Didactic, Technological, and Social Challenges in Portuguese Higher Education During the Pandemic Confinement

2021 ◽  
pp. 92-113
Author(s):  
Cecília Vieira Guerra ◽  
Maria José Loureiro ◽  
Susana Senos
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Lessons Learned ◽  
Online Questionnaire ◽  
Pedagogical Content ◽  
Social Challenges ◽  
Home Based ◽  
Internet Connections ◽  
Portuguese Higher Education ◽  
Physical Spaces

This chapter presents testimonials of 12 national experts in the field of educational technology concerning the main didactic, technological, and social challenges they faced throughout the “emergency remote teaching” that occurred during the COVID-19 pandemic confinement. All experts are professors in Portuguese universities or polytechnic institutions, and they are acquainted with the “distance education” modality. An online questionnaire was applied to these 12 professors in order to collect their opinions about the main challenges during this period. Based on a content analysis technique, the results revealed several technological (e.g., unpredictability of internet connections), didactic (e.g., the teachers' lack of technological pedagogical content knowledge), and social challenges (e.g., the lack of proper physical spaces at home). Based on the lessons learned from this worldwide pandemic emergency, and critically reflecting about it, recommendations are suggested for future action to “distance education” in higher education.

scholarly journals Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations

Societies ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 86
Author(s):  
Fernando Ferri ◽  
Patrizia Grifoni ◽  
Tiziana Guzzo
Keyword(s):  
Lessons Learned ◽  
Human Interaction ◽  
Social Challenges ◽  
Emergency Situations ◽  
Italian Case ◽  
Online Discussion Forum ◽  
Teachers And Students ◽  
Internet Connections ◽  
International Experts ◽  
Physical Spaces

The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.

scholarly journals Remote teaching & digital platform during pandemic Teacher education and teacher competence effects among teachers & principles in Malaysia

2021 ◽  
Vol 8 (5) ◽  
pp. 457-472
Author(s):  
SHANTI RAMANLINGAM
Keyword(s):  
Lessons Learned ◽  
Human Interaction ◽  
Second Step ◽  
Teacher Competence ◽  
Ministry Of Education ◽  
Social Challenges ◽  
State Education ◽  
Teachers And Students ◽  
Internet Connections ◽  
Physical Spaces

The purpose of this research is analyzing the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency among teachers and principals of Malaysian schools.  This study explores the perceptions of school teachers of online learning in a program developed in Malaysian school called School from Home during the COVID-19 Pandemic. A qualitative research method was undertaken in two steps.   In the first step, a thematic analysis a qualitative method was used based on a two-step process. The first step consisted a Qualitative study which involved 4 school principals from Grade A and Grade B schools which is selected from four state which is Selangor, Johor, Kedah and Kelantan. In the second step (a Malaysian case study), The results from the interview discussion represented the basis for the second step, in which starting from the main issues that emerged from the online discussion among researches, professors and also Higher Education Offices from Ministry of Education and State Education Officers. The analysis reveals several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. (Chandler. D, 2017)   The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry) (Gordon, 2020) The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.  

Great Plains Interactive Distance Education Alliance (Great Plains IDEA)

2010 ◽  
pp. 110-130 ◽  
Author(s):  
Virginia Moxley ◽  
Sue Maes ◽  
Dawn Anderson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Great Plains ◽  
Effective Means ◽  
Cost Effective ◽  
Lessons Learned ◽  
Academic Programs ◽  
Award Winning ◽  
Viable Solution ◽  
Higher Education Leaders

This chapter will examine the organizational and technological challenges encountered by the highly successful Great Plains Interactive Distance Education Alliance (Great Plains IDEA) since its members began offering multi-university online academic programs in 2000. Members include the following universities: Colorado State, Iowa State, Kansas State, Texas Tech, Michigan State, Missouri, Montana State, Nebraska, North Dakota State, Oklahoma State, and South Dakota State. Inter-institutional online academic programs are a cost-effective means of rapidly increasing access and addressing emerging educational needs. The chapter explains how the Great Plains IDEA began, operates and has evolved, as well as the mistakes made, lessons learned, and upcoming challenges. A major technological challenge was identifying a secure multi-institution enrollment system for sharing student data between enrolling and teaching institutions the award-winning ExpanSIS system. The authors hope that higher education leaders will be convinced that inter-institutional collaboration is a viable solution to many higher education challenges.

scholarly journals Knowledge, attitudes and preventive behaviors toward COVID-19: a study among higher education students in Portugal

