scholarly journals Emergency Remote Teaching during COVID-19: A Comparison of Student Perceptions

2021 ◽  
Author(s):  
Kevin Fuchs
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Perceived Performance ◽  
Global Pandemic ◽  
Education Community ◽  
Significant Difference ◽  
The World

The pandemic has shaken up the higher education landscape around the world, with responses from institutions falling into three categories: retaining in-class teaching with social distancing, adopting hybrid models (blended learning, limiting the number of students on campus), or transitioning to fully online teaching. However, there is a significant difference between emergency remote teaching and a genuine shift to online/hybrid learning, with the key distinguishing term being “emergency.” In response to the global pandemic, the higher education community is now working on the continuous development of action plans in a quest to identify means to manage the crisis more efficiently. The purpose of this paper is to analyze the perceived performance of ERT from the perspective of undergraduate students. For that purpose, samples (n=332) were taken in two different geographical settings, i.e., Thailand and Sweden. Moreover, it is the objective to compare both samples and identify similarities and inadequacies which help stakeholders to manage ERT more efficiently in the future.

scholarly journals Emergency Remote Teaching during COVID-19: A Comparison of Student Perceptions

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Kevin Fuchs ◽  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Perceived Performance ◽  
Global Pandemic ◽  
Education Community ◽  
Significant Difference ◽  
The World

The pandemic has shaken up the higher education landscape around the world, with responses from institutions falling into three categories: retaining in-class teaching with social distancing, adopting hybrid models (blended learning, limiting the number of students on campus), or transitioning to fully online teaching. However, there is a significant difference between emergency remote teaching and a genuine shift to online/hybrid learning, with the key distinguishing term being “emergency.” In response to the global pandemic, the higher education community is now working on the continuous development of action plans in a quest to identify means to manage the crisis more efficiently. The purpose of this paper is to analyze the perceived performance of ERT from the perspective of undergraduate students. For that purpose, samples (n=332) were taken in two different geographical settings, i.e., Thailand and Sweden. Moreover, it is the objective to compare both samples and identify similarities and inadequacies which help stakeholders to manage ERT more efficiently in the future.

scholarly journals Analysis of Views of Undergraduate Students towards Online and Offline Mode of Teaching, Learning and Examination

2021 ◽  
pp. 51-62
Author(s):  
Dr. Kangki Megu ◽  
Dr. Sukanta Kumar Pradhan ◽  
Dr. Tage Yama
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Arunachal Pradesh ◽  
Higher Education System ◽  
The World ◽  
New Challenges ◽  
Deadly Disease ◽  
Teaching Learning

The COVID-19 pandemic has set new challenges before the world in all areas including, education, and India is not an exception. The elementary, secondary and higher education system of our country is severely affected with this deadly disease. As such, the schools, colleges and universities have suspended their offline classes throughout the country since March last week of 2020. Amidst these challenges, it has also opened up new opportunities for the teachers, educators, and technocrats, etc. to use online virtual learning strategies for imparting learning experiences to students across the world. Thus, techno-pedagogy is the need of the hour in India and especially in Higher Education. However, the nation is gradually moving towards normalcy, and offline classes have been started by some of the states. Hence, it was necessary to assess how effective online teaching, learning and evaluation in the context of offline teaching, learning and examination. The present paper highlights the views of the undergraduate students on the feasibility of online teaching, learning and examination in the state of Arunachal Pradesh.

scholarly journals Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

2015 ◽  
Vol 5 (4) ◽  
pp. 420-433
Author(s):  
Cathy Cavanaugh ◽  
Ewa Gajer ◽  
John Mayberry ◽  
Brendan O’Connor ◽  
Jace Hargis
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Qualitative Evaluation ◽  
Female Undergraduate ◽  
Theoretical Frameworks ◽  
Mount Kilimanjaro ◽  
The World

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

scholarly journals The perceived satisfaction with emergency remote teaching (ERT) amidst COVID-19: An exploratory case study in higher education

2021 ◽  
Vol 23 (5) ◽  
pp. 116-130
Author(s):  
K. Fuchs ◽  
S. Karrila
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Descriptive Analysis ◽  
Practical Significance ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Traditional Classroom Teaching ◽  
Socio Demographic Factors

