From Face-to-Face Education to Online Education

2022 ◽  
pp. 149-170
Author(s):  
Otto Regalado-Pezua ◽  
Manuel Leonardo Toro Galeano
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Formal Education ◽  
Education Institution ◽  
Virtual Education ◽  
Educational Institutions ◽  
Knowledge And Skills ◽  
Face To Face ◽  
E Learning ◽  
New Challenges

Currently, traditional formal education has taken an unexpected turn due to the events caused by the pandemic as a consequence of COVID-19 and social distancing, leading to educational institutions changing the way of imparting knowledge and skills, study modalities, by strengthening and prioritizing virtual education and distance education (e-learning). Under this scenario, new challenges arise and adaptation and/or creation of new processes, which the different higher education institutions are forced to adapt to remain competitive in the market. The case of a higher education institution in Lima is presented, which, from the global crisis presented by COVID-19, had to adapt to a one hundred percent virtual education. The strategy defined by the business school and the monitoring of the implemented measures is favorably influencing the student experience.

The Open University of Catalonia as a Virtual University

2010 ◽  
pp. 1145-1150
Author(s):  
Morales
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Technologies ◽  
Education Institution ◽  
Open University ◽  
Virtual University ◽  
Early 21St Century ◽  
Education Practice ◽  
Face To Face ◽  
E Learning

Electronic Web-based campus information systems and e-learning educational delivery became increasingly important for higher education practice in the late 20th and early 21st century (Bates, 2000; Cobarsí, 2005). These emergent information technologies brought about changes in the traditional face-to-face campus and paper-based communication and teaching (Brown & Duguid, 2000). There are several trends in the introduction of information technology in universities that can be summarised into three main types (Duderstadt, 2000; Folkers, 2005). Firstly, most universities gradually adopted electronic campus information systems and e-learning to reinforce functionalities offered by their physical campus, with no intention of substituting the traditional campus but simply to strengthen their capabilities. Secondly, other institutions, the so-called first generation distance universities, had no physical campus from the very beginning, such as the institutions founded in the 1970s: the British Open University http://www3.open.ac.uk or Spain’s Universidad Nacional de Educación a Distancia http://www.uned. es/portal/index.htm. Thus, they incorporated electronic media to complement their usual means of communication by post or periodical face-to-face tuition. Thirdly, the Universitat Oberta de Catalunya (Open University of Catalonia, hereinafter the OUC) is a quite different case: it was created from the very beginning (the academic year 1995-1996) as a wholly e-learning and Internet-based higher education institution, where a virtual campus with wide-ranging functionalities supports most of the day-to-day activities. As a result of these original premises, this university has some important organizational and information system features, which are summarised and discussed in the sections below, from the chronological perspective offered by its having been in operation for 10 years.

scholarly journals Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

2021 ◽  
Vol 10 (6) ◽  
pp. 135
Author(s):  
Obert Matarirano ◽  
Abor Yeboah ◽  
Onke Gqokonqana
Keyword(s):  
Higher Education ◽  
South African ◽  
Information And Communication Technologies ◽  
Education Institution ◽  
Communication Technologies ◽  
Technology Readiness ◽  
Face To Face ◽  
Information And Communication ◽  
E Learning ◽  
South African Higher Education

The closures of Higher Education Institutions (HEIs) due to the Covid-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former’s collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects.

scholarly journals Testing the success of real-time online delivery channel adopted by higher education institutions in the United Arab Emirates during the Covid-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Iffat Sabir Chaudhry ◽  
Rene Paquibut ◽  
AbuReza Islam ◽  
Habib Chabchoub
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Real Time ◽  
United Arab Emirates ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Learning System ◽  
Face To Face ◽  
E Learning ◽  
Future Outcomes

AbstractE-learning was mandated for all the higher education institutions (HEI) in the United Arab Emirates (UAE) to encounter the pandemic and practice social distancing in year 2020. This led education institutions to shift from face-to-face traditional classroom settings to online education channels for delivering education to their students despite being less familiar with the real-time remote learning. The current study attempts to measure the success of e-learning systems adopted by the HEIs in UAE. An e-learning system success measuring the framework based on DeLone and McLean (J Manage Inf Syst 19(4):9–30, 2003) was developed including the measures of quality, system use, perceptual benefits and future outcomes from students’ perspective. A survey was conducted from more than 1200 students studying at different higher education institutions of the UAE region. The findings have implications for educators and policy-makers recommending the success factors of e-learning delivery channels in this region.

scholarly journals Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

2020 ◽  
Vol 4 (4) ◽  
pp. 370-383
Author(s):  
Ladan Ghazi-Saidi ◽  
Aliisa Criffield ◽  
Carrie L. Kracl ◽  
Miechelle McKelvey ◽  
Sharon N. Obasi ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Education Institution ◽  
Previous Experience ◽  
Face To Face ◽  
Remote Learning

