Transformation of Teaching Pedagogical Practices in Higher Education in the Situation of Covid-19 (Based on the example of transforming academic practices in the Pedagogical Faculty of the Thracian University)

2021 ◽  
Vol 9 (2) ◽  
pp. 17-24
Author(s):  
Rumyana Neminska
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Empirical Study ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Academic Education ◽  
Teaching Models ◽  
Academic Practices ◽  
Learning Management ◽  
Short Time

When COVID-19 pandemic hit Bulgarian education was in the middle of its reform. Health requirements, the long lockdown, have expelled a huge surge of the need not only for a survival but also for the preservation and transformation of education. Education on all levels including higher academic education took quick steps to reorient to online learning. In a short time, university electronic platforms became the daily place for learning. This online reorientation has led to a number of changes in teaching models, online learning management and more. Practically all methodologies and methodologies that the pedagogical students get acquainted with have been rewritten. It is in this direction that the article traces the challenges facing higher education and examines an empirical study of the attitudes of student educators trained in an online environment.

scholarly journals The Need to Focus on Digital Pedagogy for Online Learning

2019 ◽  
Vol 2 (3) ◽  
pp. 25 ◽  
Author(s):  
Halvdan Haugsbakken ◽  
Shaun Nykvist ◽  
Dag Atle Lysne
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Practices ◽  
Small Scale ◽  
Online Technologies ◽  
Digital Pedagogy

As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

scholarly journals Moodle-Based Online Learning Management in Higher Education

2022 ◽  
Vol 15 (1) ◽  
pp. 135-152
Author(s):  
Imam Makruf ◽  
◽  
Andi Arif Rifa’i ◽  
Yunika Triana ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Management

scholarly journals Academetron, automaton, phantom: uncanny digital pedagogies

2010 ◽  
Author(s):  
Siǎn Bayne
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Cultural Studies ◽  
Educational Philosophy ◽  
Teaching Practices ◽  
Learning And Teaching ◽  
The Uncanny ◽  
Academic Practices ◽  
Digital Pedagogy ◽  
Digital Pedagogies

This paper explores the possibility of an uncanny digital pedagogy. Drawing on theories of the uncanny from psychoanalysis, cultural studies and educational philosophy, it considers how being online defamiliarises teaching, asking us to question and consider anew established academic practices and conventions. It touches on recent thinking on higher education as troublesome, anxiety-inducing and 'strange', viewing online learning and teaching practices through the lens of an uncanny which is productively disruptive in its challenging of the 'certainties' of place, body, time and text. Uncanny pedagogies are seen as a generative way of working with the new ontologies of the digital.

scholarly journals EXPERIENCE OF USING THE BLACKBOARD LEARNING MANAGEMENT SYSTEM IN JAZAN UNIVERSITY

2021 ◽  
Vol 83 (3) ◽  
pp. 79-99
Author(s):  
Мухаммад Аршад
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Performance ◽  
Management System ◽  
Higher Education Institutions ◽  
Learning Management System ◽  
Advanced Education ◽  
Learning Platform ◽  
E Learning ◽  
Learning Management

Students’ engagement in a traditional classroom setting has been occurring for so long with several traditional tools such as textbooks, lectures, video, and group activities. Nowadays, globally and locally connected classes are the target of advanced education intellects. The Learning Management System (LMS) has become a basic tool for all institutions of advanced education, and the main thrust in web-based learning. The significance of the learning management system is defined by its role in building up instructive and educational development, so it is considered the most significant new tool for e-learning. As per a report by the Educause Research Center of U.S higher education institutions, almost 100% of advanced training institutions have an LMS setup, the LMS is utilized by 85% of faculty members, 56% of faculty use it daily, 83% of undergraduate and postgraduate students use the LMS and 56% say they use it in most or all courses. Learning Management System (LMS) is now not only becoming a critical tool for most higher education institutions but is also being seen as a driving force in online learning. Blackboard Learning Management System is a technologically improved learning platform within the context of the e-learning and aimed to investigate the use of Blackboard for training, learning, and examination purposes. In turn, this study is designed to explore the efficient utilization and evaluation of the students’ academic performance and the use of a Learning Management System (LMS), Blackboard, among academics at Jazan University, Kingdom of Saudi Arabia. The primary aim of this research is to investigate how the faculty employs the features and communication tools in an online learning management system to facilitate the students in learning practice and to engage them in the material at hand. Through the findings obtained, both the faculty and the administrators are expectedly able to develop the online learning environment more effectively. It is also expected that the findings of this study can be a significant stimulus for other higher learning institutions in the Kingdom and the rest of the world to use the Blackboard for improved academic performance.

