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 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 After COVID-19 Future Planning Regarding Higher Education System in India: A Phenomenological Study in Higher Education Institutes of West Bengal

2021 ◽  
Author(s):  
MAHUA PATRA
Keyword(s):  
Higher Education ◽  
Education System ◽  
Online Teaching ◽  
West Bengal ◽  
Future Planning ◽  
Higher Education System ◽  
Online Mode ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Education Process

Abstract India is facing a big challenge to continue uninterrupted higher education process after COVID-19 situation. Students come from heterogeneous socio-economic strata. Many are susceptible to the contagious disease because of their mal-nutritious condition, co-morbid situation like juvenile diabetes etc. We have elderly (60–65 years age) teachers also who are in vulnerable situation. So, we need specific and extremely cautious future planning to protect the lives of our future generations from this pandemic morbidity along with their progress in education so that they can keep pace with the tide of education process as in some other countries of the world. This study aims to explore the lived experience of the teachers of the higher education institutes of the state of West-Bengal, India to gain a deeper understanding of their individual experiences and future planning regarding higher education system in mind. Phenomenological approach of Moustake with pragmatic world view along with interpretive lens is used here. Through Purposive sampling method 12 study participants are identified. Participants are theteachers of different urban, suburban and rural colleges in West Bengal who had experienced a sudden turmoil in teaching-learning interaction due to prolonged emergency lockdown from March’2020 to combat COVID-19.In-depth interviews with consented call-recorded over telephone were conducted to collect primary dataduring April 2020. Participant observation also used for data collection. Fear of infection, even death and uncertainty haunted both teachers and students lead to the half-hearted motivation to study. Majority of the faculties felt awkward to teach through online method as they are new to it. During teaching there were many problems faced like insufficient data consumption power by many students, lack of required smart phone, frequent network failure. Majority of students are generally spoon fed by their private tutors. Participants supported the physical classes could not give the feasible suggestion to maintain social distance and personal protection in campus and public transport system. Some told about the herd immunity also. Some firmly supported online mode of teaching as the only safe way to teach now. Teaching-learning from home is cost efficient (direct and indirect cost), time efficient, space efficient, surveillance efficient. It has time flexibility. It also has productivity efficiency as less physical movement perhaps increases intellectual productivity. More quality time spending with the family increases happiness index. Even after the pandemic situation this online mode of education will be best suited for the holistic development of society. Single online platform should be used countrywide and teachers and students should adopt slowly to the new system for the sake of safety of majority of people. Government should subsidize data for academic websites, provide cheap smart phones to the students, focus on infrastructure of internet network. Students can be motivated through one to one telephonic conversation also. Only laboratory-based classes can be taken physically fragmenting the entire class into suitable sections. If the online teaching, learning, examination infrastructure cannot be developed in time extension of semester duration can be considered. But no physical classes should be allowed till we feel fully protected from the virus.

Desafíos del sistema de educación superior en Ecuador para la era de la complejidad

2016 ◽  
pp. 89
Author(s):  
Martha Concepción Macías ◽  
Francisco Mendoza Moreira
Keyword(s):  
Higher Education ◽  
Education System ◽  
Educación Superior ◽  
Higher Education System ◽  
Educacion Superior ◽  
New Challenges ◽  
The Law ◽  
Different Levels

RESUMENLa universidad ecuatoriana, en los últimos seis años, a partir de la aprobación en el año 2010 de la Ley Orgánica de Educación Superior, ha sido expuesta a nuevos retos y desafíos que comprometen a cada uno de los tejidos institucionales participantes en su gestión. Este artículo analiza siete de esos retos en el marco de la ley, de la reflexión epistemológica y las metas que se le plantean como sistema sustancial en el cambio de la matriz cognitiva, productiva y de servicio del país. Los resultados son reflexiones propias de actores del sistema educativo superior que se desenvuelven en diferentes planos de intervención, quienes proponen acciones inmediatas y mediatas para alcanzar una Universidad adaptable a la Era de la Complejidad.Palabras clave: Sistema de Educación Superior, Era de la Complejidad, Ley Orgánica de Educación Superior. Challenges of Higher Education System in Ecuador for the Age of ComplexityABSTRACTIn the last six years since the adoption of the Law on Higher Education in 2010, the Ecuadorian university has been exposed to new challenges compromising every institution participating in its management. This article analyzes seven of those challenges within the Law framework, the epistemological reflection and the goals presented as substantial in changing the cognitive, productive and service matrix in the country. The results are reflections by actors in the higher education system working at different levels of intervention, who propose immediate and mediate actions to achieve a University adaptive to the Age of Complexity.Keywords: Higher education system, age of complexity, Law of Higher Education.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

