scholarly journals Impact of COVID-19 on Higher Education. A case study of Uzbekistan

2021 ◽  
Vol 10 (2) ◽  
pp. 51-66
Author(s):  
Izabela Cytlak
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Educational Institutions ◽  
Higher Education System ◽  
Aged People ◽  
Teachers And Students

Purpose – To identify the main challenges experienced at local Higher Educational Institutions by students while studying online during the pandemic. The research will find out the difficulties faced, and detect the areas to improve in further implementation of distance education in the country. Motivation - Only about 11% of applicants have been accepted to High Educational Institutions in Uzbekistan for the last two years. The integration and development of distance learning will create opportunities for more young and middle-aged people who do not have enough resources to study in a traditional way. Due to the pandemic, all the educational institutions had to transfer into the online teaching system. This unexpected situation made both teachers and students of Uzbekistan face the challenges. At the same time, it created an opportunity to experience remote teaching and learning, which can become a groundwork on approval and application of distance education in Uzbekistan. Design/Methodology/Approach – Quantitative type of research was implemented. The questionnaire was designed and the students who experienced remote learning during the pandemic at least for one semester were invited to participate. Implications – The results of the research can be implied to develop educational policy in the Higher Education system of Uzbekistan. The outcomes of surveys were analyzed to understand how the findings can be implemented in the Higher Education of Uzbekistan. Moreover, the conclusions of the research may constitute recommendations for decision-makers in the field of higher education (rectors and dean's authorities of universities).

scholarly journals The teacher’s main competencies in modern higher education

2019 ◽  
Vol 3 (I) ◽  
pp. 30-42
Author(s):  
Надія СМОЛІКЕВИЧ
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Active Role ◽  
Teaching Staff ◽  
Creative Potential ◽  
Higher Education System ◽  
Professional Activities ◽  
Teachers And Students

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

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 Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals Transformation From RTVUs to Open Universities in China

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Weiyuan Zhang ◽  
Wei Li
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Human Resource Development ◽  
Education System ◽  
Online Teaching ◽  
Chinese Government ◽  
Open University ◽  
Higher Education System ◽  
Institutional Differentiation ◽  
Bank System

Open and distance education has been playing an important role in China’s development of higher education and lifelong learning. In 2012, the Chinese government approved six large-scale radio and television universities (RTVUs) to become open universities (OUs), including the Open University of China (OUC), Beijing Open University (BJOU), Shanghai Open University (SHOU), Guangdong Open University (GDOU), Jiangsu Open University (JSOU), and Yunnan Open University (YNOU). The purpose of this study is to provide a descriptive analysis of the transition from RVTUs to OUs, and the current state and challenges of open universities in China after five years’ reform. Five topics are explored in this paper, including: the new positioning of open universities in China’s vast and differentiated higher education system; award bearing and non-award bearing program offerings; implementation of the online teaching and learning modes; the use of Open Education Resources (OER) and online mini-courses; and the development and use of a credit bank system. A summary of these topics follows a discussion of four issues of open university reform, including key performance indicators (KPIs) for open universities, cohesion and resource sharing between the national and provincial open universities, quality assurance for award bearing programs, and planning to transform China’s existing 39 provincial RTVUs into OUs. It is expected that the results of this study would contribute to knowledge about institutional differentiation in the world’s largest higher education system, and on the merits of open and distance education in the human resource development in China. This paper may also provide insight for other countries that are engaged in institutional differentiation of higher education systems punctuated by the essential role of open universities in such planning and implementation.

Is Anyone There? Being ‘Present' in Distance Education

2010 ◽  
pp. 194-208 ◽  
Author(s):  
Andrea Reupert ◽  
Darryl Maybery
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Technical Aspects ◽  
Use Of Technology ◽  
The Subject

Research on higher education distance education tends to focus on the technical aspects of distance teaching, with little focus on the personal components of teaching and learning. In this chapter, students are interviewed to identify whether they want a personal presence from their lecturers and if so, what this presence might look like in distance education. Conversely, lecturers are interviewed to determine what they personally bring of themselves when teaching in distance mode. Results indicate that many, but not all, distance students want their lecturers to be passionate about their subject, form relationships and be open and available. However, there were some students, albeit a minority, who wanted to focus solely on the subject. Other students were clear that even though they valued lecturers’ personal revelations, these needed to be directly related to subject materials. Similarly, distance lecturers suggest that while they do reveal aspects of their personality there are also boundaries as to how much they ‘give’ of themselves. A case study is presented that extends this discussion and provides one approach, through the use of technology, for taking the ‘distance’ out of distance teaching.

