scholarly journals ONLINE CLASSES’ EFFECTS DURING COVID 19 LOCKDOWN - TEACHERS’ VS. STUDENTS’ PERSPECTIVE, CASE OF THE SCHOOL OF ENGINEERING MANAGEMENT

2020 ◽  
Author(s):  
Tatjana Ilić-Kosanović ◽  
◽  
Damir Ilić ◽  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Knowledge Transfer ◽  
New Technologies ◽  
Engineering Management ◽  
Educational Process ◽  
Online Classes ◽  
Teacher Student ◽  
Online Higher Education ◽  
Significant Difference

In the second decade of the 21st century, there is an ongoing discussion on the value of online classes in higher education as the implementation of new technologies in the higher education processes is on the rise. The main questions that are emerging are the level of interactions, quality of knowledge transfer, and development of critical thinking. Several previously conducted research concluded that online models of higher education teaching add more value than traditional methods, and some of the research has shown the shortcomings of online higher education programs. The pandemic of Covid-19 disease caused by a Corona Virus (SARS-CoV-2) has forced most of the higher education institutions in Europe to transfer almost the entire educational process to online platforms. In this paper, the satisfaction of the teachers and the students with the online classes’ effectiveness regarding the teacher-student communication, knowledge transfer, and development of critical thinking in the case of the School of Engineering Management in Belgrade, Serbia, is researched through a short survey and interviews. Statistical analysis has shown that there is a statistically significant difference between students' and teachers' satisfaction. Furthermore, in short interviews, it is shown that the students are more receptive to knowledge transfer, teacher-student communication, and the development of critical thinking through online classes than the professors. As the sample is small, further empirical research on the wider sample is needed in order to get more compelling conclusions.

Internet-based Online Higher Education in Nepal Amidst COVID-19

2020 ◽  
Author(s):  
Ashis Acharya ◽  
Nabaraj Poudyal ◽  
Ganesh Lamichhane ◽  
Babita Aryal ◽  
Bibek Raj Bhattarai ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Life ◽  
The Internet ◽  
Online Classes ◽  
Traditional Concept ◽  
Digital Platforms ◽  
Factors Affecting ◽  
Online Higher Education ◽  
Alternative Means ◽  
The Government

The COVID-19 global pandemic has affected all aspects of human life, with education, not an exception. In an attempt to stop the SARS-CoV-2 spreading like wildfire, the Government of Nepal has implemented nationwide lockdowns since March 24, 2020, that have enforced schools and universities to shut down. As a consequence, more than four hundred thousand students of various levels in higher education institutions (HEIs) are in a dilemma about restoring the situation. Several HEIs, nationwide, have leaped forward from the traditional concept of learning—limited within the boundary of the classroom—to choosing digital platforms as an alternative means of teaching because of the pandemic. For this research, the descriptive and inferential analysis was carried out to investigate the effects and challenges of learning via digital platforms during this pandemic. Data were collected from students and faculty at various levels of higher education and analyzed statistically with different factors using t-test and ANOVA, and variables were found to be approximately normally distributed. The study revealed that 70% of the respondents had access to the Internet, but 36% of the Internet accessed did not continue online classes due to unexpected disturbance in Internet and electrical connectivity. Likewise, 65% of students did not feel comfortable with online classes, and among attendees of online classes, 78% of students want to meet the instructor for a better understanding of course matters. According to the analytic hierarchy process (AHP) model, three factors, such as institutional policy, internet access, and poverty, are found to be significant factors affecting the online higher education systems in Nepal. On the brighter side, this outbreak has brought ample opportunities to reform the conventional teaching-learning paradigm in Nepal.

scholarly journals Psychological Features of Pedagogical Interaction in the “Teacher-Student” System

2021 ◽  
Vol 7 (3) ◽  
pp. 78-86
Author(s):  
Olga O. Hreilikh ◽  
Natalia O. Vydolob
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Qualitative Assessment ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
Higher Educational ◽  
Psychological Features

The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group

scholarly journals Marketing and education: directions of distance learning development

2021 ◽  
Vol 20 (1) ◽  
pp. 1-10
Author(s):  
Nadiia Lysytsia ◽  
Yuliya Byelikova ◽  
Maryna Martynenko ◽  
Tamara Prytychenko
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Marketing Research ◽  
Educational Process ◽  
Communication Process ◽  
Survey Method ◽  
Full Time ◽  
Teacher Student ◽  
Development Of Competencies ◽  
Learning Development

DL), which has resulted in an unprecedented experiment in the sphere of higher education in Ukraine that requires scientific analysis. The aim of the work was to identify the possible potential directions of DL development in institutions of higher education as a result of marketing research of satisfaction/dissatisfaction of students with DL. The survey method was used in the study. The results of marketing research (an online survey of students) (Kharkiv, 2020, n = 316) allowed the authors to identify the factors of satisfaction and dissatisfaction of students with DL. Students considered the most important factors of satisfaction with DL as follows: development of competencies, self-organization, discipline, self-motivation, responsibility, taking an active position as participants of the educational process, comfort. Students expect that lectures secure improvement of teacher-student communication process; flexibility of educational approaches; use of interactive tools and constant change of activities to maintain the attention, interest, concentration of students on studying process. The latter will maximize students’ involvement in activities during training; improvement of digital competencies. The students` expectations are: flexibility of the DL platforms compared to full-time in-person education; creation of the “map” of the educational process in a distance mode. It is noted that the results of marketing research (the online survey) demonstrated the factors of satisfaction and dissatisfaction of students with DL. This information was considered as the arguments for identifying the possible potential directions of DL development in higher education institutions.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

scholarly journals Meditation, Mindfulness, and Critical Thinking: Individual Characteristics in Online Higher Education.