STATUS QUO OF A ‘LEAN UNIVERSITY’ CONCEPT IN KYRGYZSTAN

2019 ◽  
Vol 19 (4) ◽  
pp. 23-30
Author(s):  
Jyldyzbek Jakshylykov ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Status Quo ◽  
Lean Principles ◽  
Higher Education System ◽  
The World

The Kyrgyz higher education institutions are failing to meet the newly emerging challenges. Despite the efforts and jobs done, the effective results are not being achieved in the education and research sphere as desired. In this article, we give the examples of “Lean principles” implementations around the world as one of the solutions to the above mentioned challenge. In the last part of the article, we discuss a status quo of these principles in Kyrgyz higher education system.

Accreditation and ranking of higher education institutions (HEIs): review, observations and recommendations for the Indian higher education system

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jerald Ozee Fernandes ◽  
Balgopal Singh
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Research Approach ◽  
Academic Quality ◽  
Content Type ◽  
Global Ranking ◽  
Higher Education System ◽  
The World ◽  
Indian Higher Education

PurposeThe higher education system has been entrusted globally to provide quality education, especially to the youth, and equip them with required skills and capabilities. The visionaries and policymakers of the countries around the world have been working relentlessly to improve the standard of the higher education system by establishing national and global accreditation and ranking bodies and expecting measuring performance through setting up accreditation and ranking parameters. This paper focuses on the review of Indian university accreditation and ranking system and determining its efficacy in improving academic quality for achieving good position in global quality accreditation and ranking.Design/methodology/approachThe study employed exploratory research approach to know about the accreditation and ranking issues of Indian higher education institutions to overcome the challenges for being globally competitive. The accreditation and ranking parameters and score of leading Indian universities was collected from secondary data sources. Similarly, the global ranking parameters and scores of these Indian universities with top global universities was explored. The performance gaps of Indian university in global academic quality parameter is assessed by comparing it with scores of global top universities. Further, each domestic and global accreditation and ranking parameters have been taken up for discussion.FindingsThe study identified teaching and learning, research and industry collaboration as common parameter in the accreditation and ranking by Indian and global accreditation and ranking body. Furthermore, the study revealed that Indian accreditation and ranking body assess leniently on parameters and award high scores as compared to rigorous global accreditation and ranking practice. The study revealed that “research” and “citations” are important parameters for securing prestigious position in global ranking, this is the reason Indian universities are trailing. The study exposed that Indian academic fraternity lack prominence in research, publication and citations as per need of global accreditation and ranking standards.Research limitations/implicationsThe limitation of this study is that it focused only on few Indian and global accreditation and ranking bodies. The future implication of this study will be the use of methodology designed in this study for comparing accreditation and ranking bodies’ parameters of different continents and countries in different economic development stages i.e. emerging and developed economies to know the disparity and shortcomings in their higher education system.Practical implicationsThe article is a review and comparison of national and global accreditation and ranking parameters. The article explored the important criteria and key indicators of accreditation and ranking that would provide an important and meaningful insight to academic institutions of the emerging economies of the world to develop its competitiveness. The study contributed to the literature on identifying benchmark for improving academic and higher education institution quality. This study would be further helpful in fostering new ideas toward setting up of contemporary globally viable and acceptable academic quality standard.Originality/valueThis is possibly the first study conducted with novel methodology of comparing the Indian and global accreditation and ranking parameters to identify the academic quality performance gap and suggesting ways to attain academic benchmark through continuous improvement activity and process for global competitiveness.