Improving Teaching and Learning From High-Level and Close-In Features of Assignments and Assessments in an LMS Instance

2019 ◽  
pp. 89-117
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Data Portal ◽  
Learning Management ◽  
High Level ◽  
Improving Teaching And Learning

In a formal online learning course in higher education, learners usually respond to both assignments and assessments in order to achieve the learning and to provide evidence of their progress. In a learning management system (LMS) instance, analysts may access (1) high-level descriptions of selected features of the assignments and assessments through an administrator-accessed data portal (and a reports section), and they may access (2) close-in descriptions from the learner-facing side. This chapter describes an exploration of the assignments and assessments in a live LMS instance, based on both high-level and close-in analyses; systematized approaches to harness such information to benefit teaching and learning; and proposes some tentative ways to improve teaching and learning for the particular university.

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

2022 ◽  
pp. 566-586
Author(s):  
Ufuk Tugtekin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Integration Of Learning ◽  
Development And Validation

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

Student perceptions in online higher education toward faculty mentoring

2021 ◽  
pp. 204275302110229
Author(s):  
Dena J AuCoin ◽  
Lisa A Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Persistence ◽  
Mentoring Program ◽  
Online Environment ◽  
Faculty Mentoring ◽  
Faculty Mentor ◽  
Online Higher Education

Student persistence is important for students, faculty, and universities and online faculty mentoring supports student persistence to graduation. The online learning environment is increasingly a choice for more undergraduate students, and it continues to grow in popularity as an attractive option for adults. It is crucial to find ways to increase persistence and graduation especially given the increased use of virtual learning during the COVID-19 pandemic. Attrition rates in online learning can be high for a variety of reasons, including persistence and engagement. Faculty mentors in the online environment can strengthen connections and relationships with undergraduate students, and it is important to ask for and evaluate these student perceptions. This mixed methods study surveyed and interviewed undergraduate students in an online university to understand both their experiences with faculty mentoring in the online environment and the potential of a faculty mentor program in a large online university. The purpose of this study was to explore the perceptions and experiences of four undergraduate student mentees with their faculty mentor at a large online university using mixed methods research design. In addition, survey data from one department are analyzed to guide future mentoring programs in online learning environments. Findings from the study indicate belief that mentoring and encouragement from faculty would enhance students’ scholarly experience. Students indicated they would like to participate in a faculty mentoring program, and it was clear that students welcome and appreciate the opportunity to further cement a professional relationship between themselves and faculty. This article makes a unique contribution to higher education research, providing a potential model for others seeking guidance in mentoring in online higher education. The data analysis and research indicate that a larger scale mentoring program might be more valuable for students.

scholarly journals Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study

2021 ◽  
Author(s):  
Latifa Alzahrani ◽  
Kavita Panwar Seth
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Learning Management Systems ◽  
Management Systems ◽  
Factors Influencing ◽  
Learning Management ◽  
Students Satisfaction

AbstractCOVID-19 has impacted educational processes in most countries: some educational institutions have closed, while others, particularly in higher education, have converted to online learning systems, due to the advantages offered by information technologies. This study analyzes the critical factors influencing students’ satisfaction with their continuing use of online learning management systems in higher education during the COVID-19 pandemic. Through the integration of social cognitive theory, expectation confirmation theory, and DeLone and McLean’s IS success model, a survey was conducted of 181 UK students who engaged with learning management systems. It was found that, during the pandemic, service quality did not influence students’ satisfaction, although both information quality and self-efficacy had significant impacts on satisfaction. In addition, the results revealed that neither self-efficacy nor satisfaction impacted personal outcome expectations, although prior experience and social influence did. The findings have practical implications for education developers, policymakers, and practitioners seeking to develop effective strategies for and improve the use of learning management systems during the pandemic.

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