COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment

2021 ◽  
pp. 247-265
Author(s):  
Muzammal Ahmad Khan
Keyword(s):  
Learning Environment ◽  
Global Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Rapid Changes ◽  
Key Issues ◽  
Qualitative Responses ◽  
The Impact

The COVID-19 pandemic has witnessed an unprecedented disruption in global education. The sudden imposition of a lockdown led to rapid changes being made to learning, teaching, and assessment (LTA) approaches used by universities and other educational institutions, and added stress and anxiety to many students and academics. This chapter uses the findings from an online questionnaire to assess the impact of these changes on students at UK universities. It considers both their quantitative and qualitative responses to identify the key issues they faced and, in examining their experiences, allowing recommendations to be made to universities on how they can improve the support for their students. These recommendations are developed from those which the student participants themselves suggest.

scholarly journals Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica / Textual production and authorship in virtual learning environment: a dialogical writing

2017 ◽  
Vol 10 (2) ◽  
pp. 308-323
Author(s):  
Claudemir Sousa
Keyword(s):  
Learning Environment ◽  
Mikhail Bakhtin ◽  
Virtual Learning ◽  
Sao Paulo ◽  
Virtual Learning Environment ◽  
São Paulo ◽  
Textual Production ◽  
Technological Tools ◽  
The Impact ◽  
The Relationship

RESUMO: As possibilidades oferecidas pelas ferramentas tecnológicas para a produção de texto afetam sobremaneira a concepção que temos de escrita e de autoria. Neste artigo, objetivamos discutir uma concepção dialógica de escrita e de autoria, tendo como objeto de análise uma interação virtual escrita realizada por estudantes de uma universidade pública do estado de São Paulo. Essa discussão está ancorada nos pressupostos teóricos de Mikhail Bakhtin e seus interlocutores contemporâneos acerca das categorias teóricas autor e dialogismo, bem como em estudos sobre os impactos do uso de ferramentas tecnológicas na produção textual para a relação com a escrita e a autoria, sobretudo em Ambientes Virtuais de Aprendizagem. Concluímos que a escrita no Ambiente Virtual de Aprendizagem ocorre em um processo dialógico entre alunos, professor(es) e textos outros, havendo convergências ou divergências quando os alunos assumem o lugar de autor que organiza vozes.PALAVRAS-CHAVE: escrita; autoria; dialogismo; ambiente virtual de aprendizagem.ABSTRACT: The possibilities offered by the technological tools for the production of text greatly affect the conception we have of writing and authorship. In this article, we aim at discussing a dialogical conception of writing and authorship, by analyzing a virtual written interaction made by students of a public university in the state of São Paulo. This discussion is anchored in the theoretical assumptions of Mikhail Bakhtin and his contemporary interlocutors about the theoretical categories of author and dialogism, as well as on studies about the impact of the use of technological tools in textual production on the relationship with writing and the authorship, especially in virtual learning environments. We conclude that writing in the Virtual Learning Environment occurs in a dialogical process between students, teacher(s) and other texts, occurring convergences or divergences when students take the place of author who organizes voices.KEYWORDS: writing; authorship; dialogism; virtual learning environment.

scholarly journals Formulation, implementation and evaluation of a distance course for accreditation in patient safety

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Poliana Nunes Wanderlei ◽  
Erik Montagna
Keyword(s):  
Patient Safety ◽  
Adverse Events ◽  
Learning Environment ◽  
Virtual Learning ◽  
Patient Safety Culture ◽  
Hospital Staff ◽  
Course Evaluation ◽  
Reporting Rate ◽  
Virtual Learning Environment ◽  
The Impact

ABSTRACT Objective To formulate and to implement a virtual learning environment course in patient safety, and to propose ways to estimate the impact of the course in patient safety outcomes. Methods The course was part of an accreditation process and involved all employees of a public hospital in Brazil. The whole hospital staff was enrolled in the course. The accreditation team defined the syllabus. The education guidelines were divided into 12 modules related to quality, patient safety and required organizational practices. The assessment was performed at the end of each module through multiple-choice tests. The results were estimated according to occurrence of adverse events. Data were collected after the course, and employees’ attitude was surveyed. Results More than 80% of participants reached up to 70% success on tests after the course; the event-reporting rate increased from 714 (16,264 patients) to 1,401 (10,180 patients). Conclusion Virtual learning environment was a successful tool data. Data on course evaluation is consistent with increase in identification and reporting of adverse events. Although the report increment is not positive per si, it indicates changes in patient safety culture.

