scholarly journals Students’ experiences and acceptance of emergency online learning due to COVID-19

2021 ◽  
Vol 37 (5) ◽  
pp. 1-16
Author(s):  
Marija Marković ◽  
Dragana Pavlović ◽  
Anastasija Mamutović
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Quantitative Research ◽  
National Level ◽  
Second Phase ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Quality Of Higher Education ◽  
Starting Point ◽  
Teachers And Students

At the outbreak of the COVID-19 pandemic, higher education institutions around the world were compelled to bring forth suitable alternatives to secure continuity in the process of education. To gather data that would indicate the quality and efficiency of online teaching in higher education in south and south-eastern Serbia initiated at the outbreak of the pandemic and the state of emergency declared in March 2020, we conducted a research study to provide the necessary information from students attending undergraduate academic studies. The research was conducted in two phases. The first phase consisted of quantitative research conducted on a sample of 211 students. The data collected were processed by resorting to factor analysis to determine specific factors as a starting point for designing questions for the second research phase. The second phase was implemented by conducting semi-structured interviews on a sample of 61 students. The main intention was to determine key characteristics of the teaching process realised in the context of an emergency transition to the form of teaching which had not been prepared or resorted to beforehand. We identified certain specifics in this regard, as a starting point for improving existing practice. Implications for practice or policy: It is necessary to secure a suitable level of institutional support, to maintain the quality of higher education in unforeseen social circumstances. It is necessary to adequately prepare for and support teachers and students in online teaching at both institutional and national level. To avoid adverse effects on individual students in the circumstances of online teaching, it is necessary to meet students´ educational, social and emotional needs.

Pretpostavke efikasne onlajn nastave u visokom obrazovanju

2021 ◽  
Author(s):  
Marija Marković ◽  
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Online Teaching ◽  
Education Institution ◽  
Higher Education Institution ◽  
Starting Point ◽  
Teachers And Students ◽  
Good Starting Point ◽  
Teaching In Higher Education ◽  
The Given

As digital media permeate all aspects of our lives, achieving distance learning today, and in the future, can be considered inevitable, for the effectiveness of which it is necessary to provide appropriate preconditions. After the sudden outbreak of the pandemic in late 2019 and early 2020 caused by the appearance of the COVID19 virus, faculties around the world were forced to reorganize and move to online classes as soon as possible, in order to enable students to continue the academic year. The aim of this paper is to point out the basic assumptions of successful online teaching in higher education, which is assumed to continue to exist in some form after the end of the pandemic. The given assumptions will be presented in the form of pointing out the specifics of online teaching, which are significantly related to the success of students in it. It is possible to single out three groups of such specifics: individual specifics of the students themselves, characteristics of online teaching and characteristics of the higher education institution, which are described in more detail in the paper. Such teaching primarily implies adequate preparation of teachers and students in terms of developing appropriate individual competencies. In addition, an important factor of successful online teaching implies the existence of appropriate institutional support at the level of a specific higher education institution in its implementation. The given recommendations can be a good starting point for the implementation and improvement of the quality of online teaching in higher education in our country.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

Concepts of quality in independent accreditation in Kyrgyzstan

2019 ◽  
Vol 9 (4) ◽  
pp. 453-463
Author(s):  
Chynarkul Ryskulova
Keyword(s):  
Higher Education ◽  
A Priori ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Content Type ◽  
Accreditation Standards ◽  
Qualitative Research Design ◽  
Quality Of Higher Education ◽  
Research Findings ◽  
New Policies

Purpose The purpose of this paper is to explore the concept, criteria and definitions of quality of higher education from the perspectives of the leadership of three new independent accreditation agencies in Kyrgyzstan. Design/methodology/approach The author employed interpretative qualitative research design. The data for this study were collected through semi-structured interviews with the leadership of three independent accreditation agencies and through review and the qualitative analyses of new policies on accreditation of higher education institutions, new accreditation standards and criteria. A priori codes by using categories were defined in advance and emergent codes based on data driven were used for data analyses. Findings The research findings support the author’s argument that the new independent accreditation processes will not assure quality because first, the agencies are not independent of the Ministry of Education and Science; second, the current standards do not provide evidence of quality; and third, the institutions do not have what in Europe is called a “quality culture” – ongoing, continuous efforts toward quality. Originality/value This is first scholarly work looking at independent accreditation process at its beginning stage. The results of an article can have influence on further development of accreditation system and improvement of accreditation standards.

