scholarly journals Staff and student perspectives of online teaching and learning; implications for belonging and engagement at university – a qualitative exploration

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Lija Abu ◽  
Craig Chipfuwamiti ◽  
Adrian-Mihai Costea ◽  
Alison Faith Kelly ◽  
Krisztina Major ◽  
...  
Keyword(s):  
Social Relationships ◽  
Sense Of Belonging ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Qualitative Interviews ◽  
Widening Participation ◽  
Advantages And Disadvantages ◽  
Educational Engagement ◽  
The Impact

A sense of belonging within higher education (HE) enhances educational engagement and attainment. The rapid shift to online provision has implications for reducing students’ sense of belonging at university. We have previously shown that students consider belonging in HE to be important and that their personal sense of belonging was high. We also found that sense of belonging had elements of people and place: relationships with peers and staff were influential and the physical campus facilitated social relationships. In the first lockdown, we showed that sense of belonging in both staff and students at our large widening-participation London university was reduced. In this paper, we report on a continuing project to explore the impact of sustained provision of learning online, focusing on qualitative interviews carried out with forty-three students and twenty-three staff. Both groups identified advantages and disadvantages of online provision. Advantages included flexibility and accessibility, with savings – financial and time – owing to reduced commuting. However, both groups identified a negative impact on social relationships, student motivation and engagement. Future development of blended learning should be planned, supported and structured to optimise the benefits.

scholarly journals Driving value creation in the new economy following the COVID-19 crisis. Data-mining students’ satisfaction from online teaching in the virtual academic climate.

2021 ◽  
Vol 19 (5) ◽  
pp. pp452-468
Author(s):  
Eyal Eckhaus ◽  
Nitza Davidovitch
Keyword(s):  
Mixed Methods Research ◽  
Structural Equation ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Goodness Of Fit ◽  
Equation Modeling ◽  
Academic Institutions ◽  
Ethical Implications ◽  
Advantages And Disadvantages ◽  
The Impact

  This study examines the advantages of online teaching from the perspective of students at eleven institutions of higher education, universities and colleges, in Israel. The study was conducted at the end of the second semester of their academic studies, after students had experienced “face to face” studies, and they were asked to reply freely to an open question on their evaluation of the benefits of transitioning to online teaching. Students were forced to cope with a new reality, where they were compelled to study in a “digital classroom”. The academic-social climate, the conduct of lecturer-student relations, and the relations among the students themselves, changed instantaneously, with no preparation by any of those involved. Hence, the research findings can illuminate the strengths of online teaching, with a view to the future. Was the impact of teaching and learning in the coronavirus circumstances a one-time event for the students or one from which it is possible to examine and embrace new ways of learning as they see them?   Based on 1,937 fully completed surveys from eleven academic institutions, we employed a mixed methods research design. Major themes were manually tagged, and an empirical model was developed. Structural Equation Modeling (SEM) was utilized to test the model’s goodness-of-fit. Findings present a host of parameters that have a significant positive influence on students’ positive perception of the transition to online teaching.   This study is the first to thoroughly examine advantages and disadvantages of the transition to online teaching among a large group of students, from several different academic institutions, and presents both qualitative and empirical results. Ethical implications of the findings are discussed.  

scholarly journals Covid-19 and school closure: Examining the impact on private mid-range and low-fee private basic schools in Ghana

Prospects ◽  
2021 ◽  
Author(s):  
Lordina Juvenile Ehwi ◽  
Richmond Juvenile Ehwi
Keyword(s):  
Private Schools ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Qualitative Interviews ◽  
School Closure ◽  
Profit Margins ◽  
The Government ◽  
The Cost ◽  
The Impact ◽  
Insight Into

