scholarly journals EU27 Higher Education Institutions and COVID-19, Year 2020

2021 ◽  
Vol 18 (11) ◽  
pp. 5963
Author(s):  
Sónia Rolland Sobral ◽  
Natacha Jesus Silva ◽  
Abílio Cardoso ◽  
Fernando Moreira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Web Of Science ◽  
Higher Education Institutions ◽  
Scientific Production ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Wide Range ◽  
Management Staff

COVID-19 forced higher education institutions to reinvent themselves. The (usually) face-to-face education has swapped to distance contingency education. This change brought about numerous challenges that impose adjustments in several dimensions, such as pedagogical strategies and the dependence on teaching platforms and computer systems—and, above all, the new relationship between the various actors (students, teachers, and management staff). All the sudden changes, combined with uncertainty concerning what was happening, created several strategies and options. This paper has the main purpose of analyzing the scientific production on higher education of EU27 academic institutions during the 2020 COVID-19 pandemic in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample is composed of 22 articles in total. The results show that the articles were published in 19 journals; their main focuses are Higher Education, COVID-19, and distance learning. In our database, we find several types of concerns, which shows that HEIs have a wide range of dimensions. We intend this article to be an instrument, not only to identify what was done in 2020, but to point out clues for the future.

scholarly journals Mapping of Scientific Production on Blended Learning in Higher Education

2021 ◽  
Vol 11 (9) ◽  
pp. 494
Author(s):  
Mª Montserrat Castro-Rodríguez ◽  
Diana Marín-Suelves ◽  
Silvia López-Gómez ◽  
Jesús Rodríguez-Rodríguez
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Cultural Context ◽  
Teaching And Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Scientific Production ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Student Autonomy

Blended learning is a set of pedagogical strategies and practices that are closely related to the emergence of new technologies in society and in higher education. They are characterized by a combination of face-to-face and online learning that integrates a variety of materials in the teaching and learning process. The aim of our research was to analyze scientific production on this topic using two prestigious international databases: Scopus and Web of Science (WOS). A bibliometric study was conducted on 508 papers, and content analysis was performed on 119 openly accessible publications. Results show that blended learning is being applied in all scientific and professional spheres. This learning model is praised for its positive impact on motivation and learning effectiveness, as well as for promoting student autonomy. With respect to content, it is worth noting that many authors observe that methodological success is related to cultural context and access to devices and materials. Furthermore, it is suggested that greater methodological diversity is preferable to a single hegemonic approach. In short, the present paper contributes to the educational community by shedding light on how blended learning is being implemented and its impact on higher education.

scholarly journals USAGE OF THE MANAGEMENT LEARNING SYSTEM МООDLE IN THE PROCESS OF DISTANCE LEARNING IN HIGHER AND APPLIED MATHEMATICS

2021 ◽  
pp. 104-107
Author(s):  
Ludmyla Husak ◽  
Larisa Radzihovska
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Management System ◽  
Higher Education Institutions ◽  
Applied Mathematics ◽  
Content Management ◽  
Educational Process ◽  
Learning System ◽  
Learning Platform ◽  
Wide Range

Тhe pandemic, which created educational problems in Ukraine, led to the significant changes in the educational organization. All higher education institutions have mooved to distance learning. Thanks to the usage of distance learning systems, Moodle, which is its own website content management system, specifically designed to create quality online teaching courses, has a wide range of opportunities, and very actual. The purpose of our article is to show how the usage of the distance learning system Moodle during the study of the course «Higher and Applied Mathematics» affects the organization of independent students work, which is the basis of higher education. After all, only the knowledge that a person came to on their own way, become a really strong asset. Description of applied research methods: (i) Theoretical: analysis of pedagogical, psychological and special literature in order to justify the need to use the learning management system Moodle in the process of distance learning; generalization of domestic and foreign researches results on the specified problem. (ii) Empirical: pedagogical observations, conversations with teachers and students of higher education on the use of distance learning Moodle in the course «Higher and Applied Mathematics». The results of the research indicate that the advantages of the Moodle learning platform while studying the discipline «Higher and Applied Mathematics» allow not only to effectively organize independent work of students, but also to increase their motivation through the usage of new forms and methods of teaching. And this, in turn, allows not only to intensify the learning of students, but also lays a solid foundation for their further continuing self-education. As you can see, the integration of traditional and modern distance technologies in the organization of the educational process in higher education institutions allows to make more effective the quality of the entire educational process in a whole.