Policy actors’ perceptions of qualitative research in policymaking: the case of higher education rulemaking in the United States

2020 ◽  
Author(s):  
Rebecca S. Natow
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Quantitative Research ◽  
Qualitative Case Study ◽  
The United States ◽  
Structured Interviews ◽  
Policy Actors ◽  
Target Populations ◽  
The Us

Background: As calls for evidence-based policymaking become increasingly common, qualitative research has much to offer the policy community. However, policymakers frequently evidence a preference for quantitative research. By discounting the importance of qualitative research in the policymaking process, resulting policies and their target populations miss out on the benefits that qualitative research uniquely offers.Aims and objectives: The purpose of this study was to examine how qualitative research has been perceived and used in the US government’s rulemaking process for creating higher education regulations.Methods: This qualitative case study included data from semi-structured interviews with 34 policy actors involved in higher education rulemaking, rulemaking documents, and research reports cited in several key higher education regulations.Findings: Many policy actors viewed qualitative research favourably, but qualitative studies have seldom been cited in higher education rulemaking. Several respondents discussed validity concerns and some policymakers’ misunderstandings regarding qualitative methods. Moreover, storytelling can influence policy actors’ perspectives about the content of policies, and qualitative research was viewed as effective at identifying compelling stories. Thus, narratives derived from qualitative research may provide an opportunity for qualitative researchers to have their work considered in policymaking processes.Discussion and conclusion: Qualitative research faces challenges with gaining visibility and influence in the development of regulatory policy. However, this study has shown that qualitative research has the potential to be both useful and persuasive to policymakers. Studies that discuss relevant stories may be particularly compelling.

Invisible higher education: Higher education institutions from Central and Eastern Europe in global rankings

2017 ◽  
Vol 16 (5) ◽  
pp. 529-546 ◽  
Author(s):  
Pepka Boyadjieva
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
Central And Eastern Europe ◽  
Higher Education Institutions ◽  
Point Of View ◽  
Global Ranking ◽  
Quality Of Higher Education ◽  
Ranking Systems ◽  
Starting Point ◽  
Global University

The starting point of this study is the argument that not only rankings of higher education institutions (HEIs) are inescapable, but so is the constant criticism to which they are subjected. Against this background, the paper discusses how HEIs from Central and Eastern Europe countries (CEECs) are (non)represented in the main global university rankings. The analysis adopts two perspectives: 1) From the point of view of higher education in CEECs – what are the specificity, basic problems and perspectives of higher education in CEECs as seen through the prism of the global ranking systems? 2) From the point of view of the ranking systems – what strengths and weaknesses of the global ranking systems can be identified through the prism of higher education in CEECs? The study shows that most of the HEIs from CEECs remain invisible in the international and European academic world and tries to identify the main reasons for their (non)appearance in global rankings. It is argued that although global rankings are an important instrument for measuring and comparing the achievements of HEIs by certain indicators, they are only one of the mechanisms – and not a perfect one – for assessing the quality of higher education.

scholarly journals A Performance-Centred Competency-Based Approach to Quality University Teaching

2019 ◽  
Vol 23 (3) ◽  
pp. 350-365
Author(s):  
Magda Francisca Cejas Martínez ◽  
Derling Jose Mendoza Velazco ◽  
Mercedes Navarro Cejas ◽  
José Lenin Rogel Villacis ◽  
Yanet Marisol Ortega Freire
Keyword(s):  
Higher Education ◽  
University Teaching ◽  
Structured Interviews ◽  
University Professors ◽  
Teacher Formation ◽  
Quality Of Higher Education ◽  
Working Environments ◽  
Flexible Working ◽  
Competency Based

Introduction. In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education. Materials and Methods. The research, featuring a study of theoretical-interpretative design, was based around the qualitative paradigm. Information was obtained by means of semi-structured interviews with 14 lecturers from different universities in the city of Quito in Ecuador. The data obtained were triangulated with a review of the literature carried out by the researchers. Results. The informants considered cognitive competencies to be the most relevant within the context of teacher formation. Research, planning and organisation skills were not established in importance due to university professionalisation. Additionally, the need to establish curricular changes in the Ecuadorian university pedagogy was confirmed. Discussion and Conclusion. After contrasting the opinions of university professors and formation theories, a theoretical reflection is presented in which the importance of unifying professional formation and investigative competencies is emphasised. This unification allows the quality of higher education centred around the teacher as the main actor to be increased.

scholarly journals Analysis and Countermeasures of higher education supply under the background of sustainable development

2021 ◽  
Vol 251 ◽  
pp. 02083
Author(s):  
Yonghui Cao ◽  
He Jiang
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Henan Province ◽  
Practical Significance ◽  
The Sustainable Development ◽  
Quality Of Higher Education ◽  
Starting Point ◽  
Social And Economic Development ◽  
Education Supply

With the sustainable development of economy and society and the acceleration of the popularization of higher education, Henan Province, as a big province of education, has developed rapidly, but it also has some drawbacks. As an important mission of higher education, the supply of higher education is a systematic problem with regularity, which is closely related to the regional social and economic development. The problems of higher education supply seriously affect the energy of higher education. Based on this, this paper takes the supply of higher education as the starting point. On the basis of sorting out the current situation and problems of the supply evolution of undergraduate colleges in Henan Province, this paper puts forward some policy suggestions to improve the effective supply of higher education in Henan Province. This has a certain theoretical and practical significance to promote the effective supply of higher education in Henan Province and improve the supply quality of higher education in Henan Province.