In response to the Covid-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative.  We report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode. Each case will provide a detailed description of how the course was moved to an online mode, how the course was managed, the instructors’ previous experience in online teaching, their self-reflection on the process of transitioning to remote learning and their recommendations for a more successful experience in a similar potential scenario in the future.  Further, we report the students’ perspectives based on their responses to an online survey.  The combined results of the cases reported in this study reflect the resilience on both sides. A sudden shutdown of the university along with disease- related fears caused anxiety both for the students and instructors regardless of previous experience in online education. However, having online material pre-pandemic, possessing the technical skills, and previous online teaching or learning experience as well as having the infrastructure in place, facilitated the smooth navigation of the courses. The mode of delivery of the course (synchronous, asynchronous or blended) did not have an effect on students’ satisfaction.

scholarly journals Transformation of Higher Education During the Pandemic: Pain Points

2020 ◽  
Vol 29 (10) ◽  
pp. 101-112
Author(s):  
I. R. Gafurov ◽  
H. I. Ibragimov ◽  
A. M. Kalimullin ◽  
T. B. Alishev
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Work Experience ◽  
Formal Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Face To Face ◽  
The Social ◽  
Traditional Format ◽  
Modern Work

The relevance of the study is due to the contradiction between the mass transition of the Russian system of higher education to the distance learning format and the insufficient willingness of participants in the educational process to work under the new requirements caused by the COVID 19 pandemic. Teachers, students and administrators of higher educational institutions in Russia have encountered a number of difficulties. Their analysis will highlight the objective and subjective factors of their occurrence and develop recommendations for the further organization of distance learning in its combination with the traditional format. The purpose of the study was to analyze the modern work experience in the remote format of one of the leading Russian universities – Kazan Federal University. On this basis, the article analyzes successes and problems of this process, shows the contradictions between traditional and distance learning, considers the main models of educational organization that involve traditional and remote learning formats using distance educational technologies. It is concluded that in the system of basic formal education at all levels and areas of training, distance learning can be considered as a form that complements and strengthens the social, pedagogical, organizational, psychological, and didactic potential of the traditional (face-to-face) educational format.The work comprehensively used the methods of theoretical (analysis, synthesis, systematization, comparison, etc.) and empirical (study of literature, conversation, questioning, observation) research.

scholarly journals THE DYNAMIC TRANSFORMATION OF ISLAMIC EDUCATIONAL INSTITUTIONS IN GAYO FROM 1900 TO 1986

2021 ◽  
Vol 28 (2) ◽  
pp. 106
Author(s):  
Ihsan Harun ◽  
Indra Indra ◽  
Emy Yusdiana
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Education Institution ◽  
Institutional Transformation ◽  
Islamic Education ◽  
Educational Institutions ◽  
Formal Institutions ◽  
Higher Education Institution ◽  
Dynamic Development ◽  
Dynamic Transformation

<p>The dynamic development of Islamic education in Gayo cannot be separated from the turbulent period of education in Indonesia in general. The emergence and development and collapse of non-formal educational institutions and the transformation of formal institutions were influenced either directly or indirectly by the renewal of the dynamics of Islamic educational institutions in Indonesia. It was clear that the development of institutional transformation in Gayo from 1900 to 1986 was started by <em>umah</em> education. Graduates of homeschooling education usually continue their education to <em>Mersah</em> (<em>musalla</em>) or joyah for women of Gayo. These educational institutions are known as non-formal education. The formal education from 1900 to 1986 was started by Tarbiyah Islamiyah and Sekolah Rendah Islam (from 1902 to 1940). Meanwhile, in 1970 Pendidikan Guru Agama Pertama was established. Then, in 1980, this institution changed into Madrasah Aliyah Negeri 2 in Takengon. After that, in 1968 IAIN Persiapan was established in Temetas Lemah Burbana as Islamic higher education. However, this institution was transformed into Madrasah Aliyah Negeri 1 in Takengon in 1978. The Higher Education Institution was established in 1986 as a result of the transformation of STIE, STIT, and STIP into Perguruan Tinggi Gajah Putih Takengon. STIT tranformed into STAI Gajah Putih Takengon, and then it transformed into STAIN Gajah Putih Takengon, and today it is known as IAIN Takengon. Meanwhile, the STIE and STP transformed into Universitas Gajah Putih Takengon.</p>

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.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

scholarly journals USO DIDÁCTICO DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y COMUNICACIÓN EN LAS UNIVERSIDADES: ¿ASPIRACIÓN O EXPECTATIVA?

