scholarly journals Digital transformation in education: from vision to practice during the pandemic

2021 ◽  
pp. 39-45
Author(s):  
Paul Feldman
Keyword(s):  
Online Teaching ◽  
Digital Transformation ◽  
Advanced Technology ◽  
Assessment Practices ◽  
Face To Face ◽  
Virtual Interaction ◽  
Challenging Situation ◽  
Future Of Education ◽  
Learning Forward ◽  
Future Learning

This contribution addresses the challenges brought on by the pandemic and argues that a forced acceleration in online teaching and assessment practices can become a sustainable model for the post-COVID-19 world. Technology is a great asset that provides learning opportunities for the whole community and the education sector should seek to adopt an innovative approach that firmly integrates face-to-face with virtual interaction. The effort to make the most of an unforeseen and challenging situation has brought Jisc’s prediction for future learning forward: our publication Education 4.0 Transforming the future of education through advanced technology, offers suggestions on how this can be achieved in the current climate.

scholarly journals Teaching and Assessment through Online Platforms during the COVID-19 Pandemic: Benefits and Challenges

2021 ◽  
Vol 8 (4) ◽  
pp. 408-415
Author(s):  
Adebunmi Yetunde Aina ◽  
Ayodele Abosede Ogegbo
Keyword(s):  
Online Teaching ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Gauteng Province ◽  
Preparation Time ◽  
Case Methods ◽  
Face To Face ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Base Data

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching and assessment strategies for teaching university students through online platforms during the COVID-19 pandemic. This study has used a framework of SWOT (strength, weakness, opportunities, and threats) analysis as its theoretical base. Data was collected through semi-structured interviews with five lecturers from three universities in Gauteng Province, South Africa. The collected data was analysed using content analysis. This study found that lecturers were able to manage the teaching and assessment processes during the COVID-19 school restrictions, using a combination of platforms such as Blackboard-collaborate, WhatsApp, Kahoot, and Google Classroom. The findings also revealed that a wide variety of teaching and assessment methodologies, including small group work, collaborative learning, case methods, discussion posts, multiple choice quizzes, chats, game activities, open-ended questions, and essays were utilized on these platforms. Although the methodologies used for teaching and assessing on these platforms require additional preparation time, they also help increase interaction between students and enable immediate grading of scripts and student feedback. Further findings revealed that online assessment is highly susceptible to test/examination malpractices. This study provided recommendations helpful to policymakers, lecturers, and students regarding online teaching and assessment strategies.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

scholarly journals Innovation in Digital Education: Lessons Learned from the Multiple Sclerosis Management Master’s Program

2021 ◽  
Vol 11 (8) ◽  
pp. 1110
Author(s):  
Isabel Voigt ◽  
Christine Stadelmann ◽  
Sven G. Meuth ◽  
Richard H. W. Funk ◽  
Franziska Ramisch ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Online Teaching ◽  
Student Evaluation ◽  
Lessons Learned ◽  
Master's Program ◽  
Computer Supported Collaborative Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Success ◽  
Future Learning

Since 2020, the master’s program “Multiple Sclerosis Management” has been running at Dresden International University, offering structured training to become a multiple sclerosis specialist. Due to the COVID-19 pandemic, many planned teaching formats had to be changed to online teaching. The subject of this paper was the investigation of a cloud-based digital hub and student evaluation of the program. Authors analyzed use cases of computer-supported collaborative learning and student evaluation of courses and modules using the Gioia method and descriptive statistics. The use of a cloud-based digital hub as a central data platform proved to be highly successful for learning and teaching, as well as for close interaction between lecturers and students. Students rated the courses very positively in terms of content, knowledge transfer and interaction. The implementation of the master’s program was successful despite the challenges of the COVID-19 pandemic. The resulting extensive use of digital tools demonstrates the “new normal” of future learning, with even more emphasis on successful online formats that also increase interaction between lecturers and students in particular. At the same time, there will continue to be tailored face-to-face events to specifically increase learning success.