AbstractThe Covid-19 lockdown implemented globally to prevent the spread of the virus has led to the closure of schools. However, insight into the impact of the lockdown on private schools and the responses it has elicited is limited, especially across the African continent. This article examines the impact of the lockdown on private basic schools in Ghana and how they responded to the closure. Following “organizational ambidexterity” and qualitative interviews with nine proprietors of private schools in Ghana, the study found that the schools’ closure had a negative impact on private basic schools in five crucial ways: disruption to teaching and learning, difficulty in retrieving unpaid teaching fees, inability to pay staff salaries and statutory payments, underutilization of existing assets, and the cost of storing unused stock. The article offers suggestions to the government to support private schools that are broadening educational access at thin profit margins.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

Reciprocal Effects Between Health and Social Support in Older Adults’ Relationships With Their Children and Friends

2016 ◽  
Vol 39 (2) ◽  
pp. 300-321 ◽  
Author(s):  
Jung-Hwa Ha ◽  
Sang Kyoung Kahng ◽  
Namkee Choi
Keyword(s):  
Social Support ◽  
Older Adults ◽  
Social Relationships ◽  
Negative Impact ◽  
Poor Health ◽  
Positive Interactions ◽  
Reciprocal Effects ◽  
The Impact ◽  
Bidirectional Effects ◽  
Negative Interactions

This study examined the longitudinal reciprocal effects between health and social support in older adults’ relationships with their children and friends. Data are from the 2006 and 2010 waves of the Health and Retirement Study ( N = 3,760). We focused on three specific aspects of social support: frequency of contact, positive interactions, and negative interactions. We used autoregressive cross-lagged models to examine the bidirectional effects between social support and health. When the bidirectional effects between health and social support were simultaneously examined, the longitudinal effect of social support on health was not significant. In contrast, older adults’ poor health was associated with decreased contact and decreased positive interactions with friends as well as with increased negative interactions with their adult children and friends. The findings suggest that older adults’ poor health has a negative impact on their social relationships and that such effect surpasses the impact of social relationships on health.

scholarly journals AN ANALYZING THE IMPACT PANDEMIC OF COVID-19 TO THE EDUCATION IN INDONESIA: STUDENTS, TEACHERS AND PARENTS

2021 ◽  
Vol 2 (2) ◽  
pp. 253-258
Author(s):  
Risca Dwiaryanti ◽  
Fadali Rahman
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Negative Impact ◽  
The World ◽  
Negative Impacts ◽  
Teachers And Parents ◽  
The Impact ◽  
At Home

Pandemic covid-19 has surprised people all over the world. It happen suddenly and give many impacts to all aspects of human’s life including education in Indonesia. Since, the minister of education and culture stated that all he activity of teaching and learning should be done at home by online learning, then it gives some positive and negative impact. The negative impacts are; not all teachers, studemts, or parents have a facility to access internet, nor use IT well, for example theachers who are old or students of pre school still need their parents’ help. Then, not all parent can earn money to buy internet quota.  Moreover, the positives impacts are; the students become familiar to use IT and it is safe for them to avoid covid-19 outbreak by studying at home.

scholarly journals From design to impact: a phenomenological study of HumanMOOC participants’ learning and implementation into practice

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Patrice Torcivia Prusko ◽  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Phenomenological Study ◽  
Personal Accomplishment ◽  
Analysis Process ◽  
Intention To Participate ◽  
Community Of Inquiry Framework ◽  
The Impact

The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participants’ actual practices. The “Humanizing Online Teaching and Learning” or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, survey and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: learning journeyers, I think I can, and bringing it back to the classroom. The intention to participate and to overcome barriers, and the increase in self-efficacy as a result of personal accomplishment, impacted the participants’ will to implement what was learned into their teaching practice.

scholarly journals The access network: Supporting the construction of social justice physics identities through student partnerships

2019 ◽  
Vol 3 (2) ◽  
pp. 44-61
Author(s):  
Daniel Lee Reinholz ◽  
Adriana Corrales ◽  
Amelia Stone-Johnstone
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Access Network ◽  
Key Factors ◽  
Physical Sciences ◽  
National Network ◽  
Predicting Success

