scholarly journals A pedagogy of care: PGCE students’ experiences of online learning during Covid-19

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Jennifer Feldman ◽  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Programme ◽  
Good Care ◽  
Care Needs ◽  
Online Teaching And Learning ◽  
Graduate Certificate ◽  
The University

The article discusses the online teaching and learning experiences of university students during the recent countrywide lockdown and higher education institutional shutdown due to the Covid-19 pandemic. Drawing on philosopher Joan Tronto’s phases of care and associated moral elements, the article reports on survey data from a large cohort of students in the Post Graduate Certificate of Education programme at Stellenbosch University and seeks to analyse the students’ care needs and experiences of care during this period. The aim of the article discussion is not to answer the question whether the university institution offered the students good care during the campus shutdown and remote teaching and learning, but rather to understand the experiences of the students of online teaching and learning during this time.

scholarly journals Quarantined, Sequestered, Closed: Theorising Academic Bodies Under Covid-19 Lockdown

2020 ◽  
Vol 2 (3) ◽  
pp. 791-811
Author(s):  
Lesley Gourlay
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Black Death ◽  
Spatial Practices ◽  
Online Teaching And Learning ◽  
Working Practices ◽  
The University ◽  
Uk Higher Education

Abstract The term ‘quarantine’ is derived from the Italian quarantena, from quaranta, referring to the forty days of isolation traditionally imposed during the era of the Black Death in Europe. This paper examines this and related contemporary terms, in order to consider the complex and contradictory nature of enforced sites of isolation, with reference to the historical literature. The centrality of spatial practices in the current pandemic is emphasised, with a focus on the normally unobserved, micro practices of individuals under ‘lockdown’. The paper reports on an interview study conducted at a large UK Higher Education institution during the Covid-19 ‘lockdown’, and analyses the accounts of six academics, focusing particularly on their embodied and sociomaterial practices, with reference to the etymological analysis. The paper considers the extent to which their reported experiences reflect the various meanings of the term sequestrato, going on to propose that their working practices, particularly focused on screens and video calls, are characterised by a need to ‘perform the university’. I speculate on how the ontological nature of the university itself has been fundamentally altered by the closure of the campus and lockdown, proposing that the site of the university is now radically dispersed across these sequestered bodies. I conclude by calling into the question the accuracy of the term ‘online teaching and learning’, instead suggesting that in a fundamental sense, none of these practices is in fact ‘online’ or digital.

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

scholarly journals Assessment of Distance Learning in the Algerian Universities during the COVID-19

2021 ◽  
Vol 6 (1) ◽  
pp. 18-46
Author(s):  
Boutkhil Guemide ◽  
Dr. Salima Maouche
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Electronic System ◽  
Learning Objectives ◽  
Online Teaching And Learning ◽  
Corona Virus ◽  
Valid Data ◽  
Ministry Of Higher Education

Like many countries in the world, Algeria has been hit by the Corona virus, and as a result, the Algerian government has taken serious measures to deal with the current situation. In this context, the Algerian ministry of higher education and scientific research has instructed universities to perform online teaching and learning through regular, established eLearning platforms, as a step towards reducing the spread of the Corona virus. The present paper provides an assessment of the online learning electronic system provided by the Algerian universities during the pandemic. Basically, the research relies on students’ and teachers’ questionnaires as the undertaking tool to gather valid data in order to analyze and highlight the shortcomings of the online learning. The research results indicated that total reliance on online learning was according to strategies and planned learning objectives as it needs a solid platform for its total implementation. The research concluded with some recommendations which should be taken into account for better implementation of online learning electronic system in the Algerian higher education context. 

scholarly journals After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same

2020 ◽  
Vol 40 (1) ◽  
pp. 51-55
Author(s):  
Mary Kalantzis ◽  
Bill Cope
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Reverse Engineer ◽  
The Right ◽  
The University ◽  
Radical Transformation

Universities and colleges have dragged their feet making the move to online teaching and learning. Suddenly, with this COVID-19 crisis, everyone had to move online. Few universities or colleges are prepared for such a rapid shift. Meanwhile, the conventional wisdom remains - the gold-standard for learning is traditional face-to-face, while online is second-best. But perhaps, even without COVID-19, in-person learning is ripe for radical transformation. At the University of Illinois, we’ve been researching this transformation, and developing and testing online learning solutions. Simply put, online can be completely different, and with the right tools, potentially much superior to in-person teaching. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms.

scholarly journals Building the Web Interactive Study Environment: Mainstreaming online teaching and learning at the University of Western Sydney

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Stephen Sheely ◽  
Deborah Veness ◽  
Lynnae Rankine
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Development ◽  
Online Teaching And Learning ◽  
Consultative Process ◽  
The University ◽  
Ongoing Dialogue ◽  
The Web

