework of using BL. Benefits and challenges of implementing BL in higher education regarding Saudi universities are explained. Lastly, the paper concluded with some critical remarks.

Best Practices and Case Studies of Teaching and Learning Mathematics in Higher Education

2020 ◽  
pp. 355-371
Author(s):  
Deonarain Brijlall
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Southern Africa ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Skilled Manpower ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Engineering And Technology ◽  
The Many

Presently, a major desire of many African nations is to be technologically developed. In Southern Africa there tends to be an acute shortage of skilled manpower in the field of science, engineering, and technology. The interrelationship between Mathematics and development of humans to advance the cause of humans is a fundamental importance of Mathematics to humans. In this chapter, the author draws on the many empirical studies which address quality in teaching and learning. The focus of the chapter is to summarize the many research studies in Southern Africa which address the teaching and learning of Mathematics in Higher Education. The author shall confine the studies to those which adopt APOS (Actions-Process-Object-Schema) as a theoretical analysis. So far no research seems to have collated such African studies in a cohesive manner and this chapter intends to do that.

scholarly journals Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique

2021 ◽  
Vol 13 (11) ◽  
pp. 6112
Author(s):  
Pilar Gómez-Rey ◽  
Francisco Fernández-Navarro ◽  
María José Vázquez-De Francisco
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Teaching ◽  
Informal Support ◽  
Face To Face ◽  
Managerial Role ◽  
Agenda 2030 ◽  
Online Higher Education ◽  
Key Variables ◽  
Q Sort

This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.

scholarly journals Dialogue, inquiry, and encounter: Critical geographies of online higher education

2017 ◽  
Vol 43 (1) ◽  
pp. 81-103 ◽  
Author(s):  
Lily A. House-Peters ◽  
Vincent J. Del Casino ◽  
Catherine F. Brooks
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Critical Pedagogy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Rapid Expansion ◽  
Critical Dialogue ◽  
Online Teaching And Learning ◽  
Online Higher Education

The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter.

scholarly journals Measuring Online Teaching Service Quality in Higher Education in the COVID-19 Environment

2021 ◽  
Vol 18 (5) ◽  
pp. 2403
Author(s):  
José M. Ramírez-Hurtado ◽  
Alfredo G. Hernández-Díaz ◽  
Ana D. López-Sánchez ◽  
Víctor E. Pérez-León
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Online Teaching ◽  
New Technologies ◽  
Considerable Change ◽  
Structural Equations ◽  
Face To Face ◽  
Online Format ◽  
Quality In Higher Education

The use of the Internet to develop new technologies has generated a considerable change in teaching and student learning in higher education. The pandemic caused by COVID-19 has forced universities to switch from face-to-face to online instruction. Furthermore, this transfer process was planned and executed quickly, with urgent redesigns of courses originally conceived for live teaching. The aim of this work is to measure the service quality of online teaching delivered during the COVID-19 period. The methodology was based on an importance-performance analysis using a structural equations model. The data were obtained from a sample of 467 students attending a university in southern Spain. The results reveal five priority attributes of online teaching that need to be improved in order to enhance the service quality of the virtual instruction provided to students. Universities need to redefine their online format by integrating methodological and technological decisions and involving collaboration between teachers, students and administration staff and services. The results do not apply to educational institutions that exclusively teach courses online, but to those institutions that had to rapidly adapt, and shift course material originally designed for face-to-face training.

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