scholarly journals Online Education in the Time of COVID-19 Crisis

2021 ◽  
Vol 8 (9) ◽  
pp. 70-77
Author(s):  
Keshav Dahiya ◽  
Naman Malhotra ◽  
Vaibhav Bachhwal ◽  
Neha Gupta
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Traditional Approach ◽  
World Health ◽  
Face To Face ◽  
Learning Modalities ◽  
E Learning ◽  
Health Organization ◽  
Teaching Modality

Prior to the pandemic, Indian educational institutions relied primarily on traditional means of instruction, like as face-to-face lectures in a classroom. Many academic units have already begun to mix learning throughout the pandemic, but many still maintain archaic traditions. The rapid outbreak of a lethal disease known as Covid-19 due to the SARS-CoV-2 Corona Virus startled the whole world. It was labeled a pandemic by the World Health Organization. This has challenged the worldwide education system and prompted educators to move to an online teaching modality overnight. Many schools, which were previously reluctant to adapt their traditional approach to pedagogy, were unable to move totally to online instruction. The paper discusses the importance of online learning and of e-learning modalities analysis in times of crisis, including strengths, weaknesses, opportunities and challenges (SWOC). This article also highlights the emergence of EdTech startups during pandemics and provides ideas for academic institutions to tackle online learning issues.

scholarly journals MODEL PEMBELAJARAN DARING PASCA PANDEMI COVID-19

2020 ◽  
pp. 192
Author(s):  
Syarifah Rohana
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Platforms ◽  
Face To Face Learning

The sophisticated information and technology (IT) development can be the answer for various problems post the covid-19 pandemic, particularly the teaching and learning challenges. The role of IT that is booming nowadays is online learning. Online learning is obviously different from regular learning. In this mode of learning, the students are required to have the ability to receive and process information. It serves as media that connect teachers and students who are being remote from one another at any time and anyplace. There are various media utilized to perform online learning such as WhatsApp, Google Meet, Zoom, Google Classroom, and other e-learning platforms. Among all these media, though, WhatsApp apparently appointed as the simplest and easiest media to access in all levels of education. Online learning at current is the effective medium to carry on the teaching and learning process in all levels of education. For the effectiveness of online teaching and learning process during the covid-19 pandemic, there have been a number of learning models suggested by the expert such as remote learning, face to face learning, e-learning, project-based learning, and Blended Learning.

scholarly journals Online Learning: A Panacea in the Time of COVID-19 Crisis

2020 ◽  
Vol 49 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Shivangi Dhawan
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
World Health ◽  
Academic Institutions ◽  
Online Mode ◽  
The World ◽  
Set Up ◽  
Health Organization ◽  
Methods Of Learning ◽  
Teaching Learning

Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures in a classroom. Although many academic units have also started blended learning, still a lot of them are stuck with old procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. The World Health Organization declared it as a pandemic. This situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. Many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching–learning. The article includes the importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of crisis. This article also put some light on the growth of EdTech Start-ups during the time of pandemic and natural disasters and includes suggestions for academic institutions of how to deal with challenges associated with online learning.

Education During COVID-19 Outbreak: College of Pharmacy Experience (Preprint)

2020 ◽  
Author(s):  
Abdulkareem M. Albekairy ◽  
Shmeylan Al Harbi ◽  
Mohammad Shawaqfeh ◽  
Abdulmalik A Alkatheri ◽  
Aiman Obaidat ◽  
...  
Keyword(s):  
Educational Process ◽  
Assessment Methods ◽  
World Health ◽  
Action Plans ◽  
Continuous Assessment ◽  
Face To Face ◽  
Contact Hours ◽  
E Learning ◽  
Health Organization ◽  
The University

UNSTRUCTURED In response to the announcement of coronavirus disease 2019 (COVID-19) pandemic by the World Health Organization on March 11, 2020, a worldwide closure of schools and educational institutions has been implemented to combat the spread of the disease. This has resulted in transferring from face-to-face teaching to virtual schooling and e-learning to continue the second semester of the academic year 2019-2020. The main objective of this article is to review and reflect on the experience of the College of Pharmacy at King Saud Bin Abdulaziz University for Health Sciences in implementing action plans concerning applying e-learning in the delivery of the remaining curriculum and assessment methods after the announcement of COVID-19 pandemic. The feedback of the students was surveyed to address issues of preparedness, attitude and barriers concerning e-learning. Action plans were implemented at the university and the college levels. The educational process went very smooth by e-learning and several assessment methods have been applied in continuous assessment and final examinations. A total of 170 contact hours have been delivered by live broadcasting whereas 125 contact hours were recorded. Minimal number of lectures and topic discussion sessions have been deleted and some have been transferred to the next semester. The survey results indicated good satisfaction of the students in the e-learning process were approximately 75% of them have responded to a survey that was prepared for this purpose. This experience could provide a helpful guidance and insight to deal with such a crisis to rapidly move from regular educational activities by face-to-face teaching to e-learning.