Introduction. Online learning is a well-established pedagogical paradigm that has been researched and discussed from a number of perspectives. Educators associate a variety of opportunities and challenges with online education, and recently an unprecedented global pandemic, COVID-19, made traditional classroom teaching temporarily impossible. Emergency remote teaching (ERT) is a newly emerging sub-paradigm that possesses characteristics and challenges that differ from traditional online learning.Methodology and research methods. This study quantitatively examined undergraduate students' (n = 219) perspectives on the most important attributes that are associated with ERT. Moreover, the students' satisfaction with ERT was assessed, and the relationships between socio-demographic factors were analysed.Results and scientific novelty. A descriptive analysis revealed that most students preferred a traditional on-site classroom arrangement, while they were satisfied with the alternative ERT having fully virtual delivery. Also, the study highlighted that the students rated being knowledgeable, friendly, and patient as the most important characteristics of their lecturer in these unusual circumstances.Practical significance. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

scholarly journals Efficacy of Video-Based Forearm Anatomy Model Instruction for a Virtual Education Environment

2022 ◽  
Vol 9 ◽  
pp. 238212052110632
Author(s):  
Miraal S. Dharamsi ◽  
D. Anthony Bastian ◽  
Heather A. Balsiger ◽  
Joel T. Cramer ◽  
Ricardo Belmares
Keyword(s):  
Student Perceptions ◽  
Online Teaching ◽  
Virtual Education ◽  
Muscle Model ◽  
Student Survey ◽  
Significant Difference ◽  
Wet Lab ◽  
Group 2 ◽  
The Impact ◽  
Group 1

INTRODUCTION As virtual education becomes more widespread, particularly considering the recent COVID-19 pandemic, studies that assess the impact of online teaching strategies are vital. Current anatomy curriculum at Paul L. Foster School of Medicine consists of self-taught PowerPoint material, clinical vignette-centered team-based learning (dry lab), and prosection-based instruction (wet lab). This study examined the impact of video-based muscle model (VBMM) instruction using a student-designed forearm muscle model on anatomy quiz scores and student perceptions of its effectiveness with regards to learning outcomes. METHODS Students divided into Group 1 (54 students) and Group 2 (53 students) were assessed prior to and following a 3.5-minute video on anterior forearm compartment musculature using the muscle model. Group 1 began by completing a pretest, then received VBMM instruction, and then completed a posttest prior to participating in the standard dry lab and 1 hour wet lab. Group 2 completed the wet lab, then received the pretest, VBMM instruction, and posttest prior to participating in the dry lab. Both groups took an identical five-question quiz covering locations and functions of various anterior forearm muscles each time. RESULTS Mean scores were higher than no formal intervention with exposure to VBMM instruction alone (0.73 points, P = .01), wet lab alone (0.88 points, P = .002), and wet lab plus VBMM instruction (1.35 points, P= <.001). No significant difference in scores was found between instruction with VBMM versus wet lab alone ( P = 1.00), or between either instruction method alone compared to a combination of the two methods ( P = .34, .09). Student survey opinions on the VBMM instruction method were positive. CONCLUSION VBMM instruction is comparable to prosection-based lab with regards to score outcomes and was well received by students as both an independent learning tool and as a supplement to cadaveric lab. When compared to either instruction method alone, the supplementation of VBMM with cadaveric prosection instruction was best. VBMM instruction may be valuable for institutions without access to cadaveric specimens, or those looking to supplement their current anatomy curriculum.

scholarly journals MANAGEMEN PENDIDIKAN TINGGI TANTANGAN DAN PERMASALAHANNYA PADA ABAD KE 21

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Kudrat Dukalang
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Social Economic ◽  
Economic Globalization ◽  
Global Society ◽  
Education Management ◽  
Education Community ◽  
The World ◽  
Technology Revolution ◽  
Keywords Education

Abstract. Globalization that has been going on rapidly since the 1980s has led to very basic social, economic and political changes in all countries. The world of higher education which adheres to universalism in science and technology actually always pays attention and considers that the Indonesian education community is part of a global society. In the next 1015 years, Indonesian universities will face a variety of major challenges that need to be responded wisely. Economic globalization and the information technology revolution is a huge force affecting the world of Indonesian universities. Keywords: Education Management, Challenges, Problems, Globalization Abstrak. Globalisasi yang sedang berlangsung dengan cepat sejak dekade 1980-an telah menimbulkan perubahan sosial, ekonomi dan politik yang sangat mendasar pada semua negara.  Dunia pendidikan tinggi yang menganut faham universialisme ilmu pengetahuan dan teknologi sebenarnya selalu memperhatikan dan mempertimbangkan bahwa masyarakat pendidikan Indonesia adalah bagian dari masyarakat global. Pada kurun waktu 10-15 tahun ke depan, perguruan tinggi Indonesia akan menghadapi berbagai tantangan besar yang perlu di respons dengan bijaksana. Globalisasi ekonomi dan revolusi teknologi informasi merupakan kekuatan yang amat besar mempengaruhi dunia perguruan tinggi Indonesia. Kata Kunci: Managemen Pendidikan, Tantangan, Permasalahan, Globalisasi

scholarly journals The Development of Online Learning in Israeli Higher Education

