scholarly journals Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review

2021 ◽  
Vol 13 (19) ◽  
pp. 10509
Author(s):  
Marta Montenegro-Rueda ◽  
Antonio Luque-de la Rosa ◽  
José Luis Sarasola Sánchez-Serrano ◽  
José Fernández-Cerero
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Online Assessment ◽  
Continuous Assessment ◽  
Face To Face ◽  
Prisma Statement ◽  
The Face ◽  
Assessment Techniques ◽  
Assessment In Higher Education ◽  
The Impact

In the face of the COVID-19 pandemic, millions of students have been affected by the closure of educational institutions. This has forced a shift from face-to-face to distance education, facing numerous emergency educational measures, such as online assessment. This study aims to present a systematic review of the literature on the impact of assessment in higher education during the pandemic. The study has followed the methodology set out in the PRISMA statement, and includes 13 studies selected from a total of 51. The results indicate that faculty and students have faced numerous challenges in moving to virtual environments; on the faculty side the lack of training in online assessment techniques is the main problem, on the students’ side there is dishonesty and misconduct. However, it is concluded that continuous assessment, not focused on exams, but in a more qualitative way is the best way to assess at a distance.

scholarly journals Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2162
Author(s):  
Francisco-Domingo Fernández-Martín ◽  
José-María Romero-Rodríguez ◽  
Gerardo Gómez-García ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Flipped Classroom ◽  
Collaborative Work ◽  
Self Regulation ◽  
Face To Face ◽  
Knowledge And Attitudes ◽  
Use Of Technology ◽  
The Impact ◽  
Do So

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

“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.

scholarly journals Impact of COVID-19 and Coping Policies Implemented by Higher Education Institutions in South-Asian Countries: Systematic Review

2021 ◽  
Vol VI (I) ◽  
pp. 11-23
Author(s):  
Shaheen Fatima ◽  
Nisar Ahmad ◽  
Samreen Fatima
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
South Asian ◽  
Communication Channel ◽  
Technical Assistance ◽  
Higher Education Institutions ◽  
Asian Countries ◽  
And Coping ◽  
The Impact

COVID-19 has disrupted not only human lives but also the quality of education especially in developing countries of the South- Asian region. This study elaborates the impact of COVID-19 on education sector and also illustrate the strategies followed by the management of Higher Education Institutions (HEIs). The systematic review of 23 most relevant research studies shows that the Pandemic has affected students� learning, mental, physical, social and economical conditions badly. Particularly, students who do not afford the use of technological appliances are suffering more. HEIs need to have a smart online syllabus for various subjects. Furthermore, HEIs need to review their communication channel and technical assistance. The strategies implemented by HEIs during COVID-19 are useful and should be continued to keep offering quality education during upcoming academic sessions.

scholarly journals The Impact of the Coronacrisis on KIBS Sector

2021 ◽  
Vol 15 (1) ◽  
pp. 6-18
Author(s):  
Ian Miles ◽  
◽  
Veronika Belousova ◽  
Nikolay Chichkanov ◽  
Zhaklin Krayushkina ◽  
...  
Keyword(s):  
Business Services ◽  
Face To Face ◽  
Knowledge Intensive Business Services ◽  
Regulatory Frameworks ◽  
The Face ◽  
Working Practices ◽  
Knowledge Intensive ◽  
Problem Solvers ◽  
Climate Crisis ◽  
The Impact

Knowledge-Intensive Business Services (KIBS) are problem-solvers for other organizations. The coronacrisis affects KIBS directly, but also means that their clients are confronting new problems. How are KIBS addressing these two sets of challenges? This paper draws on material available in the trade and industry press, on official reports and statistics, and the early academic studies addressing these themes. We find that KIBS have been active (alongside other organizations) in providing a substantial range of services aimed at helping their clients (and others) deal with various contingencies thrown up by the crisis. Not least among these is the need to conform to shifting regulatory frameworks, and requirements for longer-term resilience. KIBS themselves have had to adapt their working practices considerably, to reduce face-to-face interaction with clients and within teams collaborating on projects. Adaptation is easier for those whose tasks that are relatively standardized and codified, and it remains to be seen how far a shift to such activities - and away from the traditional office-based venues of activity - is retained as firms recover from the crisis. KIBS are liable to play an important role in this recovery from the crisis, and policymakers can mobilize their services. Some KIBS are liable to be critical for rendering economies more resilient in the face of future pandemics and we argue that these firms are also important for confronting the mounting climate crisis.

scholarly journals Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

2021 ◽  
Vol 5 (1) ◽  
pp. 50-64
Author(s):  
Bahram Sattar Abdulrahman
Keyword(s):  
Kurdistan Region ◽  
Prosodic Features ◽  
Face To Face ◽  
Iraqi Kurdistan ◽  
University Instructors ◽  
The Face ◽  
Efl Students ◽  
The University ◽  
The Impact ◽  
Special Classes

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

Exploring the Strategies Needed to Successfully Migrate Ground Campus Instruction to Fully Online Higher Education Courses

2021 ◽  
pp. 530-557
Author(s):  
Dawn DiPeri ◽  
Marlena Daryousef ◽  
Darrell Norman Burrell
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Theory ◽  
Online Courses ◽  
Face To Face ◽  
Training Support ◽  
Extreme Stress ◽  
Institutions Of Higher Learning ◽  
Education Administrators ◽  
The Impact

The impact of COVID-19 has put immediate stress on institutions of higher learning to properly and successfully migrate their traditional face to face courses to fully online. There are several components to be considered in the rapid migration of courses online including the management and support of teaching faculty which includes instructional design and training support. Faculty are under extreme stress preparing for multiple modalities but some of the practices put into place over Spring are important as we move forward in the quest for high-quality online migration of land-based courses. This study seeks to explore strategies needed by higher education administrators to successfully migrate face to face teams to fully online ones and the components of helping to support the development of online courses from face to face in a short timeframe. The study investigates management theory, instructional design theory, and the perspectives of 12 administrators tasked with supporting the rapid migration of online instruction.

Integrating Cloud-Based Strategies and Tools in Face-to-Face Training Sessions to Increase the Impact of Professional Development

2011 ◽  
Vol 40 (2) ◽  
pp. 113-130 ◽  
Author(s):  
Kathleen Gradel ◽  
Alden J. Edson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Solution Sets ◽  
Face To Face ◽  
Technology Tools ◽  
Interactive Product ◽  
Training Resources ◽  
Collaborative Publishing ◽  
The Impact

This article is based on the premise that face-to-face training can be augmented with cloud-based technology tools, to potentially extend viable training supports as higher education staff and faculty implement new content/skills in their jobs and classrooms. There are significant benefits to harnessing cloud-based tools that can facilitate both engagement and learning outcomes of trainees in face-to-face opportunities. These same tools—if used planfully—can build “cookie crumb trails” that facilitate trainees' post-training access to and interaction with training resources. Two primary solution sets are proposed, outlining both tools and use of (a) cloudbased “launch pads” and (b) interactive product building, with collaborative publishing. After reviewing solutions, an integrated picture of their use is presented, followed by implementation recommendations.

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