Unexpected Opportunities

2021 ◽  
pp. 61-83
Author(s):  
Dixie Friend Abernathy ◽  
Robert J. Ceglie ◽  
Ginger C. Black ◽  
Amy W. Thornburg
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Research Study ◽  
Veteran Teachers ◽  
Learning Support ◽  
Face To Face ◽  
Learning Modalities ◽  
Future Events ◽  
Teacher Assistant ◽  
Roles Of Teacher

In the spring of 2020, during the COVID-19 pandemic, the nation's schools closed. Students and families were asked to shelter-in-place and the nation's schools were charged with the challenge of educating students through online modalities. Novice and veteran teachers alike needed to quickly assimilate to virtual teaching and online learning modalities. Students were asked to adjust from face-to-face lessons to screenshots of material from within the confines of their homes. Parents were asked to assume the roles of teacher assistant, tutor, and learning support, all while juggling other personal or work challenges. Leading and coordinating all of these efforts in towns and cities across our nation were school leaders, many of whom may have felt lacking in their own skill set related to online teaching. This research study will explore the perceptions of these leaders. Almost 50 North Carolina leaders shared their perspectives on their own experiences. Conclusions from this research will be pertinent in recommending steps and considerations for future events of this magnitude.

A Study on Educational Transformation through Evolution of Online Learning in the times of COVID-19 in India

2021 ◽  
pp. 172-178
Author(s):  
Jyoti Tandon
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
World Health ◽  
Educational Institutions ◽  
The World ◽  
E Learning ◽  
Learning Modes ◽  
The Times ◽  
Set Up ◽  
Health Organization

Educational institutions (schools, colleges, and universities) in India have always followed traditional modes of teaching and learning wherein the teachers impart the lectures and the students undertake the instructions and guidance in a face-to-face medium. But, with the advent of covid-19, educational institutions in India were left with no choice but to switch to online mediums for imparting instructions. The sudden outbreak of Covid-19 impacted the entire world in an unparalleled manner and had put us all to witness a never seen before deadly virus Corona Virus (SARS-CoV-2) that shook us all. World Health Organization recognized the devastating effects of Covid and declared it as a global pandemic. One of the major challenges faced by the institutions around the world was in continuing learning in traditional set-up; thus the educators around the world shifted to online modes of teaching and learning. This article incorporates the learning and significance of e-learning and Strengths, Weaknesses, and Opportunities of e-learning modes in the wake of a crisis situation. This article also additionally puts some light on the challenges faced by the institution with reference to imparting education through online learning modes.

scholarly journals Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students

2021 ◽  
Vol 3 (2) ◽  
pp. 103-111
Author(s):  
Paola Xhelili ◽  
Eliana Ibrahimi ◽  
Erinda Rruci ◽  
Kristina Sheme
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Life Sciences ◽  
Classroom Learning Environment ◽  
Online Classes ◽  
Online Learning Environments ◽  
Internet Connection ◽  
E Learning

The aim of this study is to evaluate the perceptions and challenges of Albanian students during online learning carried out due to COVID-19 pandemic. The students were invited via email to give their perception of ongoing online learning. Responses were obtained from 627 college students from various study fields, such as natural, medical, and life sciences. The results showed that students had a more positive attitude towards the classroom learning environment. The main challenges that students faced were the unavailability of internet connection and the lack of technology devices. Students enrolled in technology-based programs and also those with high academic performance were more comfortable and satisfied with online classes (p0.001). The % of students who preferred the learning process be continued in the classroom was higher than those who preferred online education or a combination of both on-campus and online learning environments (p0.001). Students firmly state that online learning cannot replace the classroom. The findings suggested that Albanian students are not familiar enough with technology-based education. Online teaching must be integrated gradually into Albanian education depending also on students’ characteristics. The learning process must be effectively organized by professors, taking into account students’ dissatisfactions and difficulties with e-learning and considering the overall limitations of this method.