scholarly journals Universidad en tiempos de Covid-19: tecnologías que acortan distancias

2021 ◽  
Vol 9 (18) ◽  
pp. 91-97
Author(s):  
Gloria María Pérez Montero
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Learning Environments ◽  
Self Management ◽  
Educational Context ◽  
Communication Course ◽  
The World ◽  
Teaching Learning ◽  
The University ◽  
Epidemiological Situation

The presence in the world of the pandemic known as Covid-19 has brought with it challenges and challenges in all areas, but especially in the educational context. The University of Granma responds to the intention of promoting the use of technologies in the improvement of Higher Education and in current times has had to enhance this aspect due to the need for social distancing. This work presents some of the alternatives that have been adopted in the House of Higher Studies and how young people have assimilated them, based on the experiences obtained in the teaching of the Communication course, which belongs to the Sociocultural Management for Development career from the Faculty of Economic and Social Sciences. The epidemiological situation has not prevented the training of comprehensive and competent professionals, on the contrary, it has enabled students to achieve self-management of knowledge and meaningful learning, using virtual teaching- learning environments.

scholarly journals FEATURES OF RESULT BASED FINANCING HIGHER EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 50-57
Author(s):  
Iryna Kalenyuk ◽  
Olena Grishnova ◽  
Liudmyla Tsymbal ◽  
Deniss Djakons
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Public Funding ◽  
Negative Consequences ◽  
Financial Flows ◽  
Higher Education System ◽  
The World ◽  
Financing Higher Education

The key role of the education system in the formation of a knowledge society is raising the issue of improving its financing. In the face of new challenges and aggravation of global competition, the mechanism for financing the higher education system is being transformed. The need to increase funding is manifested in expanding financial sources and improving the management of various financial flows. Increasing the effectiveness of public funding is becoming an important issue, which remains the main source of financial revenues for institutions of higher education in countries of the world. A promising practice in the world is the use of funding based on the results of activity, which is becoming more widespread in various areas of economic activity. The purpose of this article is to study the current world-wide practice of applying results-based financing of higher education and defining promising directions for its implementation in Ukraine. The essence and features of RBF - Result Based Financing (RBF) method, including in the system of higher education, are revealed. The existing approaches to financing higher education institutions in the world based on results are systematized, the main criteria for their definition are identified: on the basis of inputs, process, output, output. The world practice of using higher education institutions financing based on the results, positive and negative consequences of its implementation is highlighted and summarized. The necessity of using RBF funding in the system of native education is proved, the main directions and areas of its use are determined. The application of a two-tier model of financing higher education institutions in Ukraine is proposed, which combines the traditional cost-oriented approach and funding based on the results of the activity.

scholarly journals Tuberculosis: knowledge among nursing undergraduate students

2019 ◽  
Vol 72 (5) ◽  
pp. 1279-1287
Author(s):  
Cleina de Fátima Carvalho ◽  
Maria Amélia Zanon Ponce ◽  
Reinaldo Antonio da Silva-Sobrinho ◽  
Roberto Della Rosa Mendez ◽  
Mariana Alvina dos Santos ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Undergraduate Nursing ◽  
The Subject ◽  
Teaching Learning

ABSTRACT Objective: To analyze the knowledge about tuberculosis among nursing undergraduate students of a Federal Higher Education Institution. Method: Descriptive cross-sectional study, with quantitative approach. Data were collected through a questionnaire based on the WHO’s guide to developing evaluation instruments on knowledge, attitudes and practices related to TB. Students were classified as “with knowledge” and “with little knowledge” based on the mean percentage of correct responses to the variables analyzed. Descriptive statistics techniques were used. Results: 60 nursing students were interviewed. “with little knowledge” was observed among students who were studying at the university for less time and who had no previous contact with the subject, and “with knowledge” was observed among those whose knowledge about tuberculosis was acquired in the health services. Conclusion: Knowledge gaps among undergraduate nursing students were identified, suggesting the need to rethink teaching-learning strategies on the subject.

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