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Regina Ferreira Alves ◽  
Catarina Samorinha ◽  
José Precioso
Keyword(s):  
Higher Education ◽  
Preventive Behavior ◽  
Education Students ◽  
Preventive Behaviors ◽  
Online Questionnaire ◽  
Content Type ◽  
Predictive Variables ◽  
Positive Attitudes ◽  
Portuguese Higher Education ◽  
Academic Year

PurposeThe purpose of this study was to assess knowledge, attitudes and behaviors about COVID-19 among Portuguese higher education students.Design/methodology/approachIn May 2020, all students from a Portuguese University were invited to participate in completing an online questionnaire. A total of 262 students participated. COVID-19 related knowledge, attitudes toward COVID-19 and preventive behaviors were assessed. Differences between outcomes and sociodemographics were analyzed through independent t-tests and the ANOVA. A generalized linear model was calculated to determine the predictive variables of preventive behaviors.FindingsStudents revealed good knowledge about COVID-19, correctly answering 13.06 (SD = 1.25) questions in a total of 14 and favorable attitudes toward preventive behaviors (M = 32.73, SD = 2.88). Students reported always engaging in, on average, 5.81 (SD = 2.61) of the 12 behavior analyzed. Females presented higher levels of knowledge, more positive attitudes and engaged in more preventive behaviors than males. Being a bachelor's (Exp (β) = 8.213, 95% CI: 1.791–37.670, p < 0.01) or a master's degree student (Exp (β) = 7.568, 95% CI: 1.598–35.835, p < 0.05) and having positive attitudes toward preventive behavior of COVID-19 predicted the adoption of those preventive behavior (Exp (β) = 1.340, 95% CI: 1.189–1.510, p < 0.001).Originality/valueThis study provides useful data to plan health education programs about COVID-19 among higher education students. The continuous investment by universities in preventive campaigns is essential to promote good preventive behaviors in the next academic year.

scholarly journals Distance education in higher education in Saudi Arabia in the post-COVID-19 era

2021 ◽  
Vol 13 (3) ◽  
pp. 485-501
Author(s):  
Amani K. H. Alghamdi ◽  
Wai Si El-Hassan ◽  
Arif A. M. H. Al-Ahdal ◽  
Ahmed A. Hassan
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Saudi Arabia ◽  
Teaching Strategies ◽  
Student Evaluation ◽  
Pedagogical Content ◽  
Post Secondary ◽  
Qualitative Research Design ◽  
Negative Impacts ◽  
Infant Stage

COVID-19 has changed the field of education. This paper aimed to re-envision the post-pandemic higher education landscape in Saudi Arabia. This study employed descriptive-qualitative research design. Twenty postgraduates completed a journal task at a public university in the Eastern Province of Saudi Arabia. The responses revealed their first-hand experience of multi-sectorial communities caused by the COVID-19 lockdown, including students, parents and teachers. Results showed that there are seven positive and eight negative impacts of emergency distance education caused by the pandemic lockdown and various themes have emerged, including Social and Educational. To succeed in the post-pandemic era, teachers need to acquire online pedagogical content knowledge and teaching strategies, conduct effective student evaluation and engage students in both virtual and in-person labs and classrooms. This study contributes to quality access of students toward online learning in countries, where distance education is still in its infant stage, such as Saudi Arabia.   Keywords: Distance education, post-secondary education, teacher training, teaching strategies, networked learning

scholarly journals Learning and performance evaluation in distance higher education: a case study during the Covid-19 pandemic

2021 ◽  
Vol 343 ◽  
pp. 11004
Author(s):  
Davide Capperucci ◽  
Ilaria Salvadori
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Performance Evaluation ◽  
Online Education ◽  
Alternative Assessment ◽  
University Education ◽  
Online Questionnaire ◽  
And Performance ◽  
Learning And Performance

The Covid-19 pandemic has caused disruption in students’ education and imposed numerous and unprecedented challenges on the educational systems all over the world turning the traditional learning processes into online distance education. The new context has raised the question of how to evaluate students’ learning and competences in distance education environments as effectively as possible. To maintain high quality standards of higher education, it is undoubtedly necessary to investigate through which tools the lecturers evaluate both the processes and the products of learning gained in online education. This study has been carried out at the University of Florence, with a sample of 60 lecturers, during the first period of pandemic. It has a twofold aim: (1) investigating lecturers’ beliefs on assessment and evaluation in distance higher education and (2) comparing online assessment techniques and tools with those used in face-toface classroom practices. The case study uses mixed methods and proposes data collected through an online questionnaire and semi-structured interviews analyzed with a quanti-qualitative approach. It pointed out the main problems the study group faced in evaluating students’ learning and performance in remote university education and suggested, at the same time, possible solutions to tackle learning and performance evaluation processes through alternative assessment methods.

scholarly journals Schooling Interrupted: Educating Children and Youth in the Covid-19 Era

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Lorin W. Anderson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching And Learning ◽  
School Administrators ◽  
Research Synthesis ◽  
Lessons Learned ◽  
Children And Youth ◽  
The Internet ◽  
K 12 ◽  
Correspondence Courses

Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The Covid-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the Covid-19 era has been referred to as ‘emergency remote teaching’ (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the Covid-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education.

