scholarly journals E - Learning during Covid-19 – Perspectives of Academics in a Crisis

2021 ◽  
Vol 11 (12) ◽  
pp. 564-576
Author(s):  
Remigio Chingara ◽  
Piet Muparuri ◽  
Denias Muzenda
Keyword(s):  
Administrative Support ◽  
Learning Technologies ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Learning And Teaching ◽  
Face To Face ◽  
Qualitative Research Design ◽  
The People ◽  
E Learning ◽  
The Cost

This study offers insights into how e learning, can be sustained in universities in developing countries, using a minimalist approach, during a crisis such as Covid-19. The banning of face-to-face classroom teaching in Zimbabwean universities and the adoption of e learning motivated it. Whilst this was unexpected, unprepared for, with no precedent or blue print, very few studies appear to pay attention to the perspectives of the academics - the people who are doing the teaching of the students and from a developing country perspective. Apparently, those studies that have been conducted to date are largely quantitative and appear to concentrate on the perspectives of students. To address this gap, this study explores how academics at one school and in one department at a university in Masvingo province of Zimbabwe were teaching their students, the challenges they were encountering and the opportunities that were presenting themselves. The researchers adopted a qualitative research design, using a case study methodology, with a sample of eighteen (18) purposively selected participants (lecturers). The study used semi-structured interviews to collect data, using WhatsApp because of the imposed lockdown restrictions. Findings reveal that lecturers at this university were using only a few communication applications to teach their students. They cite challenges of the cost of connectivity as well as lack of administrative support as impediments to e learning and teaching. They however highlight training in e-learning technologies and provision of data as opportunities that have arisen.

Costs of E-Learning Support

2010 ◽  
pp. 1376-1391
Author(s):  
Carol Kahan Kennedy ◽  
Maureen Hinkley
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Support Service ◽  
Learning Technologies ◽  
Learning Support ◽  
Four Dimensions ◽  
Face To Face ◽  
E Learning ◽  
The Cost ◽  
Initial Exploration

Understanding the costing of e-learning informs decision-making on how to support the development and implementation of teaching and learning technologies in higher education. This paper describes costings and processes in a central e-learning support service that is especially applicable to face-to-face universities that use e-learning in a blended or supplemental mode. We differentiate three types of costs: infrastructure costs that are less sensitive to variation in the complexity of e-learning strategies, and edevelopment and e-delivery coststhat are directly related to the nature of the strategies used. Using actual data from a three-year e-learningsupport project (e3Learning) with 139 sub-projects, the paper illustrates how the calculations promote an understanding of e-learning in the following four dimensions: 1) total cost of running an e-learning support service, 2) individual costs attributable to each of the sub-projects, 3) ‘price-tags’ of e-learning strategies, and 4) initial exploration of the cost-effectiveness issue.

Costs of E-Learning Support

2011 ◽  
pp. 344-360
Author(s):  
Paul Lam ◽  
Josephine Csete ◽  
Carmel McNaught
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Support Service ◽  
Learning Technologies ◽  
Learning Support ◽  
Face To Face ◽  
Delivery Costs ◽  
E Learning ◽  
The Cost ◽  
Initial Exploration

Understanding e-learning costs informs decision making on support for the development and implementation of teaching and learning technologies in higher education. This chapter describes costs and processes in a central e-learning support service that is especially applicable to face-to-face universities that use e-learning in a blended or supplemental mode. We differentiate three types of costs: infrastructure costs that are less sensitive to variation in the complexity of e-learning strategies, and e-development and e-delivery costs that are directly related to the nature of the strategies used. Using actual data from a three-year e-learning support project (e3Learning) with 139 sub-projects, the chapter illustrates how the calculations promoted an understanding of e-learning in the following four aspects: 1) total cost of running an e-learning support service, 2) individual costs attributable to each of the sub-projects, 3) ‘price-tags’ of e-learning strategies, and 4) initial exploration of the cost-effectiveness issue. Institutional decisions made as a consequence of this study are described.

scholarly journals EXPLORATION OF EFL TEACHERS’ EXPERIENCE TOWARD THE IMPLEMENTATION OF E-LEARNING AMIDST THE COVID-19 PANDEMIC: A QUALITATIVE INTERVIEW STUDY

2021 ◽  
Vol 4 (2) ◽  
pp. 324
Author(s):  
Lee Getsemanita Karaeng ◽  
Debora Catherin Simanjuntak
Keyword(s):  
Relevant Literature ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Qualitative Interview Study ◽  
Efl Teachers ◽  
E Learning ◽  
Effective Use ◽  
Selection Of

