scholarly journals Challenge Accepted: Experiences of Turkish Faculty Members at the Time of Emergency Remote Teaching

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Faik Özgür Karataş ◽  
Sevil Akaygun ◽  
Suat Çelik ◽  
Mehmet Kokoç ◽  
Sevgi Nur Yılmaz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Private Higher Education ◽  
Survey Method ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Face To Face

The Covid-19 pandemic caught everyone unprepared. Higher education institutions were expected to be the least affected due to their long history of distance education, which has enabled the development of expertise and technical infrastructure, but were they? The present study focuses on faculty members’ experiences at the time of emergency remote teaching and afterwards. The survey method was devised to conduct the study. An online questionnaire called the Emergency Remote Teaching Views Questionnaire was developed by the researchers and administered at higher education institutions throughout Turkey. With a combination of convenience and snowball sampling, 351 faculty members from 72 different public and private higher education institutions were reached. The descriptive analysis of the data revealed that almost 62% of the faculty members had never taken any form of training regarding online distance education before the Covid-19 pandemic. Although one fifth of the faculty members indicated that they had had distance education experience three times or more before the pandemic, around 62% of them encountered remote teaching for the first time. Many faculty members indicated that they spent more time on remote teaching than face-to-face teaching; they had trouble following students’ development; the students were disinterested in the classes; they had technical problems, but they also received support from their institutions. Although only one fourth of the faculty members reported being unsure about the quality of their remote teaching, three fourths of them believed that it was not as fruitful as face-to-face teaching. This was especially evident in the area of assessment and evaluation. Based on these results, it can be concluded that higher education institutions were caught unprepared, but their adaptation was very quick.

scholarly journals Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Engin Karadag ◽  
Ahmet Su ◽  
Hatice Ergin-Kocaturk
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Satisfaction ◽  
Hierarchical Linear Modeling ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Linear Modeling ◽  
Education Systems ◽  
Face To Face ◽  
Academic Activities

AbstractCOVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

scholarly journals Teaching Sentiment in Emergency Online Learning—A Conceptual Model

2021 ◽  
Vol 11 (2) ◽  
pp. 53
Author(s):  
Domingos Martinho ◽  
Pedro Sobreiro ◽  
Ricardo Vardasca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Conceptual Model ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Private Higher Education ◽  
Online Questionnaire ◽  
Face To Face ◽  
Technological Experience ◽  
The Impact

Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to participate, regardless of their research area, in this questionnaire. It aims to propose and test a conceptual model that combines attitudes, preferred activities, and technological experience with the sentiment about the impact of this experience on students’ learning process, on their teaching activity, and on the strategy of higher education institutions. An online questionnaire was conducted to 65 lecturers engaging in emergency online lecturing. The obtained results showed that lecturers reveal a positive attitude towards online lecturing, tend to prefer activities in which they feel most comfortable in face-to-face lecturing, and consider having technological experience useful for online activities. Lecturers have a positive sentiment about the impact of online learning on students’ learning, their faculty career, and the strategy of higher education institutions. The proposed conceptual model test shows that the model has well-fitting conditions. The results confirm the hypotheses formulated: namely, the predictive effect of attitude, preferred activities, and technological experience on sentiment. Faculty engagement in emergency online lecturing shows that the members are available to participate in the changing process, and the proposed conceptual model can be used to assess this readiness.

scholarly journals ECONOMIC PERFORMANCE OF PRIVATE HIGHER EDUCATION INSTITUTIONS IN DISTANCE EDUCATION THROUGH MERGERS AND ACQUISITIONS

2017 ◽  
Vol 10 (1) ◽  
pp. 252
Author(s):  
Cinara Gambirage ◽  
Wlamir Gonçalves Xavier ◽  
Jaison Caetano da Silva ◽  
Frederick Greene ◽  
Jean Marc Gandonou
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Mergers And Acquisitions ◽  
Economic Performance ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Private Higher Education Institutions