scholarly journals Distance Learning Perceptions from Higher Education Students—The Case of Portugal

2020 ◽  
Vol 10 (12) ◽  
pp. 374
Author(s):  
Sónia P. Gonçalves ◽  
Maria José Sousa ◽  
Fernanda Santos Pereira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
Wide Range ◽  
Portuguese Higher Education ◽  
The Relationship ◽  
Academic Year

This research study examines the attitudes of Portuguese higher education students regarding compulsory digital and distance learning university courses during the second semester of the academic year 2019–2020 during the COVID-19 pandemic. The methodology was quantitative, being the undergraduate and postgraduate students surveyed to find their perceptions about distance and online education in Portugal. The findings of the study highlighted the relationship between distance and online learning. The key concern of the respondents is related to the formal and contextual dimensions of the online class regime. The values examined, taken as a whole, allow us to conclude that with this teaching regime, in terms of awareness, there is acceptance and benefit. The sense of ambiguity in which this transformation took place, as well as the climate surrounding this phase, are worth noting. The teaching and evaluation methodologies used have been embraced and show a very wide range of choices on the part of the teaching teams and the students’ various interests, just as in the teaching regime of the classroom. The fact that students feel the need for face-to-face classes, however, is of great importance for practical and laboratory classes. This reality, which is a challenge to face in the future, is hard to overcome.

scholarly journals Mobile Learning in Higher Education: A Bibliometric Review

2020 ◽  
Vol 14 (11) ◽  
pp. 153
Author(s):  
Sonia Rolland Sobral
Keyword(s):  
Higher Education ◽  
Bibliometric Analysis ◽  
Mobile Learning ◽  
Web Of Science ◽  
Higher Education Institutions ◽  
Scientific Production ◽  
Font Size ◽  
Learning And Teaching ◽  
Publication Rates ◽  
Bibliometric Review

<span style="line-height: 107%; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Changing habits leads to changes in ways of learning and teaching. The widespread use of smartphones appears as an opportunity and at the same time as a need for adoption in higher education institutions. The purpose of this paper is to analyze the scientific production on mobile learning in higher education in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample was composed by 450 articles in total. The results obtained by bibliometric analysis showed that the publication rates continue to increase, in which journals they are published, which are the organizations and countries that publish the most, how the evolution of perspective has changed since 2010 and which are the most cited articles. We concluded that since mobile learning in higher education is a reality, there still seems to be a possibility for evolution in good quality publications.</span>

scholarly journals Qualidade na Educação Superior a Distância no Brasil: Onde Estamos, para Onde Vamos?

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Traditional Learning ◽  
Average Performance ◽  
Face To Face ◽  
Quality In Education ◽  
Education Courses ◽  
Education In Brazil

 A educação superior a distância no Brasil tinha, em 2004, cerca de 60 mil alunos matriculados; cresceu rapidamente e atingiu em 2016 a marca de 1,5 milhão de matrículas, oferecendo importante colaboração para o desenvolvimento do país. Nesse contexto, mais do que nunca, é necessário analisar como se processou esse crescimento e prospectar o futuro, com vista a seu aprimoramento. Foi pesquisado o perfil da oferta atual dos cursos de EaD e comparado com os presenciais. Em 2016 eram 206 Instituições de Ensino Superior (IES) oferecendo EaD, com desempenho médio, medido pelo Enade, equivalente ao dos cursos presenciais. Desse total, apenas cinco IES detinham 58% das matrículas, em sua maioria com cursos com conceito abaixo do patamar de 1,5 nos exames de 2015 e 2016. Isso significa que, na prática, a maioria dos alunos de EaD está frequentando cursos mal avaliados segundo o critério do Enade. Um fato contraditório e alarmente é que essas mesmas IES têm, de maneira geral, resultados do Enade para seus cursos presenciais superiores àqueles obtidos em seus cursos em EaD, indicando que não tratam as duas modalidades com o mesmo critério de responsabilidade. Finalizamos este artigo com a análise do conceito provisório do curso (CPC) e considerando a necessidade de implantar algumas medidas visando ao aprimoramento da oferta na área de Educação a Distância.Palavras-chave: Qualidade na educação, Educação no Brasil, Educação a distância, Educação presencial, Enade, CPC. Quality Higher Distance Learning Education: where are we and where are we moving toward to? Abstract Distance higher education in Brazil used to have, in 2004, about 60 thousand students enrolled; it grew rapidly and reached the 1.5 million enrollment mark in 2016, providing an important contribution to the development of the country. In this context, more than ever, it is necessary to analyze how this growth was processed and to look at the future, for its improvement. The profile of the current offer of distance education courses was researched and compared with the traditional ones. In 2016 there were 206 Higher Education Institutions (HEIs) offering Distance Learning, with average performance, measured by Enade, equivalent to that of face-to-face courses. Out of this total, only five HEIs held 58% of enrollments, mostly with courses with a concept below 1.5 in the 2015 and 2016 exams. This means that, in practical terms, most DL students are attending poor courses evaluated according to Enade and its criteria. A contradictory and widespread fact is that these same HEIs generally have results from Enade for their on-site courses higher than those obtained in their courses in DL, indicating that they do not treat the two modalities with the same criterion of responsibility. We conclude this article with the analysis of the provisional concept of the course (CPC) and considering the need to implement some measures aimed at improving the offer in the area of Distance Education.Keywords: Quality in education, Education in Brazil, Distance learning, Traditional learning, Enade, CPC