Penn State's World Campus©

2011 ◽  
pp. 20-33
Author(s):  
James H. Ryan ◽  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
The United States ◽  
Detailed Examination ◽  
Lessons Learned ◽  
First Year ◽  
Virtual University ◽  
The World ◽  
Penn State ◽  
Campus Initiatives

Pennsylvania State University’s World Campus© enrolled its first students in January 1998. The World Campus is one of several “virtual campus” initiatives within higher education in the United States and abroad. Penn State built the World Campus as its 25th campus, fully integrating it into the mainstream of the University’s academic life as part of an institution-wide web of innovation. It completed its first full year of operation in June 1999, initially offering courses in 10 credit and noncredit certificate and degree programs in some of Penn State’s most highly regarded disciplines. At that time, the World Campus had admitted 861 students and generated 896 individual course enrollments. It had also attracted national attention as a “bellwether institution” in the emerging online learning field. The idea of a “virtual university” has moved distance education into the mainstream of higher education. The creation of the World Campus illustrates the complexity of planning a significant technology-based innovation directed at positioning a major comprehensive university to meet the need for lifelong education in an information society. This case study provides a detailed examination of the strategies used in the development of a distance education campus and the lessons learned in the first year of World Campus operation.

scholarly journals Challenge Accepted: Experiences of Turkish Faculty Members at the Time of Emergency Remote Teaching

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Faik Özgür Karataş ◽  
Sevil Akaygun ◽  
Suat Çelik ◽  
Mehmet Kokoç ◽  
Sevgi Nur Yılmaz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Private Higher Education ◽  
Survey Method ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Face To Face

The Covid-19 pandemic caught everyone unprepared. Higher education institutions were expected to be the least affected due to their long history of distance education, which has enabled the development of expertise and technical infrastructure, but were they? The present study focuses on faculty members’ experiences at the time of emergency remote teaching and afterwards. The survey method was devised to conduct the study. An online questionnaire called the Emergency Remote Teaching Views Questionnaire was developed by the researchers and administered at higher education institutions throughout Turkey. With a combination of convenience and snowball sampling, 351 faculty members from 72 different public and private higher education institutions were reached. The descriptive analysis of the data revealed that almost 62% of the faculty members had never taken any form of training regarding online distance education before the Covid-19 pandemic. Although one fifth of the faculty members indicated that they had had distance education experience three times or more before the pandemic, around 62% of them encountered remote teaching for the first time. Many faculty members indicated that they spent more time on remote teaching than face-to-face teaching; they had trouble following students’ development; the students were disinterested in the classes; they had technical problems, but they also received support from their institutions. Although only one fourth of the faculty members reported being unsure about the quality of their remote teaching, three fourths of them believed that it was not as fruitful as face-to-face teaching. This was especially evident in the area of assessment and evaluation. Based on these results, it can be concluded that higher education institutions were caught unprepared, but their adaptation was very quick.

scholarly journals The Impact of Google Education Suite amidst the Pandemic: The New Normal Approach

2021 ◽  
Vol 5 (1) ◽  
pp. 1-4
Author(s):  
Dr. Froilan Mobo
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Education System ◽  
Video Conferencing ◽  
The Philippines ◽  
New Normal ◽  
Internet Connections ◽  
The Impact ◽  
Technological Platforms

The Education system in the Philippines was greatly affected by the deadly pandemic – Novel Corona Virus which transcends all our sectors into highly ICT Based enabled sector by using different technological platforms just to continue in their workforce. As part of the challenge in the new normal we are facing right now is the availability to double the services like the increase of bandwidth requirements because of the Distance Education being implemented in all higher education. The researcher is proposing a study to minimize network traffic and slowdown of internet connections and video conferencing by using an alternative platform which can minimize the usage of internet bandwidth. In terms of the video-conferencing classroom platform, it is highly recommended to use another source or tools that can be used in online learning, which is by using the upgraded requirements.

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