<span>The Web Interactive Study Environment or WISE was developed from 1998-2000 at UWS Hawkesbury to address the issues that have arisen in moving online teaching from the innovative to the mainstream. The principles underlying WISE are drawn from a number of educational disciplines including distance education, tertiary education and academic development. Its objective is to influence not only academic practice within the institution but also the ongoing dialogue concerning flexible and online learning.</span><p>Ownership of the process is dispersed throughout the organisation. The WISE team is involved in a wide ranging consultative process which includes virtually every sector of the university community. The result is a constantly evolving environment reliant as much on communication, negotiation and consensus as on hardware and software.</p>

scholarly journals A case study on the perspectives of University of Santo Tomas pharmacy professors on the influence of online classes in pharmacy education

2021 ◽  
pp. 759-770
Author(s):  
Heidus Renzo G. Palomares ◽  
Precious Pauline M. Pantoja ◽  
Kristefanie E. Pascua ◽  
Alyanna Lou D. Pfleider ◽  
Andrea Nicole T. Polintan ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Pharmacy Education ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
The University ◽  
Virtual Mode

Objective: The COVID-19 pandemic has shifted the academic environment into distance learning. In the University of Santo Tomas (UST) Faculty of Pharmacy, an Enriched Virtual Mode of Learning was used to deliver the online teaching and learning process. This study aimed to determine the influences that online learning had on the standard of pharmacy education. Methods: A qualitative case study research design was utilised and gathered the perspectives of eight UST pharmacy professors. Results: During thematic analysis, several themes were identified which were rooted in the ten key components of online learning. Conclusions: The study concluded that online learning had more negative influences than positive influences on pharmacy education. Regarding pharmacy courses, the Quality Control, Microbiology, and Public Health clusters were identified as the most difficult to teach online while the Biochemistry and Pharmacognosy clusters were the least. Recommended adjustments to improve learning outcomes focused on enhanced review methods during the course audit.

scholarly journals Challenging the five-stage model for e-learning: a new approach

2007 ◽  
Vol 15 (1) ◽  
Author(s):  
Pam Moule
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Conceptual Model ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Design ◽  
Stage Model ◽  
Online Teaching And Learning ◽  
New Approach ◽  
E Learning

The five-stage approach to e-moderating has provided a coherent model upon which to base online learning design in higher education. However, despite its growing popularity, there are concerns that the model is becoming a dominant discourse, being adapted as a template for the design of all online teaching and learning, to the exclusion of other ideas. It is suggested that the five-stage model may not be the panacea it appears and alternative models of e-learning cannot be ignored. This paper reviews the five-stage model and contrasts it with a new conceptual model, ‘the e-learning ladder’, conceived as part of research with healthcare students in the higher education setting.DOI: 10.1080/09687760601129588

scholarly journals Interrogating Factors Affecting the Choice and Utilisation of Online Learning Technologies for A Higher Education Institution

2021 ◽  
Vol 8 (9) ◽  
pp. 278-288
Author(s):  
Cosmas Maphosa ◽  
Talent Rugube ◽  
Khetsiwe Eunice Mthethwa-Kunene ◽  
Patience Dlamini
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Technologies ◽  
Sub Saharan Africa ◽  
Online Teaching And Learning ◽  
Factors Affecting

ABSTRACT  This desktop review paper advances the view that the utilisation of technology for online teaching and learning needs to be based on sound considerations. Online learning technologies are defined and the purpose of utilising such technologies is explored. Among the different considerations in online technology utilisation is the need to consider how the technologies assist in solving pedagogical challenges for teaching and learning. The context in which the learners and the course instructors find themselves using the technologies may promote or negate the effective use of the technology. Technology may be costly to procure and maintain, and this factor should be considered before the technology is procured for use in an institution of higher education. In many contexts, especially in sub-Saharan Africa, the digital divide is real in terms of access to technologies and the skills in technology use. The use of technology may perpetuate social differences as learners from disadvantaged backgrounds end up being left out of the learning process. Organisational and infrastructural issues are other important factors to consider in technology utilisation. The paper concludes that technology utilisation for online teaching and learning should be deliberately planned to consider numerous factors and address avoidable challenges in the implementation of online learning.

scholarly journals Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

2022 ◽  
Vol 14 (1) ◽  
pp. 568
Author(s):  
Samson Maekele Tsegay ◽  
Muhammad Azeem Ashraf ◽  
Shahnaz Perveen ◽  
Mulugeta Zemuy Zegergish
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
University Teachers ◽  
Pedagogical Training ◽  
Chinese University ◽  
The University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

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