Impact of the COVID-19 on Higher Education

2021 ◽  
pp. 1-18
Author(s):  
Francisco José García-Peñalvo ◽  
Alfredo Corell ◽  
Ricardo Rivero-Ortega ◽  
María J. Rodríguez-Conde ◽  
Nicolás Rodríguez-García
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Digital Transformation ◽  
Negative Consequences ◽  
Face To Face ◽  
Considerable Impact ◽  
Academic Year

The COVID-19 outbreak has a considerable impact on all business domains worldwide, almost with negative consequences. The digital transformation was already a requirement for all governments and institutions that this pandemic has accelerated to solve the confinement and the limitations to work and share the same spaces. Face-to-face higher education institutions moved towards an urgent and unplanned online teaching. After having closed one of the processes that has had the most significant impact on universities, the time has come to reflect and draw conclusions that will serve to face these institutions' future. A crisis always represents risks but also opportunities to change from a disruptive situation. This chapter reflects universities' futures from a strengths-weaknesses-opportunities-threats approach with the perspective of the experiences lived during the end of the 2019-2020 academic year by some face-to-face universities in Spain.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

scholarly journals The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19

2021 ◽  
Vol 13 (3) ◽  
pp. 1128
Author(s):  
Laura Triviño-Cabrera ◽  
Elisa Isabel Chaves-Guerrero ◽  
Laura Alejo-Lozano
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Primary Education ◽  
Online Teaching ◽  
Qualitative Methodology ◽  
Educational Innovation ◽  
Active Role ◽  
Public Access ◽  
Face To Face ◽  
Before And After

Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes to these new emerging lines of educational research by presenting an educational innovation project called “Teachers Versus COVID-19”. This project aimed to verify whether the figure of teacher-prosumer, that is, consumers of media culture and creators of their own educational resources, favors the initial training of teachers during the pandemic. To this end, the following objectives were proposed: firstly, test whether the figure of the teacher-prosumer contributes to improving the adaptation of face-to-face teaching to the virtual modality of the Didactics of Social Sciences in the Degree in Primary Education during lockdown; secondly, analyze the production of content on social networks by the students in the Degree in Primary Education, according to the objectives of sustainable development. To validate our teacher-prosumer proposal, we chose the design-based research (DBR) qualitative methodology. For this, 240 students from the course in Didactics of Social Sciences of the Degree in Primary Education at the University of Malaga created 37 educational videos that teach the social sciences curriculum to children between 6 and 12 years of age from the perspective of relevant social problems and the Sustainable Development Goals. These videos were disseminated through the project’s YouTube channel. The results of this study corroborate the effectiveness of turning students into teachers-prosumers, generating the development of critical, creative, digital, and socio-emotional skills so that they feel committed to playing an active role in social changes for a sustainable world.

Pivoting in a COVID-19 teaching environment: developing interactive teaching approaches and online assessments to improve students’ experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kate L. Morgan ◽  
Wei Chen
Keyword(s):  
Online Teaching ◽  
Sudden Change ◽  
Course Delivery ◽  
Financial Accounting ◽  
Content Type ◽  
Face To Face ◽  
Course Materials ◽  
Accounting Courses ◽  
Online Assessments ◽  
Short Time

Purpose The purpose of this paper is to discuss the changes made to course delivery, course materials and assessment approaches required in response to the COVID-19 pandemic which forced many changes to occur in a very short time. Design/methodology/approach It is a case study of the changes made to content, teaching methods and assessment in a postgraduate introductory financial accounting course of approximately 350 students across two terms. Findings The key findings are that the sudden change from face-to-face to online teaching to address government regulations, social distancing expectations and students’ needs required immediate changes to how content was delivered, how to interact with students (many of who were studying outside of Australia), and how to adapt to online assessments. Many of the innovations the authors describe will continue to be used in the course going forward both in face-to-face and online formats. That is, the need to change resulted in innovations that can be implemented in a post-pandemic environment. Originality/value The key value of this paper is to provide instructors with insights into the innovations the authors made to address the changed circumstances, which can be incorporated into other accounting courses in the future.

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