Este artigo mede o desempenho econômico das Instituições de Ensino Superior (IES) privadas em educação a distância com estratégias de crescimento distintas. A análise usa estudos de casos e compara o desempenho econômico de duas IES privadas em educação a distância durante o período de 2012-2014: uma com crescimento através de fusões e aquisições (F&A) e outra que cresceu, sozinha, através do aumento de matrículas. O estudo analisou os indicadores econômicos das duas IES. Os resultados das duas IES foram compilados e, então, as diferenças nos resultados foram mostradas. A pesquisa suporta o arcabouço teórico de que há benefícios econômicos da estratégia de crescimento de F&A na educação a distância.

scholarly journals Impact of professional self-improvement on the effectiveness of teachers in distance education

2021 ◽  
Vol 14 (33) ◽  
pp. e16159
Author(s):  
Marina Nikolaevna Vrazhnova ◽  
Mark Socratovich Anastasov ◽  
Galina Yurievna Nikiporets-Takigawa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Learning System ◽  
Survey Method ◽  
Successful Work ◽  
Before And After ◽  
Professional Self

Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.

scholarly journals Attitudes of Postgraduate Students Towards Distance Education During the COVID-19 Pandemic: North Cyprus Example

2021 ◽  
Vol 12 ◽  
Author(s):  
Yeşim Üstün Aksoy
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Male Students ◽  
Survey Method ◽  
Average Score ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
North Cyprus

The distance education model has become the most common educational model used around the world due to the COVID-19 pandemic that emerged in China at the end of 2019. In North Cyprus (NC), traditional face-to-face education had been resumed through online channels. The rapid shift to online channels has not only caused distress among students who do not have experience with using in online education systems, but also caused many problems to surface in terms of access to education. This study aims to explore the attitudes and views of higher education students in NC regarding the distance education implemented during the COVID-19 pandemic in the 2020–2021 educational year. In this quantitative study, the survey method was used. A random sampling approach was used for determining the study group, which was formed of 470 volunteer higher education students. According to the analysis of the data collected from the students, it was determined that they received an average score of x̅=82.52±19.50 points from the overall Attitudes Regarding the Use of Distance Education Environments During the Pandemic (ASRUDEEDP) scale, x̅=23.03±7.21 from the competence and education sub-dimension, x̅=26.36±5.81 from the practicality sub-dimension, x̅=18.20±4.83 points from the efficiency sub-dimension, and x̅=14.93±4.12 from the satisfaction sub-dimension. It was identified that there were no differences in the scores according to the age group, grade, or Internet use durations (p>0.05) but the scores of male students were observed to be higher than those of female in the sub-dimensions of competence and motivation as well as practicality within the ASRUDEEDP.

scholarly journals Migrating From Face-To-Face to Online Learning During the COVID-19 Pandemic: The Experiences of Psychology Students at a Private Higher Education Institution in Gauteng

2021 ◽  
Vol 3 (3) ◽  
pp. 11-21
Author(s):  
Monique Cloete ◽  
Jessica Michele Ellington ◽  
Anke Jansen van Vuuren ◽  
Elisca Adele Marais ◽  
Poppy Masinga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Computer Literacy ◽  
Online Survey ◽  
Education Institution ◽  
Psychology Students ◽  
Private Higher Education ◽  
Survey Method ◽  
Higher Education Institution ◽  
Face To Face

Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approach. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.