PARADIGMA ◽  
2020 ◽  
pp. 484-507
Author(s):  
Haydee Guillermina Páez ◽  
Nolberto Goncalves Rodríguez ◽  
Evelyn Cristina Arreaza Páez
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Social Process ◽  
Education Institution ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Affective Component ◽  
Teachers And Students ◽  
Information And Communication ◽  
Para Determinar

El ser humano siempre ha puesto su curiosidad e ingenio para mejorar su calidad de vida, siendo la comunicación una de las áreas más destacadas debido a su notable rol socializador. La convergencia de los avances en electrónica, informática y comunicaciones transmutó en la telemática y en la creación de la Internet, que ha interconectado al mundo y todos los ámbitos del acontecer social. La educación, proceso netamente social, ha sido impactada por el advenimiento de la Internet desde la década de los noventa, modificando no sólo el tipo de recursos utilizados en el proceso didáctico de facilitación y adquisición de aprendizajes, por sus dos actores protagónicos: docentes y estudiantes, respectivamente; sino también, la cultura de las instituciones educativas, las cuales como en el caso Venezolano, por imperio de la ley, deben incorporar en su misión y planes de desarrollo organizacional, las Tecnologías de la Información y Comunicación (TIC). Transcurridas dos décadas de haber sido establecido como prioridad el uso de la internet en las instituciones educativas, ergo en las Universidades Venezolanas, en el presente artículo se analizan, bajo la visión de los mundos Popperianos (Popper, 1986), dos instituciones universitarias, una pública y otra privada; para determinar si el uso didáctico de las TIC responde a una expectativa o a una aspiración y si ésta, es personal o institucional. Se evidenció una insatisfacción de la expectativa legal decantada en una aspiración institucional, dada la existencia de una generalizada predisposición negativa de docentes y estudiantes hacia el uso de las TIC como recurso para mediar procesos didácticos en la sociedad actual, lo cual resalta el importante papel del componente afectivo personal, en este caso la afectividad digital (Goncalves, 2015), para el logro de las metas que sobre dicho uso se plantea una institución de educación universitaria.Palabras clave: TIC, Uso Didáctico, Educación Universitaria, Afectividad Digital.Uso Didático das Tecnologias da Informação e Comunicação nas Universidades: aspiração ou expectativa?ResumoO ser humano sempre colocou sua curiosidade e engenho para melhorar sua qualidade de vida, sendo a comunicação uma das áreas mais destacadas devido ao seu notável papel socializador. A convergência dos avanços em eletrônica, informática e comunicações, transmutou-se em telemática e na criação da Internet, que interconectou o mundo e todas as áreas de eventos sociais. A educação, um processo puramente social, tem sido impactada pelo advento da Internet desde os anos noventa, modificando não apenas o tipo de recursos utilizados no processo didático de facilitação e aquisição de aprendizagem, por seus dois principais atores: professores e estudantes, respectivamente; mas também a cultura das instituições de ensino, que, como no caso venezuelano, por imperativo da lei, deve incorporar as Tecnologias da Informação e Comunicação (TIC) em sua missão e planos de desenvolvimento organizacional. Duas décadas após de ter sido establecido como una prioridade o uso da Internet nas instituições de ensino, portanto nas universidades venezuelanas, neste artigo analisamos, baixo a visão dos mundos Popperianos (Popper, 1986), duas instituições universitárias, uma pública e outra privada; para determinar se o uso didático das TIC responde a uma expectativa ou aspiração, e se é pessoal ou institucional. Foi encontrada uma insatisfação com a expectativa legal estabelecida em uma aspiração institucional, dada a existência de uma predisposição negativa generalizada de professores e estudantes para o uso das TIC como recurso para mediar processos didáticos na sociedade atual, destacando o importante papel do componente afetivo pessoal, neste caso da afetividade digital (Goncalves, 2015), para a consecução dos objetivos que sobre esse uso surge duma instituição de ensino universitário.Palavras chave: TIC, Uso Didático, Educação Universitária, Afetividade Digital.Didactic Usage of Information and Communication Technologies in Universities: ¿aspiration or expectation?AbstractHuman being has always been curious with all its wit about improving its quality of life, being communication one of the most featured areas due to its remarkable socializing role. The convergence of advances in Electronics, Informatic and Communications transmuted into Telematic and the creation of Internet, which has interconnected the world and all social environments. Education, truly a social process, has been impacted by the arrival of the Internet since the 90s, modifying not only the type of resources used in the didactic process of facilitation and acquisition of knowledge involving their two main protagonists: teachers and students, respectively; but also the culture of the educational institutions, which, in the Venezuelan case, by law, must incorporate in their mission and organizational developing plans, the Information and Communication Technologies (ICT). After two decades of establishing the use of Internet as a priority in educational institutions, mostly in Venezuelan universities, in the present article two higher education institutions are analyzed using the Popperian vision (Popper, 1986): one private and one public; to determine if the didactic usage of ICT responds to an expectation or to an aspiration, and as such, if it is personal or institutional. A dissatisfaction of the legal expectation was evidenced, which turned in an institutional aspiration, due to the existence of a negative and general predisposition of teachers and students towards the use of ICT as resources for the mediation of didactic processes in today’s society, which highlights the important role of the personal affective component; in this case, digital affectivity (Goncalves, 2015) for the accomplishment of goals that a higher education institution has established.Keywords: ICT, Didactic Usage, Higher Education, Digital Affectivity.

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