2020 ◽  
Vol 9 (5) ◽  
pp. 15 ◽  
Author(s):  
Erez Cohen ◽  
Nitza Davidovitch
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching Method ◽  
Free Market ◽  
Real Life ◽  
Ministry Of Education ◽  
The World ◽  
Research Findings

The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method&rsquo;s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel&rsquo;s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

Undergraduate perceptions of social media proficiency and graduate employability

2017 ◽  
Vol 7 (3) ◽  
pp. 261-274 ◽  
Author(s):  
Karen Sutherland ◽  
Susie Ho
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Attitudes ◽  
Perceived Benefits ◽  
Content Type ◽  
Media Pedagogy ◽  
Graduate Employability ◽  
Higher Education Pedagogy

Purpose The purpose of this paper is to explore undergraduate student attitudes towards the inclusion of social media training within higher education pedagogy, student perceptions of social media proficiency as professional expertise and its impact on graduate employability. Design/methodology/approach In all, 81 undergraduate students studying medicine, law, science and arts volunteered to complete an online survey. Questions examined student attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency. Findings Participants stated that social media skills should be taught in optional classes (85 per cent) covering generic competencies (56 per cent). The majority (91 per cent) of respondents reported that social media skills and training were valuable for employability. Research limitations/implications This was a pilot study and was therefore limited by the self-selection of participants, sample size and geographic location. Practical implications This study identifies that undergraduates across a range of disciplines are receptive to developing professionally relevant social media skills within higher education pedagogy and identify a link between social media proficiency and graduate employability. Originality/value Despite the increasing necessity for social media skills in professional environments, few studies have examined the teaching of social media skills as a core competency in higher education. Instead, social media is largely examined in relation to curriculum delivery and student engagement. This study explores attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency exclusively from the viewpoint of undergraduate students, to provide an alternative insight rarely explored in the literature.

scholarly journals Importance of Motivating Factors for International Mobility of Students: Empirical Findings on Selected Higher Education Institutions in Europe

Organizacija ◽  
2013 ◽  
Vol 46 (6) ◽  
pp. 274-280 ◽  
Author(s):  
Riko Novak ◽  
Anja Slatinšek ◽  
Gabrijel Devetak
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Life Experiences ◽  
Higher Education Institutions ◽  
International Study ◽  
European Countries ◽  
Motivating Factors ◽  
International Mobility ◽  
Significant Difference

AbstractThis article explores the importance of motivating factors for the international mobility of undergraduate students who participated in a mobility programme and completed part of their studies at selected higher education institutions. The empirical research was conducted on a population of 3,539 mobile undergraduate students, who took part in mobility programmes between 2006 and 2011 at three selected higher education institutions in three different European countries (1 - Germany: Duale Hochschule Baden‑Württemberg Karlsruhe, 2 - Norway: University of Tromsø, 3 - Slovenia: University of Primorska, Faculty of Management). The purpose of this article is to present the underlying motivating factors in relation to the selected institution on a sample of 288 undergraduate students during the period studied. On the basis of these findings, we came to the conclusion that most of the students participated in students’ mobility programmes especially to gain international study and life experiences. Furthermore, we established a statistically significant difference in the duration of a mobility period in connection with gender and the satisfaction with the mobility programme.

scholarly journals CHALLENGES FACED BY UNDERGRADUATE STUDENTS IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (66) ◽  
pp. 15346-15358
Author(s):  
Bhadab Hembram
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Descriptive Statistics ◽  
Classroom Teaching ◽  
Significant Difference ◽  
Traditional Classroom Teaching ◽  
Girl Students ◽  
Academic Year

Nowadays the education system has dramatically changed from traditional classroom teaching to remote online teaching due to this COVID-19 crisis. This study aimed to estimate the challenges in Online Learning among undergraduate l students studying in various Aided colleges during this lockdown period due to the COVID-19 crisis. The study was conducted by employing a questionnaire prepared using 'Google form'. An aggregate of 136 undergraduate students participated in this survey. For hypotheses testing both descriptive statistics such as 'Mean, SD' and inferential statistics such as t – test' were employed. Analysis showed that there is no significant difference between Problems faced by UG students in terms of gender, place of living, and academic year. The study confirms that girl students have more than boy students in the online learning process.

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