scholarly journals Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning

2021 ◽  
Vol 18 (19) ◽  
pp. 10339
Author(s):  
Laura Parte ◽  
Teresa Herrador-Alcaide
Keyword(s):  
Higher Education ◽  
Sample Size ◽  
Sense Of Belonging ◽  
Three Dimensions ◽  
Burnout Syndrome ◽  
Learning Modalities ◽  
Teaching Community ◽  
Accounting Courses ◽  
Before And After ◽  
E Learning

This study examines burnout syndrome, feelings of isolation, and sense of belonging in a sample of accounting tutors enrolled in e-learning and b-learning modalities before and after COVID-19 disruption. The study also includes several sociodemographic and labour variables to better understand the three dimensions. The participants were tutors enrolled in two accounting courses at higher education during the academic years 2019–2020 and 2020–2021. Our results do not show high levels of tutor burnout syndrome, neither before COVID-19 disruption nor after COVID-19 disruption. Findings also reveal that the isolation perception of accounting tutors is not high in both periods, while the sense of belonging of the teaching community is high in both periods. The evidence also suggests some variations in dimension scores according to sociodemographic and labour variables, but the evidence should be interpreted with caution due to the sample size. Despite this limitation, to the best of our knowledge, this is the first study that evaluates burnout, feelings of isolation, and sense of belonging in a tutor collective in e-learning and b-learning before and after COVID-19 disruption.

scholarly journals ACCOUNTING STUDENTS' PERCEPTIONS ON E-LEARNING DURING THE COVID- 19 PANDEMIC: PRELIMINARY EVIDENCE FROM SAUDI ARABIA

2020 ◽  
Vol 3 (3) ◽  
pp. 236-249
Author(s):  
Ibrahim El-Sayed Ebaid
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Education System ◽  
Traditional Education ◽  
The Body ◽  
Accounting Students ◽  
Cross Sectional Survey ◽  
Technical Problems ◽  
Accounting Courses ◽  
E Learning

This study aims to discover accounting students’ opinions of e-learning, which was applied as an alternative to the traditional education system in Saudi universities during the Covid- 19 pandemic. This study is a cross-sectional survey that sought to collect field data on accounting students’ perceptions of e- learning in Saudi Arabia. The findings of the study revealed that the majority of the accounting students expressed that they did not benefit from e-learning, either in increasing flexibility in their study of accounting courses, facilitating their study of accounting courses, improving their communication with teachers, improving their communication with other students or improving their possibilities to solve problems connected to the study of accounting courses. The majority of students have agreed that the most important disadvantages of e-learning are: lack of human contact, the technical problems and too much dependence on computers. In general, this study contributes to the body of research on the benefits of e- learning in higher education. In particular, this study is the first study to evaluate the decision of the Ministry of Higher Education in Saudi Arabia to implement e-learning as a complete alternative to the traditional education system.

scholarly journals Flipped Classroom in Higher Education: A Bibliometric Analysis and Proposal of a Framework for its Implementation

2021 ◽  
Vol 16 (09) ◽  
pp. 133
Author(s):  
Cesar H. Limaymanta ◽  
Ludgarda Apaza-Tapia ◽  
Elizabeth Vidal ◽  
Orlando Gregorio-Chaviano
Keyword(s):  
Higher Education ◽  
Bibliometric Analysis ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Scientific Production ◽  
Growth Trend ◽  
Continuous Growth ◽  
Face To Face ◽  
Learning Modalities ◽  
E Learning

The flipped classroom as an educational model is perfectly aligned with the current demands of higher education. Therefore, the objectives of this article were to carry out a bibliometric analysis of the scientific production of the flipped classroom in higher education (2012-2020) and to propose a framework for its implementation in face-to-face, blended or online learning modalities. The records were recovered from the Web of Science Core Collection and Scopus, from which, after a five-phase methodological process, a consolidated dataset of 782 documents was obtained. The results showed the importance of the subject matter as scientific production reflected a continuous growth during the period of study. For their part, the most productive authors come from various institutions worldwide with an H index of over 50. The collaboration indicators show the growth trend of these indexes over the years, which reflects the capacity to generate national and international impact in the documents published in collaboration. The keywords co-occurrence analysis showed that the flipped classroom as a technological and innovative approach is complemented by active learning, blended learning, e-learning, ICT, teaching method, among others. Finally, a framework with five components was proposed as a basic guide for the implementation of the flipped classroom in higher education.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

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.

E-LEARNING IN HIGHER EDUCATION: FOCUS GROUPS AND SURVEY AMONG STUDENTS IN CENTRAL EUROPE

2016 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
TUŠEVLJAK MARKO ◽  
MAJCEN LUCIJA ◽  
MERVAR LARA ◽  
STEPANKINA TAISIYA ◽  
CATER BARBARA ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Central Europe ◽  
E Learning

E-LEARNING DIDACTIC SUPPORT IN TEACHING FOREIGN LANGUAGES OF HIGHER EDUCATION STUDENTS

2017 ◽  
Vol 73 (5) ◽  
Author(s):  
Shaykina Olga Igorevna ◽  
Proskura O. V. ◽  
Dakukina T. A
Keyword(s):  
Higher Education ◽  
Foreign Languages ◽  
Education Students ◽  
E Learning

READINESS OF RUSSIAN HIGHER EDUCATION TEACHERS TO WORK IN EDUCATIONAL INCLUSION SETTING

2020 ◽  
Vol 86 (1) ◽  
pp. 35-45
Author(s):  
.D. Kalugina ◽  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Inclusive Education ◽  
Maturity Level ◽  
Social Survey ◽  
General Attitude ◽  
University Teachers ◽  
Teaching Community ◽  
Russian Higher Education ◽  
Educational Inclusion

the article deals with the problem of implementing inclusive education in Russianuniversities . Despite the fact that education (training?) for people with disabilities has been implemented at all levels of Russianeducationfor several years, the general attitude to it is ambiguous, as well as the attitudeof the teaching community. The author has conducted a social survey research trying to estimate University teachers’ readiness to work with groups where such students study. The research has revealed insufficient motivational and technological maturity level. Following this, the author providesrecommendations for overcoming these challenges.

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