scholarly journals Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic

2020 ◽  
Vol 5 (2) ◽  
pp. 155-162
Author(s):  
Aji Budi Rinekso ◽  
Ahmad Bukhori Muslim
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
English Education ◽  
Online Discussion ◽  
Social Supports ◽  
Online Discussions ◽  
Teaching English ◽  
Structured Interviews ◽  
Study Program ◽  
Synchronous Online

During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge. HIGHLIGHTS Covid-19 pandemic demands the employment of online learning mode. Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English. Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.

scholarly journals Motives to SME internationalisation

2019 ◽  
Vol 27 (1) ◽  
pp. 51-74 ◽  
Author(s):  
Robert Bowen
Keyword(s):  
Mixed Methods ◽  
Policy Development ◽  
Quantitative Research ◽  
Cultural Influences ◽  
Government Support ◽  
Second Phase ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Content Type ◽  
Food And Drink

Purpose This study offers a comparative analysis of attitudes to small and medium-sized enterprise (SME) internationalisation in two different cultural settings, Wales and Brittany. The purpose of this paper is to conduct an in-depth investigation of attitudes to internationalisation among food and drink SMEs using mixed methods and focussing on both SMEs that internationalise and those that do not. This leads to a more comprehensive understanding of the issues influencing attitudes to SME internationalisation, which could facilitate policy development for such companies. Design/methodology/approach Mixed methods are used in this study to provide a richness of data in investigating this complex issue. The majority of research in this field has focussed on quantitative research, however, this study heeds calls for more plurality in research on SME internationalisation to achieve a more detailed understanding of the issues affecting SME internationalisation. This is achieved through an online questionnaire of 169 food producing SMEs in Wales and Brittany, informed by International Entrepreneurship theory. A second phase of semi-structured interviews provides more context to the questionnaire findings, with 37 interviews conducted with respondents from the questionnaire. Each phase was conducted independently, with findings triangulated for further investigation. Findings Companies of all characteristics have the ability to internationalise; however, cultural differences were observed between Wales and Brittany in both attitudes and the conditions for internationalisation. Breton SMEs displayed more proactivity to internationalisation, stemming from more favourable conditions, a greater reputation for food and more confidence. Conversely, Welsh SMEs were more reactive, relying on government support in encouraging internationalisation. Breton SMEs also benefitted from the strong cultural identity of food products, especially through the Produit en Bretagne brand and its network of producers. Originality/value The study makes both a theoretical and methodological contribution to research on SME internationalisation. The comparative study of Wales and Brittany is significant in understanding cultural influences to internationalisation in two regions where the food and drink industry represents an important part of the economy. The focus on a single industry is significant in understanding the particularities of internationalisation within an industrial context, as findings from studies across multiple industries are considered less generalisable. A methodological contribution is sought through using mixed methods to provide a more comprehensive study.

scholarly journals APPLIED MANAGEMENT POST-COVID19: IMPLICATIONS FOR ACADEMIC MANAGERS IN PRIVATE HIGHER EDUCATION, BEYOND CRISES

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Hedda Martina Šola ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Global Economy ◽  
Online Teaching ◽  
Academic Staff ◽  
Education Sector ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Part Time ◽  
The Uk

<p>The outbreak of COVID-19 caused severe disruption to most sectors of the global economy, creating a spectre of fear, anxiety and uncertainty. The education sector has been one of the worst affected by the pandemic. The education sector is one of the heavily affected sectors. The pandemic forced educational institutions worldwide to close, cancel classes and shift towards remote working and online teaching. The purpose of this study is to investigate the implication of the COVID-19 pandemic on private higher education. Moreover, the study's main objective is to assess the pandemic's academic management, especially in private higher education. For this, different landscapes were examined, including pre, during and Post COVID-19, focusing on the post-COVID-19 implications. In addition, various publications and surveys have been analysed to find out about the COVID-19 followed-up changes happening in higher education and its management. For this particular study, qualitative research was employed by conducting nine semi-structured interviews with academic managers working in the private higher education sector in the UK to capture their experience insights about the implications, advantages, disadvantages, and challenges faced during the pandemic. The findings showed that workplace accessibility was the most affected factor; during the lockdown, the private higher education institutions (PrHEIs) could recruit highly qualified and experienced part-time academic staff, as they need to teach online. However, most of these part-time academic staff wanted to quit when face-to-face teaching starts, as they live far from their institutions. Only online teaching motivated them to join during the lockdown because it provided ease and convenience, no travelling time &amp; cost, freedom and autonomy. In addition, the online teaching amazingly increased the student attendance; higher pass rates but difficulties in engaging students in group activities. Another one of the challenges was the immediate adoption of online teaching and training of academic staff. Moreover, the reinvention of a new workplace approach and the high level of technology implementation to abide by the safety regulations will permanently transform the work routine. Therefore, most of the employees want to continue remote working in future.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0891/a.php" alt="Hit counter" /></p>

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