Work Motivation and Organizational Commitment of the Faculty of the Private Higher Education Institutions (PHEIs) in Region I, Philippines

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Roel Palo Anicas
Keyword(s):  
Higher Education ◽  
Organizational Commitment ◽  
Significant Relationship ◽  
Work Motivation ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Survey Method ◽  
Academic Rank ◽  
Region I ◽  
Private Higher Education Institutions

The study determines the levels of work motivation and organizational commitment of the faculty of the Private Higher Education Institutions (PHEIs) in Region I, Philippines as basis for formulating the ROEL PALO ANICAS [RPA] Integrative Formula. The study uses the descriptive-correlational survey method. It utilized a three-part questionnaire and seven (7) PHEIs offering non-allied medical courses in Region I, Philippines served as respondents. A result reveals that the faculty is qualified in their respective positions because they possess the minimum requirements for their appointments. The work motivation of the faculty is more or less uniform; but the level of organizational commitment differed significantly, which implies that some have a lower level of organizational commitment. Age, highest educational attainment, and position were not significantly influenced by their levels of work motivation and organizational commitment due to individual differences on their perceptions. Faculty who are rewarded for their exemplary performance are stronger in their commitment while age and academic rank appear to have no significant relationship to work motivation as well as academic rank, which has no significant relationship to organizational commitment. Therefore, the administrations of each PHEIs in Region I, Philippines are encouraged to adopt the ROEL PALO ANICAS [RPA] Integrative Formula.   Keywords - Education, work motivation; Organizational Commitment; Private Higher Education Institutions (PHEIs); Hygiene Factors/Extrinsic Motivation; Motivational Factors/Intrinsic Motivation and RPA Integrative Formula

scholarly journals Higher Education Institutions and Post-Covid In-Demand Employability Skills: Responding Through Curriculum that Works

2021 ◽  
Vol 2 (1) ◽  
pp. 69-83
Author(s):  
Samuel O. Babalola ◽  
Clement O. O. Kolawole
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Employability Skills ◽  
Survey Method ◽  
Frequency Count ◽  
Job Market ◽  
Graduate Employability ◽  
Innovative Curriculum ◽  
Descriptive Survey

This study explained that the post-Covid world of work would demand a new set of employability skills. Higher education institutions need to respond by preparing graduates with manifest post-COVID-19 employability skills through innovatively delivered curricula. Through literature review, the study identified post-Covid-19 in-demands employability skills and ways of innovatively fostering them. The study adopted the descriptive survey method and canvassed (104) faculty members’ (from 9 public universities) opinions through an online poll on the skills they considered relevant for post-pandemic graduate employability and integrating them into universities curricula. Data collected were descriptively analyzed using frequency count and percentage. Findings showed that when universities commit to innovative curriculum delivery, students can easily acquire skills and competencies required to effective security and create jobs in the post-Covid job market effectively recommended that universities should innovate their curricula by integrating post-Covid in-demands skills needed for students’ post-Covid job market.

scholarly journals Higher education in a time of pandemic

2020 ◽  
Vol 6 ◽  
Author(s):  
Sinaida Vasconcelos ◽  
Yuri Coelho ◽  
Glenda Alves
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Higher Education Institutions ◽  
Functional Condition ◽  
Private Higher Education ◽  
Online Questionnaire ◽  
Education Professionals ◽  
Data Collection And Analysis ◽  
The Impact ◽  
The City

This article presents the results of a study carried out with teachers from Higher Education institutions in the city of Belém, state of Pará, from March to June 2020, a time when Brazil and the whole planet were facing the peak of a pandemic that hit the educational system and drastically impacted educational practices. Thus, the interest in understanding how professors have experienced this moment motivated this investigation, which aimed to analyze the perception of higher education teachers about the experiences and the impact on teaching arising from the implementation of Emergency Remote Teaching during the COVID-19 pandemic. Data collection and analysis procedures combined qualitative and quantitative techniques. Data collection took place through a standardized online questionnaire with open and closed questions. Thirty-nine professors who gave classes in the remote mode during the COVID-19 pandemic participated in the study. The results revealed the teachers' perception of the multiplicity and diversity of roles they assumed in these times of sanitary urgency. This is so that amid the chaos installed by the lack of planning or training, these education professionals displayed high and continuous capacity for adaptation, creativity and reinvention of, in spite of the obligation imposed by the functional condition of the respondents - teachers from private higher education institutions in Belém.

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