scholarly journals Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic

2021 ◽  
Vol 19 (1) ◽  
pp. 40-60
Author(s):  
Michael W. Marek ◽  
Chiou Sheng Chew ◽  
Wen-chi Vivian Wu
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
High Variability ◽  
Teacher Experiences ◽  
Face To Face ◽  
Wide Range ◽  
Online Distance Learning ◽  
Higher Education Experiences ◽  
Online Distance

The authors conducted a worldwide survey to explore the experiences of higher education faculty who converted classes to distance learning during the COVID-19 pandemic. Most respondents experienced much higher workloads and stress than in face-to-face classes. Previous experience with Online Distance Learning (ODL) predicted positive faculty response. Less than half used a school-provided LMS, instead using a wide range of other technologies. Respondents said they learned the need for adaptability and good planning, emphasizing doing what it takes to serve their students. There was high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design training as part of long-term professional development for faculty and remembering the importance of all student higher education experiences, many of which are beyond the scope of the actual classes.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

“New Normal”: Analisis Penerimaan Menggunakan Balance Score Card

2020 ◽  
Vol 3 (2) ◽  
pp. 396-402
Author(s):  
Maria Florentina Rumba ◽  
Margaretha P.N Rozady ◽  
Theresia W. Mado
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Normal Phase ◽  
Physical Contact ◽  
New Normal ◽  
Face To Face ◽  
Balance Score Card ◽  
Score Card ◽  
Pros And Cons ◽  
The Impact

Abstrak: Kebiasaan manusia berubah karena adanya wabah COVID-19, hal ini berpengaruh ketika manusia masuk ke dalam fase new normal. New normal diartikan sebagai keadaan yang tidak biasa dilakukan sebelumnya, yang kemudian dijadikan sebagai standar atau kebiasaan baru yang mesti dilakukan manusia untuk dirinya sendiri maupun untuk bersosialisasi dengan orang lain. Kebiasaan baru ini pun menimbulkan pro dan kontra seiring dengan dampak yang timbul. Lembaga pendidikan tinggi merupakan salah satu yang merasakan dampak penerapan new normal. Perkuliahan yang selama ini dilakukan secara online/daring, akan kembali dilakukan secara luring/tatap muka, dengan tetap menerapkan protokol COVID-19 seperti mengenakan masker, menjaga jarak, mengenakan sarung tangan, serta tidak melakukan kontak fisik seperti berjabat tangan. Masalah yang muncul bukan hanya kecemasan orang tua terhadap anak – anaknya, tetapi bagaimana lembaga pendidikan tinggi mengatur segala sumber daya yang dimiliki agar memenuhi standar penerapan new normal. penelitian ini bertujuan untuk mengetahui penerimaan  terhadap kondisi normal yang baru menggunakan Perspektif balance score card. Abstract: Human habits change because of the COVID-19 outbreak, this affects when humans enter the new normal phase. New normal is defined as a condition that is not normally done before, which is then used as a standard or new habits that must be done by humans for themselves or to socialize with others. This new habit also raises the pros and cons along with the impact arising with the new normal. Higher education institutions are the ones who feel the impact of implementing new normal. Lectures that have been conducted online / online will be re-done offline / face to face, while still applying the COVID-19 protocol such as wearing a mask, keeping a distance, wearing gloves, and not making physical contact such as shaking hands. The problem that arises is not only parents' anxiety about their children, but how higher education institutions regulate all available resources to meet new normal implementation standards. This study aims to determine acceptance of new normal conditions using the balance score card Perspective.

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

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