Teaching Off-Line Digital Video Editing On-Line

2012 ◽  
pp. 845-858
Author(s):  
Sarah Atkinson
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Video ◽  
Virtual Learning Environment ◽  
Video Editing ◽  
Online Higher Education ◽  
Video Tutorials ◽  
On Line

This chapter focuses upon a case study of an online higher education intervention – an interactive resource the author has devised as an aid to the teaching and learning of undergraduate digital video editing (DVE). This resource specifically addresses drama and fiction postproduction principles, practice and techniques. The repository, which includes streamed materials available to download, guides the student through the film production process in a step-by-step way (for students), with suggested class based activities and tasks using the materials (for tutors). The resources include the script, all planning documentation, all production paperwork, and all rushes shot for different productions. The student/tutor navigates through these materials guided by a combination of voice-overs, video tutorials by those personnel involved in the production, and clips taken from the “making of” documentaries. This chapter explores the intervention within the wider context of higher education online teaching and through the lens of virtual learning environment pedagogic theory.

Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

2021 ◽  
pp. 234763112110072
Author(s):  
Sanaa Ashour ◽  
Ghaleb A. El-Refae ◽  
Eman A. Zaitoun
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
United Arab Emirates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
University Leaders

The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.

scholarly journals Learning in the COVID-19 Era: Higher Education Students and Faculty’s Experience with Emergency Distance Education

2021 ◽  
Vol 16 (09) ◽  
pp. 40
Author(s):  
Talal Alasmari
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Data Collection ◽  
Correlation Analysis ◽  
Education System ◽  
Learning Experience ◽  
Survey Questionnaire ◽  
Education Students ◽  
Higher Education System ◽  
Teachers And Students

Purpose: The main aim of the study is to student and faculty’s experience with emergency distance education in the higher education system at the time of COVID-19 Research Methodology: This research has employed a quantitative approach where survey questionnaire was used as the instrument for data collection. The data was collected from teachers and students separately. The sample of teachers was 916 and the sample of students was 4623. For both the questionnaires, three point and five point Likert scale was used to record the responses. SPSS was used to analyse the data with the help of frequency analysis and correlation analysis. Findings: The results of this research have indicated that emergency distance education tends to impact learning experience of teachers and students in Jeddah. The quantitative findings of this study have suggested that supportive and efficient infrastructure is important for the purpose of ensuring smooth learning in the COVID-19 era. Limitations/ Implications: This research has been carried out in the context of Jeddah hence the scope of the research was restricted. The results of this research are only applicable for higher education system in that geographical region

scholarly journals Influence of the coronavirus pandemic on the financial mechanisms of Kazakhstani universities

2021 ◽  
pp. 224-230
Author(s):  
D. A. Ashirbekova ◽  
G. Zh. Nurmukhanova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Remote Work ◽  
Higher Education System ◽  
Training Materials ◽  
Teachers And Students

This article examines the process of transition of the higher education system to distance learning in the context of the COVID-19 pandemic. Despite the uniform transition to distance learning, higher education institutions differ in the strategy of its organization. As a result, an analysis was made of the country's higher educational institutions and the measures they have taken to transfer teachers and students to online education. The analysis highlighted a number of challenges faced by higher education institutions during the transition to a new format of distance learning, including the lack of infrastructure and material and technical base, difficulties in adapting training materials to the new format, lack of staff qualifications and experience of remote work. Taking into account the above problems, the pandemic showed the need for additional budgetary funds for the development of a digital educational environment, professional development of the teaching staff, as well as for the creation of jobs at universities for students who lost their jobs during the crisis, which allowed them to pay for tuition and related costs. Thus, given all the abovementioned difficulties in the transition to distance learning, for the full functioning of higher education institutions and to prevent a potential increase in unemployment, an increase in costs is necessary. This article also discusses proposals on the need to make appropriate changes in management and financial models in the field of education.

scholarly journals CROSSING CULTURES AND BORDERS IN INTERNATIONAL ONLINE DISTANCE HIGHER EDUCATION

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Gulnara Sadykova ◽  
Jennie Dautermann
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Cultural Imperialism ◽  
Host Institution ◽  
Cross Culture ◽  
Online Distance

The growing demand for higher education worldwide, along with global expansion of telecommunication technologies, give online distance education a potential world-wide reach for institutions in many countries. Given the persistent international digital divide and the potential for the host institutions and languages to be those of wealthy, industrialized countries, international online distance higher education (IODHE) has great potential for educational and cultural imperialism. Therefore institutions contemplating expansion into international distance education must accommodate a number of changes that would enable building the safe learning/teaching environment needed for the development of a successful course. Drawing on literature of domestic and international online teaching and learning, multicultural studies, as well as personal international teaching and learning experience, the authors examine four domains where these changes are of critical importance: 1) host institution, 2) technology, 3) learning models of students, and 4) teaching models of faculty. The paper discusses issues and practices in each of these domains and offers general recommendations for institutions participating or planning to participate in cross-border/cross-culture online education.

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