This paper explores the intersections of Students as Partners (SaP) and identity development. While identity and sense of belonging are known to be key factors for predicting success and persistence in STEM, less is known about how student partnerships can provide space for students to develop their identities. To explore this space, we focus on the Access Network, a coalition funded by the National Science Foundation (NSF) of student-run programs that aims to improve equity in the physical sciences. Qualitative interviews with six student participants showed how SaP created opportunities for students to develop social justice physics identities, which allowed them to bridge traditional notions of what it means to be a physicist with their own social justice commitments. This paper contributes to the rapidly growing SaP literature by studying student partnerships at the scale of a national network of institutions, which contrasts studies that focus on more localized contexts, such as teaching and learning in a single classroom.

scholarly journals CLASSROOM TEACHING IS BETTER THAN ONLINE TEACHING - A SURVEY REPORT IN MEDICAL COLLEGE MANDI H.P

2020 ◽  
Vol 8 (10) ◽  
pp. 1165-1170
Author(s):  
Soni Pankaj ◽  
◽  
Kapoor Kanchan ◽  
Rana Susheela ◽  
Bandana a ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Clinical Care ◽  
Developed Countries ◽  
Online Classes ◽  
Survey Report ◽  
The Government ◽  
The Developed Countries ◽  
The Impact

Around the world even the developed countries are stunned by this pandemic causing extensive pain. India is no exception and the Government has imposed a nation – wide lockdown to help restrain the virus. At the onset of the pandemic, medical students in the midst of the session were suddenly pulled out of their studies and same for 3rd and 4th years medical students clerkships were abruptly pulled out of clinical care. Faculty scrambled to adjust learning experiences by switching to online cases and remote activities to prepare students for required exams and to build clinical reasoning skills without the face to face patient encounter. In such a situation, where educational institutions across the country have been closed, both teaching and learning have affected millions of students. As per the orders from the.Government, Universities the colleges have started offering online classes to students. The objective of these online classes is to make sure that students do not lose out on any teaching and learning activities during the lockdown. This paper examines the impact of lockdown on students of medical institutions, the challenges they are facing due to lockdown.

scholarly journals Online Learning Benefits and Challenges During the COVID 19 - Pandemic-Students’ Perspective from SEEU

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 86-103
Author(s):  
Brikena Xhaferi ◽  
Gëzim Xhaferi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Online Courses ◽  
Online Classes ◽  
East European ◽  
Language And Literature ◽  
Student Questionnaire ◽  
The Impact

Abstract Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.

scholarly journals Internationalisation through South-North mobility: Experiences and outcomes of research capacity-building programmes for African scholars in Denmark

2021 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Hanne Kirstine Adriansen ◽  
Lene Møller Madsen
Keyword(s):  
Capacity Building ◽  
International Development ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Research Capacity ◽  
Global South ◽  
Research Capacity Building ◽  
Geographical Mobility ◽  
The Impact

Internationalisation of higher education in the global South manifests in different ways through different modalities. Using a multi-disciplinary mobility-lens, this paper discusses outcomes of geographical mobility practiced by African scholars going to universities in the global North as part of research capacity-building programmes. Over the past 30 years, Danida (Danish International Development Assistance) has provided financial assistance – including research visits at Danish universities – to academics in the global South, who would work with problems in their home countries. This type of internationalisation through research capacity building is used in many European countries and is interesting because it facilitates geographical mobility across the North-South socio-economic divide. Based on a survey sent to 499 current and former African scholars as well as 15 qualitative interviews, the aim of this paper is to analyse the reflections from African academics being involved in this type of internationalisation practice. Thereby we give voice to scholars from the global South who are the practitioners of South-North mobility. More specifically, we analyse the role of different locations for becoming an academic and for their knowledge production. Thus, the paper critically examines the impact made by ‘internationalisation as mobility’ on the personal and professional development of African academics. Key words: Internationalisation, Academic mobility, Knowledge production, Africa, Capacity building How to cite this article: Adriansen, H.K. & Madsen, L.M. 2021. Internationalisation through South-North mobility: Experiences and outcomes of research capacity-building programmes for African scholars in Denmark. Scholarship of Teaching and Learning in the South. 5(1): 46-65. DOI: 10.36615/sotls.v5i1.166. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

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