scholarly journals CHALLENGES OF LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
 Sofia Iqbal ◽  
Saphra Sohail
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Online Education ◽  
Patient Care ◽  
Online Teaching ◽  
The Internet ◽  
Medical Council ◽  
Clinical Scenarios ◽  
E Learning ◽  
Examination Techniques

According to United Nations Educational, Scientific and Cultural Organization (UNESCO)1, 850 million children and young adults are out of education or training because of the COVID-19 pandemic. In many countries, this has resulted in a shift from traditional in-person learning to online learning. However, online learning is not new in developed countries. Many universities had ventured since long into online education with some courses offered as a supplement to in-person teaching. Pakistan is one of the countries lacking both accessibility and infrastructure for this major transition2. Hence there is a need to examine the current challenges and the impact on our students. There will be certainly an increase in educational inequalities and the setback will last for a long-time affecting employment and income especially for those coming from underdeveloped areas. As regards medical students, this pandemic presents the greatest practical and logistical challenge3. It has disrupted medical education, requiring intense and prompt attention from medical educators. These challenges have affected patient care due to focusing attention on COVID-19 patients, which has severely limited the availability of bedside teaching opportunities for medical students4. Resultantly they are unable to complete clerkships and lack direct patient care experience. To make online education more inclusive, institutions need to ensure that learners benefit from technologies and have access to the Internet. Smartphone use has increased manifold in our country, and it can be easily used for online learning, which is a good replacement for laptops. Surveys focusing on accessibility to the Internet, laptops/tablets/smartphones can provide a platform, involving stakeholders who can help students who have limited or no access5. The college IT department should be involved which should help students with issues that come up during e-learning. Although e-learning is not an alternative to hospital rotations, yet it can help continue medical education through access to clinical videos and other online resources focusing on clinical scenarios and examination techniques. We need to ensure teachers’ training for the unique demands that online teaching poses. Many strategies have been developed for improving the quality of online teaching and engaging students. These include interacting with students, encouraging student’s participation by giving more open-ended questions, sharing videos focusing on examination techniques and different clinical scenarios, providing clear directions at the start of the session, and providing students with emotional support in this time of crisis. We should not forget that students’ attitudes are influenced by the support they receive from families and teachers. As teachers, we play an important role in the development of positive attitudes and providing students with emotional support6. There is a need for specific guidelines for online medical education framed by Pakistan Medical Council for implementing e-learning. With this sudden shift, away from the classroom in many parts of the world, some are wondering whether the adoption of online learning will continue to persist post-pandemic. For teachers, it is an opportunity to implement this teaching and learning methodology in our medical schools and training institutions whereas for students it is an opportunity to make use of e-learning for deriving maximum benefit thus preparing us for an unforeseeable situation in the future.

scholarly journals Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future

2021 ◽  
Vol 10 (3) ◽  
pp. 285
Author(s):  
Stefano Cesco ◽  
Vincenzo Zara ◽  
Alberto F. De Toni ◽  
Paolo Lugli ◽  
Giovanni Betta ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Lessons Learned ◽  
World Health ◽  
Pedagogical Issues ◽  
Face To Face ◽  
The World ◽  
Learning Software ◽  
Health Organization ◽  
The Impact

In the last year a new virus (SARS‑CoV‑2) and the disease caused by it (COVID-19) has quickly spread around the world, leading the World Health Organization to declare a public health emergency and, then, a global pandemic status. The strategies adopted by many countries to reduce the impact of the pandemic were mainly based on social distancing rules and on stay-at-home measures or lockdowns. These strategies had severe disruptive consequences on many sectors, including all levels of education. While the “traditional” (face-to-face) Higher Education (HE) system was unprepared for the lockdown (e.g., no plans for a massive shift to online teaching were available/ready), it reacted in an extremely quick and effective way, replacing face-to-face teaching with online teaching. While COVID-19 has been extremely challenging for education, the experience has undoubtedly provided positive inputs for the digitalization of the HE system. The question is however, if whether after the COVID-19 emergency everything will go back to the previous situation or instead if the pandemic has irreversibly changed HE. While we are still in the middle of the crisis, it is in our view beneficial to start to reflect on the challenges and open issues that emerged during this period and the lessons learned for the “new normal” (as it is often referred to). In this conceptual paper we seek to start this discussion by focusing on the following relevant aspects that should be considered to succeed in the digital transformation: broadband network infrastructure and hardware devices; e-learning software; organization of teaching activities; pedagogical issues; diversity and inclusivity; and a number of other issues. We conclude that the COVID-19 pandemic will irreversibly change HE and probably for the better.

