scholarly journals Challenges and Opportunities of the Covid-19 Pandemic: A Lesson Learnt

2021 ◽  
Vol 11 (11) ◽  
pp. 511-521
Author(s):  
Malissa Maria Mahmud ◽  
Yazilmiwati Yaacob ◽  
Rozaini Ahmad ◽  
Nur Izzati Mustamam ◽  
Md Sairolazmi Saparman ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Tertiary Education ◽  
Traditional Education ◽  
Online Teaching And Learning ◽  
Learning Modalities ◽  
Best Practice Guidelines ◽  
Challenges And Opportunities ◽  
Online Assessments

COVID‐19 has immensely disrupted tertiary education ecosystem. The crisis has compelled numerous unprecedented and accelerated changes. The traditional and conventional way of teaching and learning has completely shifted to fully online. Nonetheless, the trend of integrating technology in the classrooms is not new. This has led to numerous questions and arguments of the existing concepts and theories of traditional education. This phenomenon also provides new opportunities for educational institutions to explore and leverage on the prospects of online modalities, fashioning unique inquiries. Thus, the key purpose of this research paper is to identify the challenges and opportunities encountered by lecturers during the Covid-19 pandemic. The results of the interviews showed that there are some challenges that the lecturers faced; for example, unpreparedness to tackle the new norm of online teaching and learning process, internet connection, and online engagement. The findings from the interview showed that there are opportunities which have emerged from the Covid-19 pandemic such as experimenting with numerous digital tools and platforms, employing different online teaching and learning modalities, and commissioning online assessments to support the students’ needs and engagement. It is postulated that the findings of the research although may be preliminary, are able to facilitate vital discussions on fashioning best practice guidelines for asynchronous or synchronous modalities post the COVID-19 pandemic.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals A plan for online teaching and learning for the Master of Applied Indigenous Knowledge (MAIK) programme in Māngere: Responding to COVID-19

Te Kaharoa ◽  
2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Byron Rangiwai ◽  
Benita Simati-Kumar
Keyword(s):  
Indigenous Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Online Teaching And Learning

First, this article will explain the Master of Applied Indigenous Knowledge (MAIK) programme at Te Wānanga o Aotearoa. Second, it will describe COVID-19. Third, this paper will explain the impacts of COVID-19 on tertiary education. Fourth, this article will describe the impacts of COVID-19 for MAIK and explain our developing process for moving to online teaching and learning.

The Peril and Promise of Pre-Tests in Informal Massive Open Online Courses

2020 ◽  
pp. 22-36
Author(s):  
Maria Janelli ◽  
Anastasiya Lipnevich
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Design Strategies ◽  
Massive Open Online ◽  
Online Teaching And Learning ◽  
Challenges And Opportunities ◽  
Digital Pedagogy ◽  
Practical Implications

With more than 100,000,000 learners from around the world, massive open online courses (MOOCs) are a popular online learning resource. Because this type of online teaching and learning is relatively young, published MOOC research is not as voluminous as traditional educational research. This presents both a challenge and an opportunity. The challenge is that best practices are not always clear, and there is not much MOOC research upon which to draw for specific instructional design strategies. The opportunity is to harness the power of MOOC platforms themselves to conduct research that examines and identifies effective digital pedagogy. In this chapter, the authors describe some of these challenges and opportunities. Specifically, they draw upon a multivariate experimental research study that examined the effects of pre-tests and feedback on learning and persistence in a MOOC. They offer practical implications that are related to study findings.

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 Best Practices for Online Teaching and Learning in Health Care Related Programs

2015 ◽  
Author(s):  
Tamara Pinchevsky-Font ◽  
Sandra Dunbar
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Best Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning Theories ◽  
Online Teaching And Learning ◽  
Health Care Educators ◽  
Teaching Learning

Online learning is a significant aspect of higher education today, with an ever increasing number of programs offering distance education. The evidence related to online teaching and learning best practice has grown significantly within the last decade. It is important for health care educators who are involved with web-based courses to be immersed in the evidence available to date, as we seek to provide sound andragogy in formulating and implementing online programs. This document will explore key evidence related to three different aspects of online teaching and learning. Application of teaching/learning theories and recommendations for best practices in this arena of higher education are essential.

scholarly journals Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in Barbadian Primary and Secondary Schools

2021 ◽  
Vol 10 (3) ◽  
pp. 1-17
Author(s):  
Kristina Stuart ◽  
Dwayne Devonish ◽  
Unri Babb ◽  
Kenroy Burke ◽  
Lisa McClean-Trotman
Keyword(s):  
Secondary Schools ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Rapid Assessment ◽  
Developed Countries ◽  
Online Teaching And Learning ◽  
Learning Modalities ◽  
Qualitative Thematic Analysis ◽  
The Social ◽  
Key Participants

This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.

Report on Online Teaching and Learning Amid COVID-19

2020 ◽  
Author(s):  
Alia Ahmed ◽  
AltafurRehman Niaz ◽  
Athar Ikram Khan
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning
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