This ongoing pandemic has demanded a rapid response to the unparalleled suspension of face-to-face teaching around the world. There has consequently been a growing interest in finding out how educators cope up with the transition. This study aims to explore the experience that EFL teachers in Jayapura encountered regarding the implementation of e-learning during the COVID-19 Pandemic. The data were collected through semi-structured interviews. A selection of 11 EFL teachers as the informants of this study was made based on the criteria of the study. By synthesizing the relevant literature with the collected data which were analyzed using thematic analysis, the findings were valued and wisely reviewed. The examination results of this study showed there are two emerging themes on teachers' experience in implementing e-learning, the themes are facilitating student learning and outcomes and self-regulated learning. Other themes that appeared were reviewed in terms of challenges, namely, obtaining interactive learning and teaching adjustment during transition. The findings can have important implications for ensuring the effective use of implementing e-learning toward English teaching. 

scholarly journals Barriers and facilitators to e-learning in palliative care

2020 ◽  
Vol 26 (8) ◽  
pp. 394-402
Author(s):  
Joanne Callinan
Keyword(s):  
Palliative Care ◽  
Administrative Support ◽  
Healthcare Professionals ◽  
Computer Training ◽  
Barriers And Facilitators ◽  
Cross Sectional ◽  
Face To Face ◽  
Course Work ◽  
E Learning ◽  
Prior Experiences

Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.

An institutional perspective on the selection and use of accounting textbooks: the case of universities in Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irsyadillah Irsyadillah ◽  
Mohamed Salem M Bayou
Keyword(s):  
Liberal Education ◽  
Accounting Education ◽  
Institutional Pressures ◽  
Theory Approach ◽  
Structured Interviews ◽  
Institutional Perspective ◽  
Problem Solving Skills ◽  
Content Type ◽  
Qualitative Research Design ◽  
The People

Purpose This study aims to investigate the selection and use of introductory financial accounting (IFA) textbooks in the context of achieving the objectives of accounting education to provide both discipline-specific skills and liberal education. Design/methodology/approach This paper adopts a qualitative research design to collect data through semi-structured interviews with 33 accounting educators across Indonesia. This study uses the institutional theory approach to explain how accounting textbooks are selected and used to meet the objectives of accounting education at universities. Findings The study provides evidence of the adoption of a systematic procedure for the selection of recommended IFA textbooks. The selection was driven by the technical-regulatory objective of providing technical training. This objective also guides the use of the recommended textbooks. In a sense, accounting educators were more concerned about responding to institutional pressures of preparing accountants for work in the accounting industry rather than providing students with a liberal education that promotes critical thinking and problem-solving skills. Research limitations/implications This study focuses on the selection and use of IFA textbooks. Further research should examine the contents of various accounting textbooks and obtain feedback from the people involved in the publication of the textbooks. Originality/value The findings of this study have important implications for accounting educators. They can use these findings to improve their selection and use of accounting textbooks.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

Peruvian small and medium-sized enterprises and COVID-19: Time for a new start!

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susanne Durst ◽  
Mariano Martin Genaro Palacios Acuache ◽  
Guido Bruns
Keyword(s):  
Latin America ◽  
Crisis Management ◽  
Structured Interviews ◽  
Content Type ◽  
Qualitative Research Design ◽  
The People ◽  
Starting Point ◽  
The Difference ◽  
Insight Into

Purpose Crises of any type have become an integral part of business activity and responses to them could make the difference between survival and failure. This applies in particular to small and medium-sized enterprises (SMEs). Taking the coronavirus (COVID-19) pandemic as a starting point, this study aims to investigate how Peruvian SMEs have been coping with COVID-19 so far. Based on that a conceptual framework is proposed which highlights the practice of SMEs trying to deal with a new type of crisis. Design/methodology/approach The study is based on an exploratory qualitative research design involving 25 semi-structured interviews conducted in Peruvian SMEs. Findings The findings demonstrate how the Peruvian firms studied to adapt to the new situation and initiate responses to increasing the chance of survival. Furthermore, the role of the companies’ decision-makers, as well as the role of crisis management and other related approaches in the companies are shown. Research limitations/implications The paper expands the underdeveloped body of knowledge regarding crisis management in Latin America in general and crisis management in SMEs by providing insight into how Peruvian SMEs perceive and adapt to the COVID-19 pandemic. Practical implications The findings presented in this paper have implications for both managers and managerial staff of SMEs but also for the people in charge of the curricula at universities and other teaching-focused institutes. Originality/value To the authors’ knowledge, this is the first empirical study of crisis management on the impacts of COVID-19 with a dedicated focus on SMEs from Latin America. It provides fresh insight into current reactions to the Pandemic.

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Use of Technology in Problem-Based Learning in Health Science

2018 ◽  
pp. 5853-5862
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom based teaching models to a more enhanced blended/E-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D-virtual reality and demonstration videos. An integration of these digital tools along with contemporary face to face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory based courses such as Laboratory Medicine at Griffith University. The objective of this article is to highlight the impact and advantages of this particular model from the student and teacher based perspective. This article will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

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