scholarly journals Teaching during Covid-19: Teacher and Students’ Experience

2020 ◽  
Vol 8 (2) ◽  
pp. 25-35
Author(s):  
Irtifa Mukhter ◽  
Richa Chowdhary
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Universities And Colleges ◽  
Face To Face ◽  
Teachers And Students ◽  
Social Media Platforms ◽  
Open Discussion ◽  
Research Questions ◽  
The Impact

On March 2020 most of the educational institutes in India stopped face to face contact with students as a result of countrywide lockdown which was imposed due to COVID-19 pandemic. The impact of the lockdown has affected the students and cast a shadow on the entire education system. Restrictions have led many universities and colleges to opt for online learning to curtail the spread of Coronavirus. To overcome lockdown, online education became the primary pathway amidst technological challenges. Teachers had possibly more to do than the students and those teachers who were technologically confronted had their limits tested. The students, on the other hand, had myriad challenges to face. The current study draws on the experiences of teachers and students to the introduction of the online learning method during the pandemic.   Qualitative research methods were utilised to answer the research questions.  The study recruited students in the age of 18-25 and teachers in the age of 35-60 years through social media platforms.  Informed consent was obtained, and thereafter the respondents were interviewed via telephone (NAPSWI, 2015). The study additionally utilised and analysed open discussion content of the National Association of Professional Social Workers in India (NAPSWI) webinars relevant to online teaching and their experiences.

Online Education and Cultural Background

2009 ◽  
pp. 1080-1085
Author(s):  
Elizabeth Koh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Support Services ◽  
Computer Network ◽  
Learning Resources ◽  
Core System ◽  
Face To Face ◽  
The Core ◽  
E Learning ◽  
Online Learning Resources

Online education is growing rapidly. Online education is a Web-based form of education where students gain access to online materials and communicate with instructors and other students. There are four distinguishing characteristics that separate it from e-learning and other modes of learning (Paulsen, 2003). First, there is a physical separation of teachers and learners in online education. This differentiates it from face-toface education. Second, online education is regulated or instituted by an educational organization, hence disqualifying it from the self-study mode of learning. Third, educational content is distributed over a computer network, unlike e-learning, which includes educational content distributed by CD-ROMS and DVD-ROMS. Fourth, students and instructors communicate with each other over a computer network. There is a twoway flow of information which is not always available in e-learning. Indeed, the communicative element is a unique feature of online education and is an extension of the individualized experience of earlier technologies (Piccoli, Ahmad, & Ives, 2001). Not solely an interaction between the student and the system, online education allows communication between peers and instructors and even collaborative learning communities. Online education also provides high levels of student control and supports participant contact and interaction continuously during the learning process. There are different levels of “onlineness” (Hosie & Schibeci, 2005). The most basic level is Web supplemented. It is optional for students to interact with the education content, and to communicate with instructors and other students. These online learning resources are a component in addition to their face-to-face learning. The intermediate level is Web dependent. Students need to participate online as part of the course requirement, besides some face-to-face component. Students should utilize the online education content, which includes course descriptions, study guides, examination details, assessment overview, reading lists, and online quizzes. Also, students are expected to interact with lecturers and peers by participating in the online discussion forum or other computer-mediated communications (CMC). This is the most popular form of online education today. The advanced level is fully online. This final level requires no face-to-face meetings with the students. Education content, learning activities, assessment, and support services can only be referred to vis-à-vis the computer network. Distance education could occur in this manner, but the term “distance education” also includes the use of other types of media which may not be electronic. Online education is supported by various systems. The core system in most educational institutes is the learning management system or the virtual learning environment. Learning management systems grant access to online learning resources for students and instructors; they register users, provide communication tools for users, manage courses, evaluate learners, and provide administrative reports (Paulsen, 2003). They can be commercial software like Blackboard or developed in-house. Online education can also require library and digital resources, learner support services, accounting, security, the Internet and e-commerce technology, which may be integrated with the core system Online educational technologies can be categorized into synchronous or asynchronous. Synchronous applications require users to be available at the same time. They include networked group decision support systems (GDSS), e-meetings, e-conferences, and features like whiteboards, text-based chat, and video conferencing. Asynchronous technologies are time independent and comprise discussion boards or Web boards, document repositories, Web logging, podcast audio content, and Web cast lectures.

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