scholarly journals Dynamic-based Learning: A Novel Approach for Higher Education during COVID-19

2021 ◽  
Author(s):  
Arnon Jumlongkul
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Health ◽  
Dental Students ◽  
Support Materials ◽  
Novel Approach ◽  
High Flexibility ◽  
Teaching Learning ◽  
Dental Schools

Purpose: Now traditional lecture-based teaching and learning have been affected by the COVID-19. The objectives of this article are to design the novel educational technique called ‘dynamic-based learning’ (DBL) that provides the combination of online teaching-learning methods and student’s creativity, to evaluate primary dynamic-based learning function, and to propose dynamic-based learning for higher education. Methods: DBL composes of four steps, including, preparation, homework, classroom, and evaluation, which was designed, and taught in medical and dental schools. Online support materials included mobile phone, email, Facebook Messenger, Line Messenger, Cisco Webex, and Zoom Meetings applications were recruited for this novel method. Results: A total of 32 third-year medical students and 26 sixth-year dental students was treated by DBL similarly. three subjects, including, Innovation in Dentistry, Basic Medical Research, and Principles of Pathology and Forensic Medicine were selected in this article. The results showed students could create their knowledge, ideas, and creativity during the online classes.Conclusion: DBL can be used as an alternative learning mode during the COVID-19 crisis. The benefits of DBL also include high flexibility, dynamic process, active learning, and high creativity. DBL should be tested with other disciplines such as engineering school, laws school, health sciences school, and should be compared with other traditional teaching and learning modes in the future. This method may support the global higher education systems to move forward the COVID-19 pandemic to set a novel standard of a future normal.

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
pp. 273-283
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

Exploring Datafication for Teaching and Learning Development

2021 ◽  
pp. 79-92
Author(s):  
Mark Schofield
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Traditional Classroom ◽  
Digital Data ◽  
Education Literature ◽  
Learning Development ◽  
Teaching Learning

The scale, magnitude, and diversity of higher education teaching/learning and higher education institutions (HEIs) have resulted in corresponding diverse datafication representations. Contrary to conventional datafication, where the objective is profitability (e.g., adopting facial recognition for improved policing), the datafication of HEIs should be analysed, understood, and interpreted for its unique diversity, practice, and consequences. The result of the COVID-19 pandemic has forced a paradigm shift from conventional/traditional classroom-based teaching to online teaching, which has resulted in enhanced data collection. Taking a post-digital perspective on modern practices in higher education literature, this chapter argues for an organic view, in which the datafication must consider the aspects of teaching, learning, and educational context that are absent in digital data. The findings from the discussion lead to the conclusion that datafication can complement expert judgement in HEIs when informed by the unification of pedagogy and technology.

Learning Online Sustainable Education Projects and Students Behavioral Intentions during Covid-19

2021 ◽  
Vol 7 (5) ◽  
pp. 3543-3558
Author(s):  
Zhao Jing ◽  
Song Lu ◽  
Jamshid Ali Turi ◽  
Andalib Tarnima Warda
Keyword(s):  
Higher Education ◽  
Information System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Asian Countries ◽  
Business Services ◽  
Cross Sectional ◽  
Online Mode ◽  
Teaching Learning

COVID-19 changed working and learning mechanism around the globe. Most of the business, services sectors including education started their functions in online mode. This study investigated the intentions and use behaviors of the students to accept information and mobile technology for the learning processes in Higher Education Institutions (HEIs) in Asian Countries Pakistan, Bangladesh and China. Multi-method was applied to get the objectives of the model using Unified Theory of Acceptance and Use of Technology (UTAUT) model and theory of planned behaviors. Focus Group Discussion from Bangladesh and the case study of China and the cross-sectional data result shows that university student’s acceptance of information system based learning is reasonably well. However, students were feeling anxiety due to load shedding and change in routine, therefore, the result showed negative relation with the intentions to use information system and mobile for online learning. Moreover, the learners also demanded for the implementation IR4.0 in Pakistan and Bangladesh has got full support for online teaching-learning and services like research. Keywords: COVID-19; online Teaching and learning; South Asian Countries, Higher Education; Social and Psychological Safety during COVID-19

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

scholarly journals “From the Initial Steps to the Concept of Online Education” – Teacher Experiences and Development Directions Based on Feedback from Online Education Introduced During the Pandemic

2021 ◽  
Vol 3 (3) ◽  
pp. 33-48
Author(s):  
Mónika Rajcsányi-Molnár ◽  
Anetta Bacsa-Bán
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Good Practice ◽  
Education Institution ◽  
Learning And Teaching ◽  
Teaching Concept ◽  
Teaching Paradigm ◽  
Teaching Learning

The pandemic situation caused by COVID-19 has challenged the education system, not only in Hungary, but everywhere in the world. The use of information and communication technology in education, including higher education, has transformed students' expectations and, at the same time, redefined the role of the online educator. This is because online teaching and learning is significantly different from teaching-learning in a traditional environment, and educators need to rethink their role in the learning and teaching paradigm. Our higher education institution has developed a new learning-teaching concept based on the experience of distance education introduced as a result of the pandemic situation. The research described in the study and the corresponding developments are shared as good practice for other higher education institutions.

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 Challenges and Responses of Higher Education institutions to align higher Education with COVID-19 Realities: A Thematic Analysis

2021 ◽  
Vol 6 (1) ◽  
pp. 109-129
Author(s):  
Sajid Ali Yousuf Zai ◽  
Aisha Shams Akhunzada
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning System ◽  
Online Classes ◽  
Academic Activities ◽  
Teaching Learning ◽  
Regular Students

The world is in the fright condition and facing the threat of COVID-19 and Pakistan is not an exceptional in this situation. By the decision of National Command and Operation Centre (NCOC), all the universities and institutions were closed for formal academic activities and starting online classes from March, 2020. This was an astounding paradigm for the regular students of the institutions as well as for the faculty. Hence, this study has been conceded to find out what the faculty and students got what they lost individually and scholastically and what are their suggestions for the improvement and uniformity of the online learning system throughout thecountry. The purpose of this study was to explore the role of HEC during COVID-19 to implement the immediate online learning and its impact on students learning. This research was based on qualitative research in which data were collected from the literature available online. Various contemporary articles, papers, reports, blogs, newspaper reports as well official reports and news were carried out into consideration for this study. However, the thematic method was used for categorization of the main themes from the literature related to the views of the students and faculty and the role of HEC in the improvement of the online teaching-learning process in Pakistan. Recommendations for the improvement of online teaching and learning system were proposed inthe light of current pandemic situation. 

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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