scholarly journals A Glimpse into the Brighton College Abu Dhabi Library’s Virtual Learning Environment

2021 ◽  
pp. 303-323
Author(s):  
Virgilio Medina
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
School Libraries ◽  
Virtual Learning Environment ◽  
Abu Dhabi ◽  
Educational Institutions ◽  
Content Structure ◽  
Effective Learning ◽  
Learning Platform ◽  
The Status

The Virtual Learning Environment is becoming a popular learning platform among various educational institutions in delivering a vibrant and effective learning environment. It enables many school libraries to perform their role in improving services and supporting the school community. The researcher examined the status of Brighton College Abu Dhabi Library’s VLE based on users’ preferences and usage. The researcher surveyed pupils, teachers, and administrators and used frequency distribution to show results. The findings revealed how the library VLE could further be improved and marketed to strengthen its value to the community. Along with this, the included sample of the library VLE content structure and each content’s description can serve as a guide in designing a library VLE.

scholarly journals Impact on the Virtual Learning Environment Due to COVID-19

2021 ◽  
Vol 13 (2) ◽  
pp. 582
Author(s):  
César Torres Martín ◽  
Christian Acal ◽  
Mohammed El Honrani ◽  
Ángel Custodio Mingorance Estrada
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Virtual Learning ◽  
Simple Random Sampling ◽  
Virtual Learning Environment ◽  
Teaching Staff ◽  
Online Questionnaire ◽  
Learning Platform ◽  
Global Pandemic ◽  
Faculty Of Education

As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.

Teaching, virtually: a critical reflection

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lisa Powell ◽  
Nicholas McGuigan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Accounting Education ◽  
Educational Transformation ◽  
Content Type ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact

Purpose The purpose of this paper is to present critical educator reflections on the pivot from the traditional physical accounting classroom to the virtual learning environment amidst COVID-19 pandemic lockdowns. Design/methodology/approach This paper outlines the reflexive experiences of two accounting educators on their scholarly journey into virtual learning and their inhabiting of the virtual accounting classroom. We adopt a critical stance in exploring what has been lost and insights gained. Findings We heed caution in the ongoing reliance on digital technologies and virtual learning that strip accounting education of its richness and complexity. Although the virtual learning environment brings with it benefits of accessibility and flexibility, it fails to replace the complexity of human connection, authenticity and informal spontaneity found in face-to-face learning. We further contend that COVID-19 presents an opportunity to rethink accounting education. We encourage educators to embrace this opportunity as a force for educational transformation; to reimagine an accounting education that embraces change, ambiguity and humanistic qualities such as empathy, compassion and humility. Originality/value Our critical educator reflections explore the impact of COVID-19 on the humanistic qualities at the heart of education and on the future of accounting education. This paper contributes to the scholarship of teaching and learning during global pandemics and other crises.

The impact of intragroup relationship conflict on intention to re-enroll

2019 ◽  
Vol 29 (6) ◽  
pp. 1370-1385
Author(s):  
Ying Zhu ◽  
Valerie Lynette Wang ◽  
Evan Leach ◽  
Kevin Cruthirds ◽  
Yong Wang
Keyword(s):  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Relationship Conflict ◽  
Emotional Expressiveness ◽  
Educational Institutions ◽  
Learning Context ◽  
Mediated Communication ◽  
Online Questionnaire ◽  
Content Type ◽  
The Impact

Purpose Scholars have identified several predictors of learner satisfaction, but little research addresses the impact of intragroup conflict in a virtual learning context. The purpose of this paper is to investigate the potentially deleterious effects of perceived intragroup relationship conflict on virtual learners’ intention to re-enroll. Design/methodology/approach Data were systematically collected from virtual learners using an online questionnaire and then analyzed by multiple regression models. Findings The results show that emotional expressiveness is an antecedent to perceived intragroup relationship conflict, and the relationship is moderated by individuals’ perceived enjoyment of computer-mediated communication. Virtual learners with a higher emotional expressiveness (i.e. extraverts) experience higher perceived relationship conflict, which in turn, lowers their intention to re-enroll. Research limitations/implications The study confirms the antecedent and consequence of perceived intragroup relationship conflict in a virtual learning context. Practical implications Educational institutions and businesses may use three proposed strategies to deal with intragroup relationship conflict. Originality/value The study contributes to the limited knowledge on how to effectively manage virtual learning interactions by educational institutions and businesses.

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