2017 ◽  
Vol 02 (03) ◽  
Author(s):  
Alicia Holland ◽  
Gwendolyn Dooley ◽  
Barbara Fedock ◽  
Susan Ferebee ◽  
Liston Bailey
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Individual Characteristics ◽  
Online Higher Education

scholarly journals PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY

2013 ◽  
Vol 57 (1) ◽  
pp. 102-110
Author(s):  
Mateja Ploj Virtič ◽  
Uroš Župerl ◽  
Marija Javornik Krečič
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Engineering Education ◽  
Experimental Work ◽  
New Technologies ◽  
Educational Process ◽  
Technical Documentation ◽  
Successful Student ◽  
Remote Lab ◽  
The University

The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational process at the same time means a change of the teachers' role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT. Key words: experimental work, higher education, learning environment, pedagogy 1:1.

scholarly journals Managing Students’ Affairs at Higher Education Institutions: A Qualitative Analysis of Selected Tasks and Processes

2019 ◽  
pp. 27-41
Author(s):  
Katarzyna Górak-Sosnowska ◽  
Michał Matusewicz ◽  
Irena Santor
Keyword(s):  
Higher Education ◽  
Qualitative Analysis ◽  
Administrative Support ◽  
Education Institution ◽  
Legal Framework ◽  
Educational Process ◽  
Teacher Student ◽  
Significant Process ◽  
Administrative Task ◽  
Depth Interviews

Management of students’ affairs is a significant process supporting teaching at every higher education institution. Units responsible for this administrative task (mostly referred to asdean’s offices) not only monitor, verify, and document the educational process of each student, but also regulate some crucial aspects of formal teacher-student relations. While all dean’s offices serve the same purpose – i.e. provide administrative support to the teaching process – and work within a similar legal framework, they manage students’ affairs in different ways. The aim of the article is to explore and analyse these differences. Basing on 26 individual in-depth interviews and visits to dean’s offices in Polish HEIs the paper analyses the organisation of work and selected core processes which are conducted at these units: processing students’ applications, removing from students’ lists, organising thesis defences, and organising examination schedules.

scholarly journals Peculiarities of distance learning in higher education: The teacher’s functions as a chat communication organizer

2021 ◽  
Vol 16 (1) ◽  
pp. 341-357
Author(s):  
Elena V. Maleko ◽  
Yuliya L. Kiva-Khamzina ◽  
Natal'ya A. Rubanova ◽  
Elena V. Каrpova ◽  
Natalya A. Plugina ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Knowledge Transfer ◽  
Educational Process ◽  
Cultural Environment ◽  
Internet Communication ◽  
Leading Role ◽  
New Knowledge

The purpose of this article is to define the functions of the teacher as the organizer of chat communication, which has become one of the foundations of Internet communication. The leading method for the study of this problem is the method of situational modeling, which allows considering chat-communication as a process of new social interaction, requiring the leading role of the teacher-organizer, ensuring the maximum involvement of all participants-communicators in this process in order to assimilate new knowledge by the perceiver (learners). This article presents new methodological methods of teacher's work within the framework of chat-communication, defines the important functions of a teacher, who communicates knowledge in the changed socio-cultural environment. The presented methodological material is designed to help teachers of higher education to use chat-communication as a new channel of knowledge transfer from a teacher to a student to adapt to the new communicative realities, to give awareness of the continuity of the educational process, even in a situation of significant changes in conditions of its implementation.   Keywords: distance learning, higher education, internet communication, chatting, teacher functions

scholarly journals Barriers encountered during online classes among undergraduate nursing students during COVID-19 pandemic in India

2020 ◽  
Vol 8 (10) ◽  
pp. 3687
Author(s):  
Rakhi Gaur ◽  
Shiv Kumar Mudgal ◽  
Isha Thakur Dharni ◽  
Ravikant Sharma ◽  
Neha Suyal
Keyword(s):  
Nursing Students ◽  
Online Education ◽  
Family Income ◽  
New Technologies ◽  
Perceived Barriers ◽  
Online Classes ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference

Background: The advents of new technologies are providing a variety of effective learning environment. However, many adult students still prefer traditional, academic settings and do not want to take online or hybrid classes.Methods: Present study included cross sectional descriptive survey design which was carried out on 394 undergraduate nursing students. Convenient sampling technique was chosen for selection of samples. A five-point Likert self-structured scale was used for data collection. Descriptive and inferential statistics were used to analyze the data in SPSS.Results: Study findings showed that there were 209 (53%) female participants. Significant difference (p=0.05) was found among participants’ gender and year of study, area of residence, father education, family income and whether they had ever attended online classes. Lack of control over the group was top perceived barrier with highest score (261 marks). Majority of participants (61%) perceived barriers encountered during online classes. Mann Whitney U test showed the significant differences of participants’ perceived barriers among male and female participants by their age, year of study, fathers’ education and family income (p<0.05).Conclusions: As more students are growing up familiar with internet-based learning, many students were still opposing to go with online classes. Barriers explored in the study can limit the acceptance of online classes among undergraduate nursing students. Higher authorities must find the ways for making online education user friendly.

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